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Webs of Words : Issues in Vocabulary Teaching and Learning

Mapping lexis to CEFR levels A2 – B1

Portugal 2014

Bob Obee

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Lesson Paths

http://bit.ly/PQW3wb

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Specificity : Vocabulary

Vocabulary : significant numbers

2,000 54,000

10-12 20.000 5 -17

up to 1000 4,500

10 to 1

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Vocabulary Learning

Seeing

Knowing Using

Keeping

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know : all verbs know verb HAVE I NFORMATI ON A1 know verb ASK FOR I NFORMATI ON A1 know verb BE ABLE A2 know verb BE CERTAI N A2 let sb know A2 you know B1 know verb BE FAMI LI AR WI TH B1 know verb UNDERSTAND A SUBJ ECT B1 get to know sb/ sth B1 I know B1 as you know B1 as far as I know B2 know better (than to do sth) B2 I know B2 you never know B2 before you know it C1 know sth inside out C1 know what you are talking about C1 know verb GUESS CORRECTLY C2 know best C2 know better C2 the next thing I knew C2 know your stuff C2 know of sth/ sb B2:

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Knowing words

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English Profile

CLC

criterial features :- positive - negative- L1 transfer

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Criterial Features

It – extraposition

It’s true that I don’t …. B1

It’s amazing to think that B2

Pseudo-cleft structures

What I liked the most is … B1

What fascinated me was B2

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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..

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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

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Raising structures

B1 seem

B2 appear cease fail prove turn out

B1 supposed

B2 certain likely sure unlikely

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Lexical ProgressionA1 A2 B1 B2 C1 C2

TAKE[tr.]

P Take a book E Take a bus F Take part E Take a deep breath

E Take this matter further

E Take a keen interest

E Take a picture E Take an exam E Take a nap E Take a chance

E Take thing seriously

F Take care F take place

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pay : all verbs pay verb BUY A1 pay verb WORK B1 pay attention (to sth) B1 pay sb/ sth a visit or pay a visit to sb/ sth B2 pay sb a compliment C2 pay verb SUFFER C2 pay the price C2 pay tribute to sb/ sth C2 pay back sb/ sth or pay sb/ sth back B1 pay off sth or pay sth off B2 pay off B2 pay noun B1

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Moving from ….

What

When

How ….. [a bit more about knowing]

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Lexico-grammarDepth 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

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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

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Seeing / Meeting words

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before or after you pay.

quoteC2 (before) bill A2 refund B1 discount A2

tip B1 loan B1 receipt A2 deposit B1 change B1

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 back B1 ?

2 You can’t take it back B1 without one.

3 When do you have to pay it back B1?

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English Profile http://www.englishprofile.org

buy verb A1 buyer noun B1 cash noun NOTES/ COI NS A2 cash noun MONEY B1 cashpoint noun B1 cent noun A2 change verb MONEY A2 change noun MONEY B1 change noun COI NS B1 charge verb MONEY B1 charge noun MONEY B1

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Remembering Words

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Mnemonics / Schematics / Pragmatics

B1

B2

B2B2

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21st Century skills

enquiry

problem solving

critical thinking

independent learning

collaboration

information handling

creating and designing

practical skills

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wish-eyed

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Using words

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Grammaticisation

Lexis grammar

John leave Jane arrive

John really fancies Jane so changes his mind

John wants to avoid Jane

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Grammaticisation

The Jules Rimmet trophy, great prize PROFESSION soccer, is better known as

the world cup

Think Cambridge First : Word Formation

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Common ‘re-’ words used when talking about language curricular and progression

revisit

recast

reformulate

reinforce

revise

review

recycle

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main meanings

syntactic properties

Revisiting Recasting

change of mode ..can present more challenging and creative pathways through review processes

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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.

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