1 / 37

Barbara Pijan --- May-2011

Barbara Pijan --- May-2011. Vocabulary Competence. Key to Success for University Reading. Vocabulary. Why teach it? How ?. Vocabulary. Reading is the key to university success. vocabulary is the key to reading. Vocabulary Competence. May 2011. Current Research.

levia
Download Presentation

Barbara Pijan --- May-2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Barbara Pijan --- May-2011 Vocabulary Competence

  2. Vocabulary Competence Key to Success for University Reading Vocabulary Competence

  3. Vocabulary • Why teach it? • How? Vocabulary Competence

  4. Vocabulary Reading is the key to university success. vocabularyis the key to reading. Vocabulary Competence May 2011

  5. Current Research Learning Vocabulary in Another Language (2001) LIKES: • 95% known • Translating • Dictionaries • Encounters • Word-lists • Graded readers Paul Nation Vocabulary Competence

  6. Current Research Word Knowledge (2008) LIKES: • Collocations • Corpus-based Dictionaries • Pre-teaching • Register Cheryl Zimmerman Cheryl Zimmerman Vocabulary Competence

  7. Current Research • Ken Folse • Vocabulary Myths • (2004) • LIKES: • Rarely context-guessing • Thematic (not semantic) List-study • Vocab in every skill lesson • Teacher speech role-modeling Vocabulary Competence May 2011

  8. Current Research “Vocabulary instruction … can be done systematically. • And its results are predictable.” ~~ Tom Cobb, Dépt. de linguistique et de didactique des langues, Universitédu Québec à Montréal, 9 January 2002, Canadian Journal of Linguistics Tom Cobb Vocabulary Competence

  9. Current Research Research since 1970 confirms: Reading Comprehension = Minimum 90-95% KNOWN words 90 -95% Vocabulary Competence

  10. Current Research Target Comprehension = • 95%of the running words in an average text Vocabulary Competence

  11. Current Research 84% of words known = 16% unknown How it looks to someone who knows the most frequent 2000 words and no others. • If _____ planting rates are _____ with planting _____ satisfied in each _____ and the forests milled at the earliest opportunity, the _____ wood supplies could further increase to about 36 million _____ meters _____ in the period 2001-2015. 95% known = 5% unknown: • If current planting rates are maintained with planting targets satisfied in each _____ and the forests milled at the earliest opportunity, the available wood supplies could further _____ to about 36 million cubic meters annually in the period 2001-2015. Nation1990, p. 242 Vocabulary Competence

  12. How Many Words Exist? The Lexicon Vocabulary Competence 12

  13. How Many Do We Need? • Webster’s 3rd Intl Dictionary • 114,000 word families Not a realistic acquisition goal! • Printed school English • 88,000 word families Not a realistic acquisition goal! • To read with minimal disturbance from unknown vocabulary • 17-20,000 word families = ** college fluency ** Receptive Vocab Vocabulary Competence

  14. How Many Do We Need? Vocabulary Competence

  15. How Many Do We Need? Native Speaker youth add +/- 1,000 new word families each year (until they leave school) • The average US kindergartener knows: 6000 word families • Educated NS know: 20,000word families Vocabulary Competence

  16. Chinese Vocabulary For comparison: • Basic vocab 520 characters [Chinese 101-103] • Written proficiency begins 1500 characters [Chinese 301-303] • Full literacy = 3500+ char • Masters degree = 7000 char • Total characters = 11,000 • Total words = approx 84,000 Data from www.pdx.edu/wll/courses-chinese + en.wikipedia.org/wiki/Chinese_language

  17. Which Words? The Lists: • AWL • (UWL) • GSL Vocabulary Competence

  18. GSL • First written-text corpus • 1938, 1949, 1953 • Updated by Bauman • 1995 • 2248 highest-frequency words in written English • Corpus = Mixed printed registers General Service List 1953 • GSL • = basis of most Graded Readers Vocabulary Competence May 2011

  19. What Coverage? Vocabulary Competence

  20. AWL Academic Word List AverilCoxhead 1998 570 head-words • non-fiction textbooks across college disciplines • formal abstract, process words • not in top 2000 GSL “normal” words • not technical vocab • 10 frequency sub-lists Vocabulary Competence

  21. AWL Frequency Ave. 400 words per page http://www.victoria.ac.nz/lals/resources/academicwordlist/thesublists.aspx Vocabulary Competence

  22. How to Get 95%? Teaching Recipe = AWL + GSL In academic texts • 2000 GSLalone = 1 of 5 words unknown + 570 AWL Combined lists = 1 of 10 words unknown = at or over 90% text coverage Vocabulary Cmpetence

