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JALT-CALL 2011 Comprehending Authentic Video: The Importance of High Frequency Vocabulary

JALT-CALL 2011 Comprehending Authentic Video: The Importance of High Frequency Vocabulary. Dr. Charles Browne, Professor of Applied Linguistics Director, EFL Teacher Education Program Meiji Gakuin University; Tokyo, Japan browne@ltr.meijigakuin.ac.jp.

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JALT-CALL 2011 Comprehending Authentic Video: The Importance of High Frequency Vocabulary

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  1. JALT-CALL 2011Comprehending Authentic Video: The Importance of High Frequency Vocabulary Dr. Charles Browne, Professor of Applied Linguistics Director, EFL Teacher Education Program Meiji Gakuin University; Tokyo, Japan browne@ltr.meijigakuin.ac.jp

  2. Is “cutting edge” really the way forward in CALL? • 1990: Director of Sony Language Laboratories • 1995: helped design CALL center at Aoyama Gakuin • 2004: published “New Perspectives in CALL” • 2006: introduced 1st online vocabulary test and flashcards at JALT-CALL in Sapporo • 20o9: Began developing online learning tools for teaching via authentic video • 2011: JALT-CALL Plenary – YAY!

  3. A recipe for success in CALL… • Figure out what kinds of things technology does better or faster than humans can • Figure out what are the weaknesses and problems teachers and learners face in the EFL classroom • Figure out what the comfort zone/ability level of the average teacher and student is • Using an informed approach to CLT, try to develop software and technologies that assist teachers and learners

  4. Outline of Presentation • Some basic findings of corpus linguistics • Introduction to problems faced by Japanese EFL learners related to vocabulary • Introduction to EnglishCentral as well as a range of free online tools for identifying and teaching vocabulary from authentic videos

  5. Some Opening Questions: • How many words do you think there are in the English Language? • 1,000,000 (Stanford research group, 2008) • 350,000 (Oxford English Dictionary) • How many words does a typical native speaker know? • 20,0000 (Goulden, Nation, Read, 2000)

  6. The Importance of “Frequency” Words % known # known Researcher 1 7% 97/100 West(53), Nation(90) 10 25% 3/4 West(53), Nation(90) 100 50% 1/2 West(53), Nation(90) 1000 75% 1/4 West(53), Engles(68) 2000 81% 1/7 West(53), Nation(90) 5000 95% 1/20 Hirsch & Nation(92) 8000 98% 1/50 Laufer (92), Coady(93) 350,000 100% 100/100 Oxford English Dictionary

  7. Coverage within the BNC for high frequency words (Leech, Rayson, & Wilson, 2001)

  8. Coverage within the CIC for high frequency words (McCarthy, 2002)

  9. Problem 1:EFL learners don’t know enough high frequency words…

  10. EFL Vocabulary Learning in Japan… exasperate digress abstain emigrate torment chaos chaos permission permission and of the and of the Frequency 350,000 ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ • The Negative Effect of “Test English” • PROBLEM: Students NEED to learn the first 5000 words of English to use English in the real word… • But entrance exams and high school textbooks force students to memorize hundreds of low-frequency words… • RESULT? High school students can’t deal with real world English because they don’t know hundreds of the most important high frequency words… 84,168 42,024 25,537 23,371 14,641 5,000 4,441 ace 2,566 bid HFW 2,289 sum 3 2 1

  11. Problem 2:Reading and Listening materials in Japan (i.e. INPUT) are too difficult…

  12. When reading or listening to a text, students will of course will not know many words… What percentage of words do you think must be known for them to be able to read easily? 50% ? 75% ? 85% ? 95% ?

  13. 75% Coverage 1000 high frequency words [ 19 missing words ] …another possible problem with _____ _____ is how to _____ learner _____ although research suggests that _____ are a very _____ way to learn new words (Leitner, 1972, Mondria, 1994, Nation, 1990, 2001), students may lose interest if _____ are the _____ _____ of doing _____ _____. There is a _____ _____ in the _____ classroom of using games with a _____ purpose to increase and _____ learner _____ (Ersoz , 2000, Uberman 1988, Wright, Betteridge & Buckby, 1984), as well as lower the learner _____ _____ (Asher, 1965, 1977, Dulay, Krashen & Burt, 1982)

