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Discussion. What are the benefits of using word lists (such as GSL, AWL) and Vocab Profiler? To design a vocabulary curriculum To decide which texts to use with students To decide which words in a text would cause difficulty to students, so as to pre-teach these words or to simplify the text.
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Discussion • What are the benefits of using word lists (such as GSL, AWL) and Vocab Profiler? • To design a vocabulary curriculum • To decide which texts to use with students • To decide which words in a text would cause difficulty to students, so as to pre-teach these words or to simplify the text
Recommended sequence for learners • First 2,000 words • 80% of text coverage • First 2,000 words + AWL • 90% of text coverage of a text that a student would typically read • First 2,000 words + AWL + Technical vocab • 95% of text coverage of a text that a student would typically read • First 2,000 words + AWL + Technical vocab + most frequently used prefixes, roots and suffixes
Task and Discussion: What criteria can we use in selecting words for learners? Other than frequency, what criteria can we use to decide which words our learners should learn?
Words that learners should focus on • Usefulness • Frequently used (frequency); high-frequency words need to be learnt both receptively and productively whereas low-frequency words can be learnt receptively • Used in a wide range of topics/domains (range) • Related to the personal experience • Ease of learning • Words that look familiar to students, e.g. “quiet” as an adjective > “quiet” as a verb) • Words made up of some familiar word parts (prefixes, roots, suffixes), e.g. prepare, predict, precede • Relevance to students’ needs • specialized or technical words related to a particular discipline that the student is studying
Vocabulary teaching and learning • Implict vs. Explicit learning of vocabulary • A balanced approach to vocabulary teaching (Nation, 2008) • Contextualized and decontextualized vocabulary learning • The lexical approach to vocabulary learning & teaching • Assessing vocabulary
Discussion How would you define “incidental” (or “implicit”) and “explicit” (or “deliberate”) vocabulary learning? What do you think are the advantages and disadvantages of these approaches? Can you think of possible reasons why incidental learning has been found to lead to little vocabulary gains in research studies? Do you believe in the benefits of extensive reading? What strategies do teachersin your school typically use to teach vocabulary?
Can incidental learning of vocabulary (alone) lead to gains in vocabulary size (quantity) and vocabulary knowledge (quality)??? • Natural exposure to language (through listening or reading) when focus is on understanding meaning of the text (not the vocabulary) • A few pre-requisites • L2 vocabulary size (95% coverage of texts) • Knowledge about how to guess word meaning from context • Reading / Listening material must be rich in contextual clues Some instruction is needed
Pre-requisite for incidental learning of vocabulary • Before learners can begin learning a language through reading texts intended for adult native speakers, they need a threshold size of 3000-5000 word families. Target Cumulative target • KS1 (Pri 3) 1000 1000 • KS2 (Pri 6) 1000 2000 • KS3 (Sec 3) 1500 3500 • KS4 (Sec 6) 1500 5000
Extensive Reading using Graded Readers • Promises • Fun; pleasurable • Increase exposure to language; increase comprehension • Exercises help practice new vocabulary and grammar • Graded: according to number of headwords (words most needed by students); word frequencies; length • Resource package: exercises and keys; ideas on how the readers can be used
To sum up….Incidental learning of vocabulary • Upside: useful for revisiting / consolidating words learnt before; improve “depth” of vocab knowledge; develop intuition for collocation • Downside: massive amount of input required; intention to remember the language is usually absent • More effective if accompanied by vocabulary-focused exercises / quizzes / glosses (becomes explicit learning!)
Words that students should learn explicitly • First 2,000 words • 80% of text coverage • First 2,000 words + AWL • 90% of text coverage • First 2,000 words + AWL + Technical vocab • 95% of text coverage of a text that a student would typically read • First 2,000 words + AWL + Technical vocab + most frequently used prefixes, roots and suffixes
Explicit (Deliberate) learning of vocabulary • Attention directly focused on learning of vocabulary • Upside: greatest chance for acquisition • Downside: time consuming to learn a large number of words; laborious
Pre-session 1 ReadingA balanced approach to vocabulary teaching (Nation, 2008)* Each component should take up a quarter of the curriculum: *Chapter One, Nation, I.S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle Cengage Learning.
Sökmen (1997): Explicit teaching of vocabulary • Build a large sight vocabulary (e.g. GSL, AWL) • Integrate new words with old (e.g. gradable antonyms on a scale; from general words to precise words; semantic maps) • Promote a deep level of processing • Provide a number of encounters with a word (5-16 times; successful recall leads to longer retention) • Facilitate imaging (e.g. mental pictures; mind maps) • Making new words “concrete” by connecting them to student’s world in some way (e.g. personal feelings, personal examples, current issues, pictures, videos, real objects & situations) • Use a variety of techniques(e.g. dictionary work, word parts activities, using rhymes, semantic grids, semantic maps, ...etc.) • Encourage independent learning strategies
Depth of Processing Hypothesis (DOPH) Deeper analysis of stimulus More persistent memory trace Better recall
Shallow vs Deep Processing Considered to be shallow: Rote memorisation of word lists Verbal / written repeitition Considered to be deeper: Contextual guessing Association / Grouping Using newly learnt words in speaking / writing (activation of newly learnt words)
Sight vocabulary • Words that students can recognizeinstantly in reading • Do not need any decoding or pictorial clues • children with a large sight vocabulary can read more fluently and comprehend texts more easily
For very young / elementary learners The most basic / frequent words should be taught by sight Repeated encounters in reading / wall postings E.g. McNally & Murray’s 200 High Frequency words (http://abcprimaryteachingresources.co.uk/downloads/1046-200-high-frequency-words-mcnally-murray.html)
The Ladybird Key Words Reading Scheme (Peter and Jane books) E.g. The first book uses the 12 key words repeatedly ("Here is Peter", "Peter is here", "Here is Jane", "Jane is here", "I like Peter", "I like Jane"). http://www.theweeweb.co.uk/ladybird/key_words_reading_scheme.php
Integrate new words with learnt words • gradable antonyms on a scale • e.g. cold …. warm • e.g. rich … poor • from general words to precise words; semantic maps • e.g. nice • e.g. important
Resources for learning synonyms • The “thesaurus” function on • Cambridge Dictionary Online • Merriam-Webster Dictionary Online • www.lexipedia.com • Click on “Synonyms” on the left-hand side • Hover your mouse over each word in the spider map, to see meaning, example, and pronunciation
Learning Word Parts prefix root suffix Trans / port / ation Prefix: added to the front Root: carries main meaning Suffix: changes part of speech
How many words can you make? -cede pre- inter- bene- -tain sub- -scribe -vene -fit con- -scient omni- re-
Some word parts and their meaning Reference: www.prefixsuffix.com Click on “root chart” & “root search”
Resources for learning word parts www.prefixsuffix.com Roots of English Free software to help you learn more about the Latin and Greek roots of English words. It gives you a test on the words you have looked up before you exit!
