Vocabulary Vocabulary Development for ESL Development for ESL

StudentsStudentsAndy GibbonsAndy Gibbons

Bruce HavostalBruce Havostal

Bill CamarinosBill Camarinos

IntroductionIntroduction

““Learning a second language is a long and Learning a second language is a long and complex undertaking.” H.D. Brown, complex undertaking.” H.D. Brown, Principles of Language Learning and Principles of Language Learning and TeachingTeaching

No one is more motivated to learn a new No one is more motivated to learn a new language than an ESL student. It is a language than an ESL student. It is a ticket of admission to mainstream Americaticket of admission to mainstream America

Developing an expanded vocabulary is a Developing an expanded vocabulary is a critical component of the complex critical component of the complex undertaking of learning a second languageundertaking of learning a second language

Introduction (Continued)Introduction (Continued)

If you go to Google and type in “ESL If you go to Google and type in “ESL vocabulary development” you will be vocabulary development” you will be overwhelmed by the amount of information overwhelmed by the amount of information retrieved.retrieved.

We couldn’t possibly survey all the known We couldn’t possibly survey all the known strategies. Instead:strategies. Instead: Andy Gibbons will focus on the Lexical ApproachAndy Gibbons will focus on the Lexical Approach Bruce Havostal will describe the strategy of Bruce Havostal will describe the strategy of

Finding the Meaning from the Text.Finding the Meaning from the Text. Bill Camarinos will explain a personally developed Bill Camarinos will explain a personally developed

strategy he calls the “Practical and Involved strategy he calls the “Practical and Involved Vocabulary Development Process for ESL Vocabulary Development Process for ESL Students.”Students.”

Some Ways of Teaching Some Ways of Teaching VocabularyVocabulary

Grammar Translation MethodGrammar Translation Method Focus on reading to improve vocabularyFocus on reading to improve vocabulary Audio-Lingual Method or Structural Approach-Audio-Lingual Method or Structural Approach-

vocabulary secondary to structural patternsvocabulary secondary to structural patterns The Lexical Approach.The Lexical Approach. Teach students how to find the meaning in the Teach students how to find the meaning in the

text.text. The Practical and Involved Vocabulary The Practical and Involved Vocabulary

Development Process.Development Process. This evening we will be describing the final three This evening we will be describing the final three

methods on this list.methods on this list.

The Lexical ApproachThe Lexical Approach

An approach to learning language, An approach to learning language, not just vocabulary.not just vocabulary.

Basic premise is that Basic premise is that lexis, lexis, not not grammar, is the basis of language. grammar, is the basis of language. (“Language is grammaticalized lexis, (“Language is grammaticalized lexis, not lexicalized grammar.” Michael not lexicalized grammar.” Michael Lewis, Lewis, The Lexical Approach: The The Lexical Approach: The State of ELT and the Way Forward.State of ELT and the Way Forward.

What is LexisWhat is Lexis

Lexis consists of individual vocabulary Lexis consists of individual vocabulary words but also consists of word words but also consists of word combinations (“Lexical Chunks”) that combinations (“Lexical Chunks”) that we store in our mental lexicons.we store in our mental lexicons.

The theory behind the lexical approach The theory behind the lexical approach is that language production involves is that language production involves piecing together ready-made units piecing together ready-made units appropriate for a particular situation.appropriate for a particular situation.

Lexical ChunksLexical Chunks

Also known as lexical phrases, formulaic Also known as lexical phrases, formulaic language, and frozen or semi-frozen language, and frozen or semi-frozen phrases.phrases.

Different typesDifferent types polywords (e.g. by the way, upside down)polywords (e.g. by the way, upside down) Collocations or word partnerships (e.g. Collocations or word partnerships (e.g.

community service, absolutely convinced)community service, absolutely convinced) Institutionalized Utterances (e.g. I’ll get it. We’ll Institutionalized Utterances (e.g. I’ll get it. We’ll

see, If I were you…see, If I were you… Sentence frames (e.g. That is not as … as you Sentence frames (e.g. That is not as … as you

think.)think.)