  14. 85% Coverage 2000 high frequency words [ 13 missing words ] …another possible problem with _____ _____ is how to _____ learner _____ although research suggests that _____ are a very efficient way to learn new words (Leitner, 1972, Mondria, 1994, Nation, 1990, 2001), students may lose interest if _____ are the _____ method of doing _____ _____. There is a rich tradition in the _____ classroom of using games with a communicative purpose to increase and maintain learner _____ (Ersoz , 2000, Uberman 1988, Wright, Betteridge & Buckby, 1984), as well as lower the learner _____ _____ (Asher, 1965, 1977, Dulay, Krashen & Burt, 1982)

  15. 95% Coverage 5000 high frequency words [ 4 missing words ] …another possible problem with vocabulary _____ is how to sustain learner motivation although research suggests that _____ are a very efficient way to learn new words (Leitner, 1972, Mondria, 1994, Nation, 1990, 2001), students may lose interest if _____ are the sole method of doing vocabulary review. There is a rich tradition in the _____ classroom of using games with a communicative purpose to increase and maintain learner motivation (Ersoz , 2000, Uberman 1988, Wright, Betteridge & Buckby, 1984), as well as lower the learner affective filter (Asher, 1965, 1977, Dulay, Krashen & Burt, 1982)

  16. Vocabulary Thresholds: • Below 80%, reading comprehension is almost impossible (Hu & Nation, 2001) • 95% coverage is the point at which learners can read without the help of dictionaries (Laufer, 1989)

  17. Vocabulary & Readability: How do Japanese schools measure up? • Junior High: • Teaches first 1000 words fairly well • Readability of texts seems good - short passages, easy vocabulary, lots of pictures to support texts • Senior High: • Focus changes dramatically to teaching of low frequency words • Many, many words from 1000-2000 are never taught… • Readability of texts is actually MORE difficult than unsimplified native speaker texts!

  18. The Compleat Lexical Tutorwww.lextutor.ca

  19. Vocab Profile: Online Vocabulary Analysis Toolwww.lextutor.ca

  20. Typical Graded Reader Results (1200 word level) 85% expected for 2000 words 98.9%

  21. Typical Yomiuri Newspaper Article 85% expected for 2000 words 87.4%

  22. Harry Potter Chapter 2 85% expected for 2000 words 94.1%

  23. Typical Time Magazine Article 85% expected for 2000 words 80.9%

  24. Japanese High School Textbook (Spectrum Unit 16) 85% expected for 2000 words 76.8%

  25. Summary of Vocab-Profile Results for Various Texts

  26. Are Japanese students reading the right vocabulary? (Browne, 1996, 1998)

  27. Are universities testing the right vocabulary? (Kikuchi, 2006, Browne & Kikuchi, 2008)

  28. Solution Number One:COMPREHNSIBLE INPUT authentic and motivating listening and reading materials

  29. Graded Materials - Reading • Cambridge • Penguin • Oxford • etc…

  30. How to Grade Reading Materials http://www.lextutor.ca/vp/

  31. How to Grade Reading Materialshttp://www.lextutor.ca

  32. Graded Materials - Listening(recorded version of graded readers)

  33. Graded Materials - Listening(found materials on the internet)

  34. Graded Materials - Listening(found materials on the internet)

  35. Graded Authentic Videos

  36. Graded Authentic Videos How can an “authentic” video be graded?.... Stage 1: Teacher intuition Stage 2: Readability Formulas Stage 3: Readability Formulas informed by vocabulary frequency

  37. Readability Formulas(Flesch-Kincaid)

  38. Readability Formulas(Flesch-Kincaid)

  39. Readability Formulas(Flesch-Kincaid)

  40. Readability Formulas(Flesch-Kincaid)

  41. Readability Formulas(Flesch-Kincaid)

  42. Solution Number Two:KEYWORD IDENTIFICATIONidentifying the most important words to learn in a video

  43. How to Identify Keywordshttp://www.lextutor.ca/

  44. How to Identify Keywordshttp://www.lextutor.ca/

  45. How to Identify Keywordshttp://www.lextutor.ca/ Key Words for Dracula…

  46. How to Identify Keywordshttp://www.lextutor.ca/

  47. How to Identify Keywordshttp://www.lextutor.ca/ Key Words for Obama’s Education Speech...

  48. Solution Number Three:COMPREHENION SUPPORTScaffolding tools to help learners deal with videos above their level

  49. Bilingual Captioning 100% Select difficulty level of videos you want Click on video you want to study 0%

  50. Bilingual Captioning 100% Transcripts available for pre-listening study 0% Key vocabulary words selected for study by corpus analysis

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