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Cheryl Boyd Zimmerman, Ph.D. California State University, Fullerton cbzimmerman@fullerton

Academic Word Learning In Context. Cheryl Boyd Zimmerman, Ph.D. California State University, Fullerton cbzimmerman@fullerton.edu Website: http://hssfaculty.fullerton.edu/mll/cbzimmerman/.

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Cheryl Boyd Zimmerman, Ph.D. California State University, Fullerton cbzimmerman@fullerton

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  1. Academic Word Learning In Context Cheryl Boyd Zimmerman, Ph.D. California State University, Fullerton cbzimmerman@fullerton.edu Website: http://hssfaculty.fullerton.edu/mll/cbzimmerman/

  2. Two 15-year olds from London were asked which laws they think should continue and which ones should not. • I dunno, there’s times when I think there are a few laws I’d like to stop but. . .don’t know any I’d like to bring in. • I don’t think I’d introduce many new ones but I would abolish quite a few. Corson, 1985, p. 77

  3. Different Perspectives of Academic Vocabulary • English words of Greek and Latin origin (Corson, 1985) • Words needed in the classroom (Burke, 2003) • Content area terms that build up students’ background knowledge. (Marzano & Pickering, 2005)

  4. Academic vocabulary includes (a) words that refer to thinking and communicating, (b) words that are common across subjects but hold different meanings depending on the subject, and (c) words that have everyday meanings that are different from the discipline-specific meanings. Word Generation: http://wordgeneration.org/index.html Words identified by word frequency counts in academic materials: UWL – Xue & Nation (1984)and AWL -Coxhead, A. (2000).

  5. Reading and Academic Vocabulary:A Reciprocal RelationshipKoda, 2005 The Beginner’s Paradox: You need words in order to read. You need to read in order to learn words. Laufer, 1991, Nation, 1990

  6. Effective Vocabulary Instruction • Uses high interest materials; the contexts are rich and the language is authentic. • Equips learners to notice the details of word use • Includes many opportunities to use words in learner-centered interaction.

  7. High Interest Materials The List Approach The Interest Approach To reduce bad breath usually associated with garlic or onions, do not eat them at the same time with fatty foods. If you do, the fat will capture their smell andreleaseit each time youexhale. • reduce • associate • capture • release • exhale

  8. 1a. The Role of High Interest Materialsin Inside Reading Articles Sample Topics: • Level 1 • Science: Solving a Crime with Science: A True Story • Level 2 • Engineering: Coober Pedy: Really Down Under • Level 3 • Psychology: Child Prodigies • Level 4 • Physiology: Were Humans Born to Run?

  9. 1b. The Role of High Interest Materialsin Inside Reading Activities Level 3 , p. 124 Complete the sentences about Albert Einstein using the target vocabulary in the box. concentrated considerably enormous factor intelligence pursued revealed normal • The ___________ __________ of Albert Einstein is now very large mental ability well known, but it wasn’t so obvious when he was young.

  10. concentrated considerably enormous factor intelligence pursued revealed normal • Though it is ________ for children to speak before the usual age of 3, Einstein didn’t say his first words until he was nearly 4. . . • One _______ that led to his interest in physics sprang thing from an incident that occurred when he was only five. His uncles showed him a compass. From then on, Einstein ________ physics with great passion. tried to understand

  11. B. The Details of Word Use: What does it mean to Know a Word? • Meaning (s) • Collocations • Grammatical Features • Register and Appropriateness

  12. B. The Details of Word Use: What does it mean to Know a Word? • Meaning (s) • Collocations • Grammatical Features • Register and Appropriateness

  13. 1. Meaning Use authentic context to demonstrate a word’s range of meaning and multiple meanings Example: objective Inside Reading, Level 1, p. 128: “During his 12th century travels through China, Marco Polo supposedly saw people using eyeglasses. . . . . .The objective of the earliest lenses was to help people see things that were close up so they could do tasks like carving or sewing. . . .

  14. Inside Reading : Level 1, p. 130(continued) Target word: objective Match each game with its objective. Then tell a partner how the two ideas are related. • Soccer a. to hit a ball over a net • Golf B. to throw a ball into a hoop • Tennis c. to hit a ball into a hole • Golf d. to kick a ball into a goal

  15. 1b. Multiple Meanings Inside Reading : Level 1, p. 131 Target word: objective Read these sentences. Cross out subjective words so that the statements become objective reports of news events. 1. The beloved prime minister gave a brilliant 30-minute speech yesterday.

  16. Continued • I’m angry that taxpayers will face yet another large, unwelcome tax increase. • The audience applauded wildly after the best performance I’ve ever seen. • I’m happy to report that the awful man got what he deserved and was arrested.

  17. Still more about MeaningBurgmeier, 2009: Level 1, p. 3 Target word: alteration (and its word family) Article: “The History of Bicycles” “Bicycles first appeared in Scotland in the early 1800s and were called velocipedes. . . Around 1870 (Americans) began building velocipedes. . .. But they made the frameworks from hollow tubes. . .This alterationmade (them) much lighter.”