Lexical Chunks (Continued)Lexical Chunks (Continued)

Sentence heads (e.g. The fact was that….)Sentence heads (e.g. The fact was that….) Text frames (e.g. In this paper we Text frames (e.g. In this paper we

explore….Firstly...; Secondly…; Finally….)explore….Firstly...; Secondly…; Finally….) ““Rather than trying to break things Rather than trying to break things

into ever smaller pieces, there is a into ever smaller pieces, there is a larger effort to see things in larger, larger effort to see things in larger, more holistic ways.” Michael Lewis, more holistic ways.” Michael Lewis, “Pedagogical Implications of the “Pedagogical Implications of the Lexical Approach.”Lexical Approach.”

ExerciseExercise

Write down a phrase or sentence Write down a phrase or sentence that includes the word “figment.”that includes the word “figment.”

Implications of the Exercise-Does It Implications of the Exercise-Does It Support the Notion of Lexical Chunks?Support the Notion of Lexical Chunks?

Supporters of Lexical Theory would Supporters of Lexical Theory would argue that we did not extract a argue that we did not extract a syntactical structure from our grammar syntactical structure from our grammar mental store and the appropriate words mental store and the appropriate words from our vocabulary mental store.from our vocabulary mental store.

They would say that we went into our They would say that we went into our lexicon of words and lexical phrases lexicon of words and lexical phrases and retrieved something like “It and retrieved something like “It (is/was) a figment of (his/her/your) (is/was) a figment of (his/her/your) imagination.”imagination.”

Learning Activities Appropriate Learning Activities Appropriate for the Lexical Approachfor the Lexical Approach

Intensive and extensive listening and reading in Intensive and extensive listening and reading in the target language.the target language.

Repetitive, recycled activities (e.g. summarizing a Repetitive, recycled activities (e.g. summarizing a text orally one day and then doing the same thing text orally one day and then doing the same thing several days later).several days later).

Guessing the meaning of vocabulary items from Guessing the meaning of vocabulary items from contextcontext

Noting and recording language patterns and Noting and recording language patterns and collocationscollocations

Working with dictionaries and other reference Working with dictionaries and other reference tools.tools.

Finding the Meaning from the Text Finding the Meaning from the Text

Also called Also called lexical inferencinglexical inferencing is a is a strategy ESL students use to learn strategy ESL students use to learn vocabulary.vocabulary.

Involves making inferences “or Involves making inferences “or ‘informed guesses’ about the ‘informed guesses’ about the meaning of words based on linguistic meaning of words based on linguistic and non-linguistic cues in the text”, and non-linguistic cues in the text”, Haastrup’s study (as cited in Soria, Haastrup’s study (as cited in Soria, 2001). 2001).

Lexical inferencing Lexical inferencing

These ‘informed guesses’ are based These ‘informed guesses’ are based on the “learner’s general knowledge on the “learner’s general knowledge of the world, awareness of context of the world, awareness of context and relevant knowledge” (Haastrup, and relevant knowledge” (Haastrup, 1991).” 1991).”

Nagy codifies this knowledge into Nagy codifies this knowledge into three categories: linguistic, world, three categories: linguistic, world, and strategic (Nassaji, 2004).and strategic (Nassaji, 2004).

Inferenceing is a complex mental process that functions on an Inferenceing is a complex mental process that functions on an Information Processing modelInformation Processing model

Eggen and Kauchak (2004) E Eggen and Kauchak (2004) Educational Psychology, 6ducational Psychology, 6thth ed. ed. Pearson 239Pearson 239

Lexical inferencing Lexical inferencing

Is widely used “by second language Is widely used “by second language (L2) learners when dealing with (L2) learners when dealing with unknown words in their reading unknown words in their reading (Nassaji, 2004)”. (Nassaji, 2004)”.

Is directly linked to vocabulary Is directly linked to vocabulary learning through reading texts learning through reading texts (Huckin & Coady, 1999; Nagy, 1997). (Huckin & Coady, 1999; Nagy, 1997).

