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Working with vocabulary: On and off line

Working with vocabulary: On and off line. Averil Coxhead Victoria University of Wellington 17 March, 2008. Today. Nation’s Four Strands (2007) The Involvement Load Hypothesis (Laufer & Hulstijn, 2001) Online activities Offline activities. The Four Stands (Nation, 2007).

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Working with vocabulary: On and off line

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  1. Working with vocabulary: On and off line Averil Coxhead Victoria University of Wellington 17 March, 2008

  2. Today • Nation’s Four Strands (2007) • The Involvement Load Hypothesis (Laufer & Hulstijn, 2001) • Online activities • Offline activities

  3. The Four Stands (Nation, 2007) • Meaning-focussed input • Meaning-focussed output • Form-focussed instruction • Fluency

  4. Involvement Load Hypothesis (Laufer & Hulstijn, 2001) • Need • Search • Evaluate The higher the level of involvement, the more effective the activity

  5. Involvement Load challenge Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences • Which activity has the highest involvement load? • Which activity has the highest vocabulary retention?

  6. And the answer is… Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences

  7. Online activities - Tom Cobb’s Compleat Lexical Tutor Available at http://www.lextutor.ca/ • Test your lexis • Concordancer – • select English • select corpus (written or spoken, academic or general, graded readers etc) • enter search word • decide whether to sort results one word to left or right of the search word • Compare concordance lines from two corpora (for example). Similar patterns of frequency/use/collocations/patterns? • Have a play on the website – what else can you find?

  8. The AWL site http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ • Information about the AWL • Headwords • Sublists with family members (most frequent word in italics) • Most frequent word family member in each sublist

  9. Sandra Haywood’s sites • The AWL Gapmaker - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm • Select a text from the website and copy • Paste into window • Select sublists of the AWL you want to include (from 1-10) • List the gapped words at the bottom or not? • The AWL Highlighter - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

  10. Offline activities • Gap fills • Summary writing • Read and retell • 4-3-2 speaking • Debates • Class vocabulary box • Ping-pong discussions • Ranking • Twisted dictations • Logging vocabulary on the board • Vocabulary notebooks • Information transfers

  11. References Cobb, T. (n.d.). Compleat lexical tutor. Retrieved October 12, 2007, from http://www.lextutor.ca/ Coxhead, A. (n.d.) The Academic Word List. Available at http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ on 17 March 2009. Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Houghton Mifflin. Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL quarterly, 40 (2), 273-293. Haywood, S. (n.d.). The AWL Gapmaker. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Haywood, S. (n.d.). The AWL Highlighter. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22 (1), 1-26. Nation, I. S. P. (2007). The four strands. Innovation in language learning and teaching, 1 (1), 2-13.

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