  18. MeaningBurgmeier, 2009: Level 1, p. 3 Work with a partner. Imagine that you have borrowed a friend’s bicycle for the weekend. Which things can you alter? Which things cannot be altered on a borrowed bicycle? Write A for each item that is alterable. Write U for each item is unalterable.

  19. Word Level Practice(cont) • The speed of the bicycle • The color of the framework • The height of the seat • The design of the bicycle • The size of the wheels • The direction the bicycle turns • The speed that the wheels turn • The mirrors on the handlebars

  20. Still more about MeaningBurgmeier, 2009: Level 1, p. 118 • An annual event is one that occurs once a year or is repeated every year. Which of these occur annually? Spring your birthday new classes New Year’s Day a wedding animal migration A full moon October family gatherings

  21. Still more about MeaningLevel 1 • Unit 4, p. 48 (contrast the meanings ofmilitary and civil). • Unit 4, p. 49 (Use the term ambiguity) • Unit 5, p. 67 (Multiple meanings for positive) • Unit 5, p. 68 (Positive and negative meaning s for exploit.)

  22. 2. Collocation Zwier, 2009: Level 2, p. 22 Article: “Power of Branding” Answer these questions. . .using the verb in parentheses. Be sure to use a preposition that collocates with it. Refer to Reading 1 for information. Compare answers with a partner.

  23. Presenting Words inContext Collocation: Sentence Level 1. Why are symbols like the rolls Royce badge or the Harley-Davidson logo so powerful? (register) 2. Why does a weak brand harm the sales of a product? (equate) 3. Why would a stronger brand help the shoe company mentioned in Paragraph 1 of the reading? (convert)

  24. Still more about CollocationLevel 1 • Unit 2, p. 21, (collocations used with priority) . • Unit 2, p. 28 (collocations used with implement - exercises G and H)

  25. 3. GrammarZwier, 2009: Level 2, p. 22 Target word: Despite (and its word family) Article: “The New Megalopolis” Practice: Write four sentences featuring information you have learned about cities. Use the words in parentheses in your sentences. (despite; despite the fact that; in spite of/in spite of the fact that.)

  26. Still more about GrammarLevel 1 • Unit 1, p. 13 (paraphrase practice using the word forms of individual) • Unit 3, p. 35 (rewriting headlines using the word forms of export) • Unit 3, p. 42 (interpreting a chart, using the word forms of administer)

  27. 4. Register and AppropriatenessInside Reading, Level 3, p. 125 Many academic words are also considered formal words. Which of the target words in this unit are more formal synonyms of these informal words? Be sure to use the right forms of the target words.

  28. challenge enormous factor normal reveal concentrate environment focus pursue technology considerable expert intelligent resource utilize InformalFormal • Smart ___________ • To use ___________ • Huge ___________ • Uncover ___________ • Difficulty ___________

  29. Still more about Register and AppropriatenessLevel 1 1. Unit 6, p. 81 (authentic practice with informal use of the forms of technical)

  30. Writing andDiscussion Topics

  31. Writing and Discussion TopicsZwier, 2009, Level 2, p. 28 Topic: The Power of Branding 1. Reading 2 mentions young people who express youthful rebellion by starting companies. Do you think Reading 2 really describes a new phenomenon or not? Explain your answer and use specific examples to support it.

  32. Level 1 Solving a Crime with Science: A True StoryWriting and Discussion Topics authority contrary instance panel tape conclude detect logic site technical Consult establish motive specific • Find an article in a newspaper or news magazine that describes a crime. Describe what happened, using as many target words from this unit as possible.

  33. Level 1Writing and Discussion Topics (continued) authority contrary instance panel tape conclude detect logic site technical Consult establish motive specific 2. In some countries, the media are given access to information about crimes as details become available. In other countries, the media may not publish or broadcast information about a crime investigation. Which do you think is the better way? Why?

  34. Level 3Writing and Discussion Topics ( p. 128) challenge enormous factor normal reveal concentrate environment focus pursue technology considerable expert intelligence resource utilize 1. Interests and abilities seem to run in some families. Is this the result of environmental or hereditary factors? Comment on this using examples from your own experience and from the readings and exercises in this unit.

  35. References Burke, J. (2003). The English teacher’s companion. Portsmouth, NH: Boynton/Cook Heinemann. Corson, D. (1985). The lexical bar. Oxford: Pergamon Press. Coxhead, A. (2000). A new academic word list. TESOL Quarterly 34, 213-238.

  36. Koda, K. (2005). Insights into second language reading. Cambridge: Cambridge University Press. Laufer, B. (1992). Reading in a foreign language: How does L2 lexical knowledge interact with the reader’s general academic ability. Journal of Research in Reading. 152, 95-103. Marzano, R., & Pickering, D. (2005). Building academic vocabulary: Teacher's manual.  Alexandria, VA: Association for Supervision & Curriculum Development. 

  37. Nation, ISP, (1990), Teaching and learning vocabulary. Boston: Heinle & Heinle. Word Generation: http://wordgeneration.org/index.html Xue, Guoyi & Nation, ISP (1984). A university word list. Language Learning and Communication, 3, 215-219.

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