Linguistic and Non-linguistic Cues Linguistic and Non-linguistic Cues Include the following:Include the following:

LexisLexis Phonology/Orthography similarityPhonology/Orthography similarity Morphology including prefix, suffix, Morphology including prefix, suffix,

and stem.and stem. Contextual clues.Contextual clues. Pictures and Captions.Pictures and Captions.

Inferencing Phonology/Orthography Inferencing Phonology/Orthography similarity similarity

Phonology i.e. the sound of the Phonology i.e. the sound of the words.words.

Orthography how the words are Orthography how the words are spelled.spelled.

Example: Example: The artifact was trianguloid The artifact was trianguloid in shape.in shape.

What would you infer the meaning of What would you infer the meaning of trianguloid to be?trianguloid to be?

Inferencing with MorphologyInferencing with Morphology

Morphology is “the science of word Morphology is “the science of word forms” like those involving prefixes, forms” like those involving prefixes, suffixes, and stems (Fromkin, 2003).suffixes, and stems (Fromkin, 2003).

Example: Example: “When the two groups of “When the two groups of pigeons were mature enough, pigeons were mature enough, Grohmann took them out and Grohmann took them out and possed possed them into the air. (Chern, them into the air. (Chern, 1993)”1993)”

In the sentence what would you infer In the sentence what would you infer the meaning of possed to be?the meaning of possed to be?

Contextual Inferencing Contextual Inferencing

Inference clues may be Inference clues may be locallocal i.e. in i.e. in the same sentence, the same sentence, forwardforward in a in a sentence following, or sentence following, or backwardbackward in in a sentence prior to the unknown a sentence prior to the unknown word (Chern, 1993).word (Chern, 1993).

Inferencing by Pictures Inferencing by Pictures

The gold The gold blickedblicked magnificently magnificently under the luminous beams.under the luminous beams.

What did you infer the meaning of What did you infer the meaning of “blicked” to be?“blicked” to be?

Advantages of Lexical inferencingAdvantages of Lexical inferencing

Speed-students quickly solve Speed-students quickly solve problems and are not slowed down to problems and are not slowed down to look up terms.look up terms.

Vocabulary acquisition and Vocabulary acquisition and development are enhanced (Nassaji development are enhanced (Nassaji 2004).2004).

Fosters higher order thinking skills as Fosters higher order thinking skills as students construct meaning from students construct meaning from text.text.

Lexical InferencingLexical Inferencing

(Lexis + Grammar + (Lexis + Grammar + Phonology/Orthography + Phonology/Orthography + Morphology + Pictures/Captions) Morphology + Pictures/Captions) sifted through (Socio-cultural sifted through (Socio-cultural Knowledge + Content + Experience Knowledge + Content + Experience + Beliefs)= correct inference. + Beliefs)= correct inference.

Practical and Involved Vocabulary Practical and Involved Vocabulary Development Process for ESL Development Process for ESL

StudentsStudents Have students watch the Evening News or Have students watch the Evening News or

Late News and pick out a story of interest.Late News and pick out a story of interest. They should make a note of all words They should make a note of all words

heard in the story that they did not heard in the story that they did not understand.understand.

On the following day have them pick up a On the following day have them pick up a copy of “The Express” or “The Examiner.”copy of “The Express” or “The Examiner.”

They should read through, several times, They should read through, several times, the printed story that corresponds to the the printed story that corresponds to the one they saw on TV.one they saw on TV.

Practical and Involved Method Practical and Involved Method (Continued)(Continued)

Students should underline words they don’t Students should underline words they don’t understand and look them up in their understand and look them up in their dictionaries. They should listen to the dictionaries. They should listen to the pronunciation on their electronic dictionaries.pronunciation on their electronic dictionaries.

Students should prepare to give a summary Students should prepare to give a summary and answer questions on the story they have and answer questions on the story they have selected.selected.

Besides summarizing and answering Besides summarizing and answering questions, students should be asked what questions, students should be asked what words they underlined.words they underlined.

Practical and Involved Method Practical and Involved Method (Continued)(Continued)

Students should be asked what they were Students should be asked what they were able to learn about the words from context able to learn about the words from context and what they found in the dictionary.and what they found in the dictionary.

