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HOW SHOULD VOCABULARY BE TAUGHTAND LEARNED?
We first learn the lexis and then the grammatical structures It involves memorizing and understanding the meanings
AVOID mechanical memorizations
Combine the vocabulary with real life situations and encouragestudents to do the same
The meaning is not in the words themselves but in the words
as a pattern (Fries 1957 )HOWEVER, there are students who enjoy and succeed in learning throughmemorization
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Set your vocabulary goalsTry to achieve unassisted reading
Prepare a list of words and phrases that students must learn at aspecific period of time and at different stages. Make sure that the wordsare: Frequently used in the language Easily combined Included in the topics of discussion
REMEMBER: it takes AT LEAST a year to increase vocabulary size by athousand words
The word is considered to be learned when it is spontaneouslyrecognized while hearing and reading and it is correctly used inspeech ( Pavliy 2008)
NO MORE THAN ONE unknownword in every 50 words
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Vocabulary levels
High-frequency words: 80-90% of the words ina text Academic words: for those who do academicstudy. 4% of the words in an academic text Technical words: for a very specific study Low-frequency words: the remaining words of
the language
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HOW SHOULD VOCABULARY BE TAUGHTAND LEARNED?
Meaning focused input: learning via comprehensibleinput through listening and reading Meaning focused output: learning through speaking andwriting. The vocabulary is used in creative ways. Then the
memory for these words is strengthened. Make use ofretelling, rewriting, role plays, group and pair workinvolving negotiation. Language focused learning: involves the deliberatelearning and study of vocabulary. Make use of flashcards,word parts etc. encourage dictionary use.
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Vocabulary learning
Receptive Passiveassimilation:
Reproductive Activeassimilation:
Students understand the words while reading orlistening
Students use the words to express their thoughtseither in oral or written communication
Usually receptive lexical units become reproductive BUT when thenew vocabulary is infrequently used in speaking it becomesreceptive
Receptive assimilation involves:
Analysis of phonetic structure and spelling of wordsPhonetic reproduction of the assimilated lexical unitsReading texts containing the lexisListening to texts containing the lexis
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Work with words in a sentence
Withdraw the word from context
Analyze its phonetic structureCompare it with analogous phonations of other wordsAnalyze its meaningEncourage students to use it in different contexts
How?Reproducing sentences with the given wordFilling the blanks
Translating sentences which include the given word
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Explicit work with discrete words1. Translation of words from English to the native language
The teacher says a word and the student translates it orallyThe teacher gives out word cards and they translate it orallyThe teacher dictates some words and they translate it in written
formThe teacher gives a Greek word and they translate it in English
2. Grouping wordsAssign the students to group the words into categories of their own
preferenceGroup similar looking wordsGroup similar sounding wordsFind Synonyms and Antonyms and group themGroup the words according to topics
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The incidental teaching approach
A naturalistic procedure which involves timing of
occasions of instruction based on the childs spontaneousinterests (Valdez-Menchaca and Whitehurst 1988)
The learner initiates the interactions
enhances vocabulary acquisitionEspecially effective for disadvantaged and developmentally
disabled children as well as for children with specificexpressive language delay
May happen at home as wellResearch shows increase in spontaneous language use
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Good VS poor readersWHY?
good readers derive meaning from context more easilyPoor readers read less
WHAT WE CAN DO
Read stories to them
Encourage them to read texts with varied vocabularyThe texts chosen must provide contexts that help students get
the word meanings
Use direct instruction of vocabulary
Do not focus on particular words. Make sure that teaching oneword leads to the learning of other words.
Teach how to get the word meaning from context
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Getting word meanings from contextSCANR technique (Jenkins, Matlock, & Slocum, 1989)
substitute a synonym for an unknown wordCheck for clues that support our choice
Then accept or revise
Look inside -look out technique (Herman & Weaver, 1988)
Look inside an unknown word examine its parts
look out for clues and examine the general mood
talk -through technique
The teacher uses directed question prompts like What part ofspeech is the word? What words around it tell us something aboutthis word?
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HOW SHOULD VOCABULARY BE ASSESSED? Diagnostic testing: the Vocabulary Levels Test looks at high-
frequency, academic and low frequency vocabulary. Available online:www.lextutor.ca . Proficiency testing: measures vocabulary size and how well it isknown Achievement testing
Active recall : turn into water m_______
Passive recall: when something melts it turns into ______
Active recognition: Turn into water: a. elect b. melt c. blame
Passive recognition: Melt: a. choose b. turn into water c.accuse
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www.pac6.org/images/upload/ Assessing _vocabulary _v2.ppt
I know whatthis wordmeans andcan use it in asentence.
I pretty muchknow whatthis wordmeans.
I have heardof this word.
I have notheard of thisword.
.
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Sample of vocabulary checking activities1. Clap if you agree:
Soccer is a gentle sport.
Ice cream is usually bitter. Riding a bike can be exhausting.
2. Tell about some time when something was a coincidence .
3. Which would you do if you wanted to look quickly at someone orsomething? Glance or gape?
4. Evasive people like to say exactly what they mean. True? False?
5. Would you be more dubious if your mother baked a cake or ifyour grandmother ran a marathon?
(adapted from Isabel Beck, Bringing Words to Life, 2002
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WORKS CITEDAssessing Vocabulary retrieved November 3, 2012, fromwww.pac6.org/images/upload/ Assessing _vocabulary _v2.ppt
Nation, P. and Chung, T. (2009). Teaching and Assessing Vocabulary. Long, M.and Doughty, C. (eds.), The Handbook of Language Teaching (pp. 543- 559).UK: Blackwell Publishing Ltd.
Pavliy, B. (2009). Teaching English Vocabulary. Center for Student Education
Resource , 17,97-104.Stahl, S. & and Shiel, B. (1992): Teaching Meaning Vocabulary: ProductiveApproaches for Poor Readers, Reading & Writing Quarterly: OvercomingLearning Difficulties , 8(2), 223-241.
Valdez-Menchaca and Whitehurst (1988). The Effects of Incidental Teachingon Vocabulary Acquisition by Young Children. Child Development, 59,1451-1459.
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THANK YOU!!!