GROUP WORK Teaching Reading Vocabulary F1B2

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    CHEIKH ANTA DIOP UNIVERSITY

    FASETEFEFL/ESL DEPARTMENT

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    Abdoulaye Ndiaye

    Saliou Sarr

    Ousmane Coly

    Papa Amadou Seck

    Mbagnick Diop

    FASTEF

    2O11-2O12

    F1B2

    2

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    Teaching Reading Vocabulary

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    OUTLINE

    1. COMMENTARY

    2. PRACTICAL APPLICATION

    3. BIBLIOGRAPHY

    4

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    1. COMMENTARY

    In this article, the author, Khairi discusses the importance of vocabulary in the

    process of reading comprehension. Citing some theoreticians such as Davies

    (1968) and Danman (1988) among others he shows that there is a direct causal

    link between vocabulary and success in reading. Additionally Danman (1988)

    goes further demonstrating that having a large amount of vocabulary is not

    sufficient to succeed in reading. The read should get the facility... to access

    the known word meaning represent in memory. In short, for Khairy good

    readers are also good decoders. Other researchers support Khairys above

    mentioned assumption. Cynthia and Drew Johnson assert that direct instruction

    in vocabulary can be helpful in arresting this cycle. Good readers often acquire

    much of their vocabulary through a wide independent reading also known as

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    incidental learning[1] Cynthia and DrewJohnsonadd that a combination of direct instruction of word

    meanings, discussions about words and word parts and encouragement of wide reading is the best way to help

    students develop vocabulary.

    He uses the semantic network theory to show the link between background knowledge and a good

    understanding of a written text. This background knowledge is called scripts (Schank and Abelson (1977) or

    Schemata (Rumelhart (1980). Scripts help readers easily decode messages. However, Rapid and accurate

    decoding of language is important to any kind of reading and especially important to second-language reading.

    Good readers know the language. They can code ... for the most part, not by passing from the text or prior

    knowledge of the world, but by a kind of automatic identification that requires no conscious cognitive

    effort(Khairi,1993:2)

    The presentation of one word to the students activates their schemata related to that topic. Consequently, for

    Khairi these activated semantic networks help learners make predictions and anticipations. These pedagogical

    implications are illustrated by the author through samples of activities suggested in his work. In fact he has shed

    light on important aspects of reading comprehension processes that lead toautomatic lexical access. This is

    achieved through reinforcing and recycling activities.

    [1] www.epsbooks.com

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    According to GeorgeYule (2006), lexical relations aresynonymy (conceal/hide), antonymy (shallow/ deep),hyponymy (rose/flower).

    Lexical relation

    Synonymy

    HideCon

    ceal

    Antonymy

    DeepShall

    ow

    Hyponymy

    Flowe

    rRose

    Figure 1

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    Synonymy

    He defines synonyms as two or more words with very closely related meanings . This definition is

    substantiated by Hurford. R. James al (2007) who defines synonyms as the relationship between two

    predicates that have the same sense. Actually, perfect synonymies are very difficult to find. They are often

    interchangeable but this is not always the case. For instance we can say what was his answer? Or what was

    his reply? Yetanswer andreplyare not the same in the following sentence: Ousmane had only oneanswer

    correct on the test, the wordreply would sound odd.

    They can even vary from one dialect to another and the identity of sense intervenes here.

    Predicates

    Synonymy

    Obstin

    ate

    Stubb

    orn

    Figure 2

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    Antonymy

    Two forms with opposite meanings are called antonyms. Some common examples are the pairs:

    alive/dead, big/small, fast/slow, happy/sad, hot/cold, long/short, male/female, married/single,

    old/new, rich/poor, true/false. For Yule, antonyms are usually divided into two main types,

    gradable (opposites along a scale) and non-gradable (direct opposites). Gradable antonyms, such

    as the pair big/small, can be used in comparative constructions like Im bigger than you and A pony is

    smaller than a horse. Also, the negative of one member of a gradable pair does not necessarily implythe other. For example, the sentence my car isnt old, doesnt necessarily mean my car is newWith

    non-gradable antonyms (also called complementary pairs), comparative constructions are not

    normally used. We dont typically describe someone as deader as or more dead than another. Also, the

    negative of one member of a non-gradable pair does imply the other member. That is, my

    grandparents arent alive does indeed mean my grandparents are dead. Other non-gradable antonyms

    in the earlier list are the pairs: male/female, married/single and true/false.

