Developing Student Vocabulary : Fun Ways to Learn Words. Katie Bain www.elfellowkbain.wordpress.com k email@example.com. Objective. Participants will learn , interact with , and apply new ways of learning and teaching English vocabulary . . - PowerPoint PPT Presentation
Developing Student Vocabulary:Fun Ways to Learn WordsKatie Bainwww.firstname.lastname@example.org
ObjectiveParticipants will learn, interact with, and apply new ways of learning and teaching English vocabulary. What are the challenges for teaching vocabulary?
Challenge 1: The large number of wordsThe number of words that students need to know. 2,000 3,000 word families to understand spoken communication8,000 9,000 word families for reading authentic texts!4,500 5,000 word families for a C2 Level of proficiency!
Example of Word Family:stimulatestimulatedstimulatesstimulationStimulative
(Schmidtt, 2008)Challenge 2:Depth of Knowledge NeededStudents must know a lot about a word in order to understand it well and use it correctly. What is involved in knowing a word?FormMeaning Use(Schmidtt, 2008)Form Meaning Use suburbs Form SpellingPronunciation (stressed syllables)Word parts (roots, prefixes, suffixes)Meaningdefinition, part of speech, connotationUse How do you use it in a sentence?What other words usually come near this word in sentences (collocation)?
InstructedSecondLanguageVocabularyLearningSchmittNorbert.pdfFive Types of Vocabulary LearningSingle WordsSet PhrasesVariable PhrasesPhrasal VerbsIdiomatic Expressions(Folse, 2008)Single WordsSingle words express one single concept.
(Folse, 2008)Set PhrasesSet phrases consist of more than one word and cannot be changed at all.
Example: On the other handNOT
On the other handsOn the other fingers(Folse, 2008)Variable PhrasesIn Variable Phrases, most of the phrase stays the same, but some parts may change.
Examples:It has come to our attention.It has come to my attention.(Folse, 2008)Phrasal VerbsPhrasal Verb = verb + particle
putuptakedowncomeonmakeupgoawaygetover(Folse, 2008)Idioms(Idiomatic Expressions)In an idiom, the meaning of the whole phrase is different than the meaning of the individual words
Example:Who let the cat out of the bag?
Who told the secret?
(Folse, 2008)Multiple Meanings(Polysemy)Hammer (noun or verb?)
Tablefurnitureset of numbersaction of stopping conversationdescription (table cloth)
pass awaydiekick the bucket
(Folse, 2008)Part of Speechnoun amazementverb to amazeadjective amazingadverb - amazingly
(Folse, 2008)FrequencyusualcommonSmith is a common last name.
discardthrow away* Im going to discard my old books.(Folse, 2008)
Collocationco = togethertogether + locationCollocation has to do with a word or phrase that naturally or frequently occurs near another word in context.
squander.money/resourcescommit murder, suicide, fraud, grand larceny
(Folse, 2008)How do we select words to teach?What are my students ability levels?What words are most frequently used?Which words are necessary for communication?Which words are relevant to my students contexts or lives?What are the demands of the class or course?What are my students language goals and/or needs?
Tools to Help You Determine Which Vocabulary Words to Teach West General Service ListAcademic Word ListsLextutor Vocabulary ProfilerReadability Score
Lextutor KeyBlue K1 Top 1 1,000 most-frequently used words in EnglishGreen K2 Top 1001 2,000 most-frequently used words in EnglishYellow Academic Word ListRed - Offlist
K-2 Level Wordsabsences afraid agricultural aims bottom coffee comparative education education education education education education education education education education education educational educational educational educational educator encourages encourages foot forward government government guide guide guides imagine improve information international internationally model model model multiple overcome parents prize prize prize program program repeat repeat self self self string telephoneAcademic Wordsacademic achievement annual area areas benefiting co-ordinator communities communities communities community contribute contributions conventional culture decades designed designed expanded exposed financial flexible flexible foundation foundation founded funded generations grade grade grade grades implemented implemented inadequate income innovation innovative instructor invisible isolated isolated method method method method method ministry motivated motivated paradigm philosophy policy primary process promote region relevant resources resources resources revolutionary schedule specifically strategy team teams text theories tradition traditional traditional traditional transformsReadability Score
