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Issues in Vocabulary Teaching and Learning and mapping lexis to CEFR levels

Issues in Vocabulary Teaching and Learning and mapping lexis to CEFR levels. Cambridge Day Belgrade April 2014 Bob Obee. Specificity : Vocabulary. Vocabulary : significant numbers 2,000 54,000 10-12 20.000 5 -17 up to 1000 4,500 10 to 1. Vocabulary Learning.

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Issues in Vocabulary Teaching and Learning and mapping lexis to CEFR levels

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  1. Issues in Vocabulary Teaching and Learning and mapping lexis to CEFR levels Cambridge Day Belgrade April 2014 Bob Obee

  2. Specificity : Vocabulary • Vocabulary : significant numbers • 2,000 54,000 • 10-12 20.000 5 -17 • up to 10004,500 • 10 to 1

  3. Vocabulary Learning • Seeing • Knowing Using • Keeping

  4. know : all verbs

  5. Knowing words

  6. English Profile • CLC • criterial features : • positive • negative • L1 transfer

  7. Criterial Features • It – extraposition • It’s truethat I don’t …. B1 • It’s amazing to think that B2 • Pseudo-cleft structures • What I liked the most is … B1 • Whatfascinatedme was B2

  8. Ways of dealing with data • A2 – C2 criterial features • Passing scripts only… • We are trying to define the criterial grammatical and lexical features that are known to learners who are successful at that level..

  9. Transitional ‘criterial features’ • Complex structures are first learned with a relatively small number of frequent simple predicates and then extended….. • what becomes criterial at higher levels are • sets of lexical ‘triggering predicates’ that co-occur with syntactic frames

  10. Raising structures • B1 seem • B2 appear cease fail prove turn out • B1 supposed • B2 certain likely sure unlikely

  11. Lexical Progression

  12. pay : all verbs

  13. Moving from ….

  14. Lexico-grammar Depth of knowledge phonetic and orthographic dimensions main meanings main contexts of use syntactic properties underlying form and derivatives network of associations with other words connotations

  15. LANGUAGE DEVELOPMENT • Integrated ‘chains’ of tasks that allow students / teachers to explore different aspects of vocabulary / structure. • Communication tasks : built into language focuses that allow for personalisation/ self-investment in the language

  16. Seeing / Meeting words

  17. before or after you pay. • quoteC2(before) bill A2 refund B1discount A2 • tip B1 loan B1 receipt A2 deposit B1 changeB1 • Look at these questions and comments. Each one contains a phrasal verb connected with payment or money. Which of the words above is being referred to by each speaker. • 1 How much did you get backB1 ? • 2 You can’t take it back B1 without one. • 3 When do you have to pay it backB1?

  18. English Profile http://www.englishprofile.org

  19. Remembering Words

  20. Mnemonics / Schematics / Pragmatics B1 B2 B2 B2

  21. 21st Century skills • enquiry • problem solving • critical thinking • independent learning • collaboration • information handling • creating and designing • practical skills

  22. Using words

  23. Collocations

  24. Lexical chunks B1 [phrases/functions/forms] • wish : • request : • promise : • apology : • a piece of advice : • something outrageous :

  25. Grammaticisation • The Jules Rimmet trophy, great prize PROFESSION soccer, is better known as • the world cup • Think Cambridge First : Word Formation

  26. Common ‘re-’ words used when talking about language curricular and progression • revisit • recast • reformulate • reinforce • revise • review recycle

  27. Recasting Revisiting change of mode ..can present more challenging and creative pathways through review processes main meanings syntactic properties

  28. Importance of reformulation A learner’s ability to process and produce ‘relexicalisations’ in speech and writing is critical to success in all skills strands of a communicative curriculum and tasks based around reformulation should feature prominently in review processes.

  29. Digital Dictionary Work • 1 • [INTRANSITIVE/TRANSITIVE]tohavethesameopinionassomeoneelse • Doreenthoughtthatthehousewastoosmall, andJimagreed. • agree with: Iagreewithmymotheraboutmostthings. • Ientirelyagreewiththecommentsyoumadeaboutpublictransport. • agree (that): Weallagreethatweshouldcelebratethisevent. • it is agreed (that): Itisgenerallyagreedthatweshouldeatlessfatandmorevegetables. • agree on/about: Thecommitteemembersallagreeontheneedformoreinformation • 2 • [INTRANSITIVE]tosaythatyouwilldosomethingthatsomeoneelsewantsorsuggestsIaskedhertomarryme, andsheagreed. • agree to do something: Theschoolagreedtosendthestudentsonthecourse. • agree to: Wehaveagreedtotheirrequestforafullinvestigation. • [INTRANSITIVE/TRANSITIVE]todecidetogetherwhatwillbedoneandhowitwillbedoneYesterdaymanagementandunionsagreedapaydeal. • agree on/upon: Weneedtoagreeonadateforournextmeeting. • 3 • [INTRANSITIVE]iftwopiecesofinformationagree, theyarethesameorsuggestthesamethingThestatementsgivenbythetwowitnessesdidnotagree. • agree with: Theobservationsagreewiththepredictionswemadeearlier. 1 We now know what colour to paint the kitchen FINALLY AGREED 2 I asked John to sing at the wedding and he said yes. AGREED 3 George and I have different views on the project AGREE AT ALL http://bit.ly/1oujL

  30. Lesson Paths http://bit.ly/QcCH55

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