In another slouse of the Voice of Americawebsite we recognize the actual news fibs. This is one example of a story about the dayan asteroid stumbled Earth and killed off the fossils 65 million years ago. The designation is New Details on Asteroid StrikeThat Killed Off the Dinosaurs. Under the tale we can see a text that hasa number of words that may also be good targets for vocabulary teach. Some of the words are in bold, such as inthe middle of the text: It tells us about significance processes. Following the story there is a list of thosewords that were highlighted. Here significance is rostered and its definedas: the force or activity of one objective stumbling another. Ok, so the narrative is talking about an impactby an asteroid.That is an impact thats responsible forthe extinction of the dinosaurs. A good strategy for the student is to lookat the explanation; then look back at the news story to see how its used in context. One of the things one wishes to educate when weteach vocabulary is how the words are actually used in sentences. So weve watched a couple of examples of thekinds of vocabulary undertakings that we can find on the Internet. Let satisfy our vocabulary expert now: ProfessorRanalli learns English at Iowa State University. He has learnt English in Africa and SouthKorea and has also done research to investigate how to teach vocabulary better by exploiting technology. I queried Professor Ranalli how he became interestedin vocabulary and this is what he said. My interest in second language vocabularyreally started with my experience as a Peace Corps volunteer in Namibia in South africa. Having been forestalled in my efforts to learna second language when I was in high school and college, I certainly wanted to use my immersionexperience are living below a rural hamlet, where very little English was spoken and where mytarget usage, which was announced Oshiwambo, surrounded me, to finally help me developa strong communicative ability in a different language.For me, the most challenging part of learningthis new language seemed to be getting a handle on the vocabulary because this was a Bantu languagethat has very little in common lexically with English, except for a exhibition number of loanwords. Although I had pretty good ability at pronouncingand discriminating the audios of this new language and photocopying the grammatical patternsof the language, my recollection for vocabulary pieces wasnt very good, so I experienced myselfputting a lot of attempt and a great deal of time into that position of my study. When I moved to South Korea and started workingthere and started trying to learn the Korean language, I met a similar situationalanguage very dissimilar to English whose vocabulary I basically had to start learningfrom scratch. I actually devoted a great deal of epoch thinking abouthow to induce the difficult and challenging, the very intimidating, task of second language vocabulary learningmanageable for myself but likewise for my students. Professor Ranalli tried to learn Oshiwambowhen he was learn English in Nambia and he certainly had a hard time learning vocabulary.And then when he went to Korea he had thesame question; when he tried to learn Korean, again, “hes having” problems retaining the vocabulary. Vocabulary learning is the problem. Professor Ranalli started in California. He then went to Africa, and then South Korea. Wherever he went the problem was the same: he had trouble teach dictionary. Based on Professor Ranallis knowledge, he wanted to find better strategies for learning vocabulary–strategies that he could use himselfas well as strategies that he could use to help his students learn better ..