www.readability-score.com Grade LevelsA grade level (based on the USA education system) is equivalent to the number of years of education a person has had. Scores over 22 should generally be taken to mean graduate level text.Readability FormulaGradeFlesch-Kincaid Grade Level11.6Gunning-Fog Score12.5Coleman-Liau Index12SMOG Index10.1Automated Readability Index11.2
K-2 Wordsasleep brain brain brain brain brain brain brain brain brain brain brain brain brain brain brains brains brains brains brains brains connected connections connections cure drum electrical electrical electrical electricity electricity formal frequency frequency fun health information information instrument instrument instrument instrument instrument instrument instrument instrument instrument instrument lessons lessons lessons lock locking lot noisy noisy program programs purple pushing quick restaurant sadder screen screen screen smoke sports urges wires worseAcademic Wordsadministrators adults affects affects analogy areas automatically benefits challenging classical classical communication communication complex computer computer computer computer computer confer devices domain economic elements elements energy function fundamental fundamental identifying inherently instance instruction investigates major major minor participated passively physically physically processed processed research researchers researchers respond respond responded responding response responses responses task task volunteer volunteers volunteers volunteers volunteers volunteersReadability Score
So what do we do?Successful vocabulary activities help students to Focus on the vocabularyExperience the words many timesDevelop good learning strategies
(Folse, 2008)Goal 1: Focus on the VocabularyHow do we make students NOTICE words? write them on the boardkeep a section of the board or chart paper for vocabularyword wallsStudents mark key vocabulary(Folse, 2008)
Goal #2: Experience the Word Many Times Students have to see, hear, and use a word multiple times to understand and know it well.matchingwritingspellingnaming/identifyingwriting it in a sentence
(Folse, 2008)Goal #3: Develop Successful Vocabulary Learning StrategiesTeachers show students many different ways to acquire and memorize vocabulary. Students eventually pick and choose what works best for them. (Folse, 2008)Activities and IdeasKeep a running list of wordsVocabulary CardsRanking Vocabulary ItemsScrambled vocabulary envelopesWord Sorts (Lexical Sets)DialoguesWhats missingEraseSmackListen and DrawTabooCollocations MatchingWord Comparisons(Folse, 2008) (Schindler, 2006)#1: Keep a Running List of Words
(Folse, 2008) (Schindler, 2006)#2: Vocabulary Cards
(Folse, 2008) (Schindler, 2006)#3: Ranking Vocabulary Items
(Folse, 2008) (Schindler, 2006)#4: Scrambled Vocabulary Envelopes
(Folse, 2008) (Schindler, 2006)#5: Word Sorts(Lexical Sets)
(Folse, 2008) (Schindler, 2006)#6: Dialogues
(Folse, 2008) (Schindler, 2006)#7: Whats Missing?
(Folse, 2008) (Schindler, 2006)#8: Erase!
(Folse, 2008) (Schindler, 2006)#9: Smack!
(Folse, 2008) (Schindler, 2006)#10: Listen and Draw
(Folse, 2008) (Schindler, 2006)# 11: Taboo
#12: Collocations Matching
#13: Comparing Words Positive and Negative Connotation Scale
#13: Comparing WordsSynonyms and antonymsDiscuss how certain words have different hidden meanings (Use examples from Spanish!).Hes frugal.Hes cheap.When you encounter words in various different readings or contexts, make note of it! Make connections between readings and discuss how words were used in a previous reading compared to a current reading. What are your ideas?
SourcesFolse, Keith S. "Myths about Teaching and Learning Second Language Vocabulary: What Recent Research Says."TESL Reporter. 37.2 (2004): 1-13. Web. 14 May. 2013. .Folse, Keith. "Six vocabulary activities for the English language classroom." English Teaching Forum. 1.3 (2008): n. page. Web. 15 May. 2013. "Lexical Profiler."Compleat Lexical Tutor: VocabProfile. N.p.. Web. 14 May 2013. .Nan, Yao, and Zuo Mingfang. "Using VOA Special English To Improve Advanced English Learners Productive Use of High Frequency Words."English Teaching Forum. 1.3 (2009): 26-37. Web. 14 May. 2013.Readabilityscore.com. (n.d.). Retrieved from http://www.readability-score.com/Ryan, Katie. "Activating Vocabulary: Creating a Way With Words." Shaping the Way We Teach English Webinar Series. U.S. Department of State. Washington, DC. 17 Oct 2012. Lecture.Schindler, Andrea. "Channelling Children's Enercy Through Vocabulary Activities."English Teaching Forum. 1.2 (2006): 8-12. Web. 14 May. 2013. Schmitt, Norbert. "Review article Instructed second language vocabulary learning."Language Teaching Research. 12.3 (2008): 329363. Web. 14 May. 2013. .Schmitt, Norbert. "Six vocabulary Activities for the English Language Classroom."English Teaching Forum. 1.3 (2008): 12-21. Web. 14 May. 2013.THANK YOU!Katie Bainktbain53@gmail.comelfellowkbain.wordpress.com