From Words to Concepts: Teaching Vocabulary with Frayer Model



The journey from words to concepts is an important step in fostering deep and meaningful learning of vocabulary in the framework of modern language education. This article aims to explore the Frayer Model, a graphical organizer for teaching vocabulary. This model consists of such key elements as the target word, definition, characteristics/examples, and non-examples. The use of this strategy can not only build the understanding of words, but also challenge students to think critically and make connections between words and concepts. This article describes the structure and benefits of the Frayer Model, highlights its role in developing rich vocabulary and enhancing cognitive skills of learners.

Keywords: teaching vocabulary, Frayer model, concepts, vocabulary acquisition

Vocabulary is considered as the knowledge of words and their meaning. Stahl describes vocabulary as not only knowledge of word’s definition, but also the knowledge of its usage in the speech [1]. According to Neuman and Dwyer, vocabulary can be expressive and receptive [2]. Expressive vocabulary refers to the words that are used in spoken or written communication, and receptive are words that individual can comprehend through listening or reading. This classification implies that vocabulary serves as a fundamental skill, that serve as the basis of human communication. Therefore, the main part of mastering English language is vocabulary learning and it is closely related to foreign language proficiency and fluency [3]. As result, Avadi highlights the importance of vocabulary acquisition and states that students are supposed to put a huge effort in this process, regardless of their level [4]. Process of vocabulary acquisition is complex, it is contain not only learning the definition of words, but also its functions in different contexts [5]. This factor makes the vocabulary learning challenging for students.

The limited knowledge of words and undeveloped understanding of their appropriate usage in communication serves as the one of the reasons why students find the English language troublesome, as they are not able to express opinion and thoughts in conversation [6]. According to the observations of Nation done in Indonesia, Japan, Thailand, Finland and The United States, to decrease the level of misunderstanding among students, it is important to provide a detailed information of the word’s meaning [7]. Additionally, Virocky and Simanjuntak state that mastering meaning comprehensively is the most challenging aspect of English language learning [8].

To support learners during vocabulary acquisition, teachers adapt various methods and techniques in the educational process.

There is one of the useful strategies that can be used to teach and improve vocabulary. This strategy is called the Frayer Model. This model was designed by Frayer, Federick and Klausmeier from university of Wisconsin in 1969. Frayer Model is a graphical organizer that helps students to arrange their ideas and thoughts about the term or concept in four directions: definition, characteristics, examples and non-examples (Figure 1).

Fig. 1. Frayer Model

Definition is the section where students define the main concept or word. The visual representations of the meaning can also be used in this section. The next section is characteristics. In this section, learners list different features of the main word. The third section is examples. As it understood from the name, here students make examples and demonstrate the deeper understanding of context. And the last section is called non-examples. Non-examples can be also called antonyms. This part helps to expand the knowledge of vocabulary and make the understanding of concept more specific.

This organizer is widely popular as it can make analyzing and learning words and concepts move outside of just definition, and can engage learners in the process of vocabulary acquisition [9]. The investigation done by Sullivan in the Japanese university provided results, that are proving the effectiveness of this strategy in understanding and applying vocabulary [10]. Another research, conducted by Iter demonstrated that Frayer model helped the students to find relationships between the different concepts, which lead to formulate the meanings of words [11].

Additionally, according to Kartalmis et al. Frayer Model is not only developing the comprehension of English vocabulary, but also makes memorization easier with the help of illustrations [12]. Based on research done by Nahampun this model can be used as a review tool and continuous use of Frayer Model have a potential to transform the memory of words from short to long-term [13]. Also, the process of filling the examples and non-examples can not only enhance the memorization of concept, but promote critical thinking [14]. Hamada states that Frayer Model can also be used as an assessment tool, as it makes possible for teacher to estimate students' vocabulary knowledge quickly [15].

From the explanation above, it can be seen that Frayer Model is one of the good strategies that should be considered by the teacher to be applied in the process of teaching and learning English, especially in reading subject to increase students’ reading motivation.

To conclude the points mentioned above, it is seen that Frayer Model can be considered as one of the useful strategies for vocabulary learning and teachers can apply it in the process of teaching English to enhance the students’ knowledge of English vocabulary.

References:

1. Stahl, S. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 95–114). Mahwah, NJ: Lawrence Erlbaum. Retrieved August 18, 2009, from PsycINFO database.
2. Neuman, S, B., Dwiyer, J. (2009). Missing in action vocabulary instruction in pre-k. Reading Teacher Journal , 62 pp 384–392.
3. Schmitt, N. (2008). Instructed second language vocabulary learning, Language Teaching Research , 12, (3), 329–363.
4. Avadi. (2016). Computer Assisted Vocabulary Acquisition.
5. Stahl, S. A., & Kapinus, B. (2001) . Word power: What every educator needs to know about teaching vocabulary . Washington, D.C.: National Education Association.
6. Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 9.
7. Nation, P. (2015). Teaching vocabulary — Paul Nation. Asian EFL Journal , 7(3), Article 4.
8. Virocky, O., & Simanjuntak, D. C. (2018). Student’s Vocabulary Knowledge: Comparative Study Enhancing Between Semantic Mapping and Diglot Weave Techniques. Acuity:Journal of English Language Pedagogy , Literature and Culture, 3(2), 12.
9. Lopez, K. K., Cummins, C. (2009). Read: Seventy Strategies to Support Reading Success . Jhon Wiley & Sons, Inc
10. Sullivan, M. T. (2014). Using adapted Frayer model as graphic organizer for graph vocabulary. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT.
11. İlter, İ. (2015). The investigation of the effects of Frayer model on vocabulary knowledge in social studies. Elementary Education Online , 14(3), 106–112.
12. Kartalmis, I., Orsel, C., and Yavuz, F. (2017). An Analysis of Vocabulary Teaching Strategies for Turkish Young Learners. Eurasian Conference on Language and Social Science .5(6).
13. Nahampun, E. E. (2014). The effect of using Frayer model on students’ vocabulary mastery. Journal of Applied Linguistics of FBS Unimed, 3(1), 22–36
14. WETA (2012). Classroom strategies retrieved from http://www.adlit.org/strategy_library/
15. Hamada, L. (2014). Math vocabulary instruction in an inclusive classroom 1 direct instruction and the Frayer model: Effects on mathematics achievement in an inclusive classroom . (Unpublished master thesis). Southwest State University Marshall, Minnesota.