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METU 2012 Embracing the Vocabulary Challenge in Comprehending Authentic Video

METU 2012 Embracing the Vocabulary Challenge in Comprehending Authentic Video. Dr. Charles Browne, Professor of Applied Linguistics Chair, EFL Teacher Education Program Meiji Gakuin University, Tokyo, Japan browne@ltr.meijigakuin.ac.jp. Outline of Presentation.

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METU 2012 Embracing the Vocabulary Challenge in Comprehending Authentic Video

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  1. METU 2012Embracing the Vocabulary Challenge in Comprehending Authentic Video Dr. Charles Browne, Professor of Applied Linguistics Chair, EFL Teacher Education Program Meiji Gakuin University, Tokyo, Japan browne@ltr.meijigakuin.ac.jp

  2. Outline of Presentation • Some basic findings of corpus linguistics • Introduction to problems faced by Japanese EFL learners related to vocabulary & reading • Introduction to online tools for identifying and teaching vocabulary from authentic videos

  3. Why Focus on Vocabulary?

  4. The seminal work in vocabulary instruction Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle Publishers.

  5. 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

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

  7. How many words do L2 learners know? Minimum 5000 words needed for independent learning(Laufer, 1989, 1992, Nation 2000, etc…)

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

  9. Vocabulary & Readability: How do MEXT-approved EFL textbooks measure up? • Junior High: • Teaches first 1000 GSL 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!

  10. The Compleat Lexical Tutorwww.lextutor.ca

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

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

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

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

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

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

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

  18. Summary of Vocab-Profile Results for Various Texts

  19. 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

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

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

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

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

  24. How to Grade a Reading or Listening Text.. http://www.lextutor.ca/vp/

  25. http://www.lextutor.ca

  26. Problem 3:Graded Content can be Boring…. Authentic content is what our student want, but….

  27. But which is easy? Which is difficult?

  28. Graded Authentic Videos How can an “authentic” video be graded?.... Method 1: Teacher intuition Method 2: Readability Formulas Method 3: Vocabulary Frequency Formulas

  29. Readability Formulas(Flesch-Kincaid, Flesch Reading Ease)

  30. Readability Formulas(Flesch-Kincaid)

  31. Readability Formulas(Flesch-Kincaid)

  32. Readability Formulas(Flesch-Kincaid)

  33. Readability Formulas(Flesch-Kincaid)

  34. Readability Formulas(New Dale-Chall Formula)

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

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

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

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

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

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

  41. Solution Number Three:Scaffolding tools to help learners deal with videos above their level

  42. Scaffolding Tools…(Captioning, Repeat Function, Voice Speed Contols)

  43. EnglishCentral Scaffolding Tools…(clickable dictionary, sample sentence, sound file)

  44. Video Captioning (Google auto-captioning for YouTube videos…) 100% 0%

  45. “Keyword” Captioning (“Automaticity” – decreasing cognitive load by deleting less important/known vocabulary ) 100% 0%

  46. Problem 3:The little vocabulary teaching that DOES go on is usually decontexualized… Classroom Flashcards Smart Phone Flashcards

  47. Solution Number Four:ConcordancingA corpus-based approach for teaching new words in context…

  48. Concordancing for Language Learning What do you do when you come across a word in an authentic video that your students don’t understand?...

  49. Concordancing for Language Learning

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