Getting the Word Out: Large-Scale Implementations of Vocabulary Research

1. Getting the Word Out: Large-Scale Implementations of Vocabulary Research Invited Colloquium AAAL Conference - April 2007 Tom Cobb & Marlise Horst

2. T: Is went a present tense verb or a past tense verb? S: Go T: Go. Okay. Went is the past of go. So can you repeat the negative? S: They did not go to the concert. T: Good for you, they did not go to the concert S: My throat isn’t sore. T: Yes, isn’t – is not. And? S: Is my throat uh, sore? T: Yes, when we say my throat is sore – what gesture could we do, to show what that means? … Anybody know what that is? A sore throat? ... Yeah – this is your throat. It’s your neck, but inside it’s your throat. Eh, when you have a cold, when you don’t feel good, often you have a sore throat. Okay? . Getting the Word Out

3. In 15 - 16 hours (35,000 words) of ESL teacher talk (primary francophone learners in Quebec, intensive program) 7600 words (21%) consisted of ‘focus on language’ 182 words or structures were targeted Of these, 139 (76%) focused on vocabulary Getting the Word Out

4. When comprehensible input isn't comprehensive input Laura Collins, Joanna White, Walcir Cardoso, Marlise Horst, & Pavel Trofimovich Monday, April 23 9:25 Emerald III

5. Getting the Word Out • Themes • Primacy of vocabulary knowledge • Usefulness of corpus/frequency approach • Potential for direct applications of research

6. Getting the Word Out • Topics • Materials /Curriculum design • Technology assisted vocabulary learning • Computer games • Testing

7. Getting the Word Out • Respondent: Keith Folse • Presenters: • Brent Culligan & Charles Browne • Tom Cobb • Diane Schmitt & Norbert Schmitt • Steve Neufeld & Ali Billuroglu • Arthur McNeill

8. Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this. The colloquium brings together major research-informed undertakings in the areas of assessment, textbook development, curriculum reform and new technologies.”

9. Getting the Word Out “Extensive vocabulary research of recent years….”

10. Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this….”

11. Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this. The colloquium brings together major research-informed undertakings in the areas of assessment, textbook development, curriculum reform and new technologies.”

12. S: My throat isn’t sore. T: Yes, isn’t – is not. And? S: Is my throat uh, sore? T: Yes, when we say my throat is sore – what gesture could we do, to show what that means? … Anybody know what that is? A sore throat? ... Yeah – this is your throat. It’s your neck, but inside it’s your throat. Eh, when you have a cold, when you don’t feel good, often you have a sore throat. Okay? T: Is went a present tense verb or a past tense verb? S: Go T: Go. Okay. Went is the past of go. So can you repeat the negative? S: They did not go to the concert. T: Good for you, they did not go to the concert. Getting the Word Out