  23. What Doesn’t Work? • Guessing from context • “Comprehensible input +1” • Study-list word grouping • No = abstract semantic category • Yes = collocations • Casual talking • Yes = utilizes GSL • No = must Read to get AWL University Register Vocabulary Competence

  24. How to Teach? • Teacher’s Beliefs • Multiple Encounters • Quiz + Study Lists • AWL-based textbooks • Margin notes • Learner Dictionaries • Integrate • Testing Vocabulary Competence May 2011

  25. Teacher’s Beliefs • Teacher buy-in • 95% known-words = Top Priorityfor EAP teaching • Teacher consciousness • Know the 2000 + the 570 • Know the Level targets • Teacher Talk • tell students: it’s important! May 2011 Vocabulary Competence

  26. Encounters Vocabulary Competence

  27. Classroom Encounters • Repetition! Reinforcement! Review! • Habitual “Noticing” – call attention • Study lists - Quizzes • Bold-underline in text • Teacher talk repeats often • Praise Students for using AWL in their speech and writing May 2011 Vocabulary Competence

  28. Quiz + Study Lists • TEST only target list words: • 2000 GSL (level 0-2? 0-3?) • 570 AWL (level 3-5? 4-6?) • Study lists • Yes – mention non-list words • No – don’t TEST on non-list words May 2011 Vocabulary Competence

  29. AWL-based textbooks • Easiest, clearest option = • publisher’s AWL-target textbooks • Using outside materials? • Run the text thru FREE word-highlighting software • Produce your own marked articles + quizzes May 2011 Vocabulary Competence

  30. AWL Reading Tools • Margin notes • Translating OK • Dictionary Skills • ESSENTIAL • in Constant Use while the 2000 + 570 are being learned • Collocations • Learner Dictionaries required May 2011 Vocabulary Competence

  31. Integrate Core focus across all skills: • R/W, L/S, Pronunciation, SEC’s Example: • When teaching “not only… but also” grammar, use List Words • “to achievesuccess, students must not only keep a constantfocus upon their studies but also demonstrate their writing skills.” • write = GSL 120 • keep = GSL 189 • student = GSL 311 • success = GSL 451 • skill = GSL 810 • achieve= AWL sublist-2 • focus = AWL sublist-2 • constant = AWL sublist-3 • demonstrate • = AWL sublist-3 May 2011 Vocabulary Competence

  32. Places to Learn GSL+AWL • Classroom: • Teacher energized • Time = never enough • Homework • Reading notes • Study lists, quiz prep • Computer lab: • internet drills + tests • Learner Web? Vocabulary Competence

  33. When to Test? GSL 0001-1000 • Proficiency test = exit level-I? GSL 1001-2284 • Comprehensive test 1-2284 = exitlevel-2? 2000+ highest frequency words in English Vocabulary Competence

  34. When to Test? AWL Sub-lists 1-3 • Proficiency exit test = level-3? AWL Sub-lists 4-6 • Proficiency exit test = Academic Track L-4? AWL Sub-lists 7-8 • Proficiency exit test = Academic Track L-5? AWL Sub-lists 9-10 • Proficiency exit test = Graduate Track L-6? Words that describe formal thinking +writing Vocabulary Competence

  35. Alternative Steps AWL Sub-lists 1-3 • Prof. test = exit Academic Track L-4? AWL Sub-lists 4-6 • Prof. test = exit Academic Track L-5? AWL Sub-lists 7-10 • Prof. test = exit Graduate Track L-6? GSL 0-300 • Proficiency test = exit level-I? GSL 301-750 • Proficiency test = exit level-E? GSL 751-1000 • Proficiency test = exit level-2? GSL 1001-2284 • Proficiency test = exit level-3? • Comprehensive = 0001-2284? May 2011 Vocabulary Competence

  36. References Bauman, J. (1995). General service list. http://jbauman.com/aboutgsl.html Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Folse, K. (2004). Vocabulary myths: applying second language research to classroom teaching. Univ. of Michigan Press. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge Univ. Press. Nation, I.S.P. [consultant] (2010). Real reading. Longman Publishers. Zimmerman, C. (2008). Word knowledge: a vocabulary teachers handbook. Oxford Univ. Press. Vocabulary Competence

  37. Thank You Colleagues! Key Minds = ACR Vocab: • Laura • Regina • Margaret • Darby • Tal • Monika • Errin • Hillary Barbara Pijan May 2011 Vocabulary Competence

More Related