Awareness Learners should be encouraged to view a language as a complex living phenomenon and not just as a number of words arranged according to simple rules. Introduce the term ‘language awareness’

Using grammar reference books

The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics and this may account for its heavy bias towards written work to the virtual exclusion of oral production. The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language A number of methods and techniques have evolved for the teaching of English and also other 0foreign languages in the recent past, yet this method is still in use in many parts of India. It maintains the mother tongue of the learner as the reference particularly in the process of learning the second/foreign languages.

Presenting vocabulary (use of pictures,realia, songs, multimedia etc.) Flashcards and Pictures
As visuals appeal a great deal to kids, have a set of flashcards or pictures ready for any new words or phrases you want to introduce. Forget about the old fashioned "What's in the picture?" sometimes. Instead, roll the cards over in many directions, show for a second and cover again, let them slowly appear from the back of a book. Not only will it make your students enjoy this stage more but it will also make them remember the new words better.
Realia
Whenever possible bring realia to the classroom. There is no better way to make a person remember something than to see, smell, touch and taste it. Another way of making the lesson more attention-grabbing is letting the children bring objects of their own. By doing so you will allow personalization and let them have some fun too. This study investigates the effectiveness of three vocabulary-teaching methods on Saudi students' acquisition of English word meanings in their L1 using technology. Ninety-nine EFL students tried each of the three methods: (a) associating the words' meanings with relevant audios, (b) associating the words' meanings with relevant images, (c) associating the words' meanings with relevant videos, without sounds inside language leaning laboratories. The study used two instruments: a lesson treatment to examine the effectiveness of the three treatments and a questionnaire to understand students' attitudes toward the three treatments. The results of the lesson treatment showed statistically significant improvement in memorizing words' meanings that are associated with images but not for words' meanings that are associated with audios or videos without sounds. The questionnaire results revealed that the students perceive the image associative method as the most helpful, followed by the audio associative method and the video associative method respectively. Some principles of vocabulary teaching; Students should be encouraged to notice how certain words perform in different contexts, preferably at the level of a text or paragraph. Words don’t exist in isolation. Students’ dependence on their first language in clarifying the meaning of English words should be diplomatically discouraged. Understanding the meaning of a certain word in context can often be prevented by word-for-word translation. Therefore, where possible they should use a monolingual (English-English) instead of a bilingual dictionary. Students should be encouraged to guess the meaning of unknown words where possible and to deduce the principles of vocabulary use in English on their own. This develops their awareness of how words work in context. Spoon-feeding meanings doesn’t usually help.