Students should enter their new words into Students should enter their new words into their personal dictionaries.their personal dictionaries.

This method also lends itself to expanding This method also lends itself to expanding discussion beyond the contents of the discussion beyond the contents of the story. For example, if US government story. For example, if US government organization is discussed in the story, they organization is discussed in the story, they could be asked to make a comparison with could be asked to make a comparison with that of their native country.that of their native country.

ConclusionConclusion

We selected Vocabulary Development as our We selected Vocabulary Development as our topic because we believe that, once the topic because we believe that, once the basics of English have been subsumed, basics of English have been subsumed, enhancement of an ESL student’s vocabulary enhancement of an ESL student’s vocabulary is the best route to achieving fluency.is the best route to achieving fluency.

We focused on some proven strategiesWe focused on some proven strategies Andy described the Lexical Approach which Andy described the Lexical Approach which

considers words and groupings of words as the considers words and groupings of words as the basis of language.basis of language.

Bruce discussed the strategy of finding meaning Bruce discussed the strategy of finding meaning from the text.from the text.

Conclusion ContinuedConclusion Continued

Bill exposed you to what he has developed Bill exposed you to what he has developed and has been using successfully for the last and has been using successfully for the last three years. Besides helping vocabulary three years. Besides helping vocabulary development, this Practical and Involved development, this Practical and Involved method improves conversation, reading, method improves conversation, reading, and knowledgeand knowledge

We hope that this overview has been We hope that this overview has been helpful.helpful.

We have references and some handouts We have references and some handouts that we will be sharing with you.that we will be sharing with you.

References 1References 1 Barnhardt, S. (1997, April). Strategy of the month: Making Barnhardt, S. (1997, April). Strategy of the month: Making

inferences. Retrieved July 22, 2005, from inferences. Retrieved July 22, 2005, from http://www.nclrc.org/caidlrin.htm#BM2http://www.nclrc.org/caidlrin.htm#BM2

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Brown, H.DBrown, H.D., (2000). Principles of Language Learning and Teaching. ., (2000). Principles of Language Learning and Teaching. (Fourth Edition.)(Fourth Edition.) Pearson Education: White Plains, NY.Pearson Education: White Plains, NY.

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Chern, C-L. (1993) Chinese Students’ Word-Solving Strategies in Chern, C-L. (1993) Chinese Students’ Word-Solving Strategies in Reading in English. In Huckin, T., Haynes, M., and Coady, J. (1993) Reading in English. In Huckin, T., Haynes, M., and Coady, J. (1993) eds. eds. Second Language Reading and Vocabulary Learning.Second Language Reading and Vocabulary Learning. Ablex Ablex Publishing Corporation, Norwood, New Jersey: pp 67-85Publishing Corporation, Norwood, New Jersey: pp 67-85

Eggen and Kauchak (2004) Eggen and Kauchak (2004) Educational Psychology, 6th ed. Pearson Educational Psychology, 6th ed. Pearson 239239

Fromkin, V. & Rodman, R. (2003) Fromkin, V. & Rodman, R. (2003) An Introduction to Language, An Introduction to Language, 7th 7th ed., Orlando, Fl. Harcourt. ed., Orlando, Fl. Harcourt.

Gabrielatos, Costas, (2002).Gabrielatos, Costas, (2002). Inference: Procedures & Implications for Inference: Procedures & Implications for TEFL. Revised versionTEFL. Revised version of of TESOL Greece Newsletter 63& 64 TESOL Greece Newsletter 63& 64 (September & December 1999),(Full text available (September & December 1999),(Full text available online:http://www.gabrielatos.com/Inference.htm.online:http://www.gabrielatos.com/Inference.htm.

References 2References 2 Giridharan, B. & Conlan, C. (2003). L2 Vocabulary Acquisition: Giridharan, B. & Conlan, C. (2003). L2 Vocabulary Acquisition:

Investigating the Key to Lexical Comprehension. Investigating the Key to Lexical Comprehension. HERDSAHERDSA Hunt, Alan. (1996) Constraints on Inferring Word Meaning from Hunt, Alan. (1996) Constraints on Inferring Word Meaning from

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