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    According to ToddLoretoHancock, Ian (1986) is the general term applied to the sense relation

    involving oppositeness of meaning. It is useful to distinguish three types ofoppositeness, namely:

    1. Implicitly graded antonyms

    2. Complementarity

    3. Converseness

    Implicitly graded antonyms are pairs of items like big, small, good, bad. Words like big and good can

    only be interpreted in terms of being bigger or better than something which is established as the norm

    for the comparison. Thus when we say that a boy is big or that one boy is bigger than another, we imply

    that big is to be understood in the context of boys.

    Complementarity refers to the existence of such pairs as male and female. It is

    Characteristic of such pairs that the denial of one implies the assertion of the other. Thus, if one is not

    male, then one is female. Notice the difference between graded antonyms of the good/bad type and

    complementary pairs.Where BUY and SELL are in a converse relationship. English has a number of conversely related verbs

    and so sentence Converseness is a common phenomenon:

    John lent the money to Peter.

    Peter borrowed the money from John.10

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    Hyponymy

    When the meaning of one form is included in the meaning of another, the relationship is described as

    hyponymy. Examples are the pairs: animal/dog,

    Dog /poodle, vegetable/carrot, flower/rose, tree/banyan.

    Yule (2006) asserts that the concept ofinclusioninvolved in this relationship is the idea that

    if an object is a rose, then it is necessarily a flower , so the meaning offlower is included in the

    meaning of rose. Or, rose is a hyponym offlower.

    In effect hyponymous connections are related to the meaning of words in some type of

    hierarchical relationship. Yule adds that we can represent the relationships between a set of words

    such as animal, ant, asp, banyan, carrot, cockroach, creature, dog, flower, horse, insect, living thing,

    pine, plant, poodle, rose, snake, tree and vegetable as a hierarchical diagram.

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    Living thing

    Creature Plant

    Coc

    kro

    ach

    Animal

    Dog Horse SnakeVegetable Flower Tree

    Insect

    An

    t

    Car

    rot

    Ros

    ePin

    e

    Ba

    nya

    n

    Poo

    dleAsp

    .

    Figure 3

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    Using these research findings Khairy suggests two guidelines for effective vocabulary teaching for

    reading.

    Firstly, Teachers should facilitate lexical access through activities that will enhance active

    encouragement of independent learning strategies. Those activities will help students draw on a

    variety of methods to learn the thousands of words they acquire each year.

    This effective vocabulary development is a multifaceted process that includes direct instruction and

    discussion.

    Secondly, teachers should develop vocabulary building through a various activities such as build

    up new networks or maintain, refine, and expand existing networks. Khairy cites Krashens

    thematic approach, the NarrowReading (1981). Cynthia and DrewJohnson suggest such specific

    strategies as using prefixes, suffixes and roots and using graphic organizers. In their article they

    also put forward specific techniques like Knowledge Rating Checklist (see figure 4), Concept ofDefinition Maps (see figure 5) Word Part Web (see figure 6), Semantic Maps (see figure 7),

    Semantic Feature Analysis (see figure 8), Venn Diagram (see figure 9).

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    Claustrophobia

    Colleague

    Contingent

    Deluge

    Dispel

    Fledgling

    Inane

    Mettle

    Replica

    Can define Have heard/ seen Dont know

    Knowledge Rating Checklist Figure 4

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    Carnivore

    What is it like?

    Has sharp teeth or fangs Consumes other

    animals. May eat foods other than meet

    Examples

    Dog, bear, cat

    What is this? Flesh

    eating animal

    Figure 5Conception of Definition Map

    Non example Cow,

    sheep

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    Bio Life

    BioluminescenceBiology

    Biochemical

    Biosphere

    BiodegradableBiomechanics

    Biography

    Biopic

    Word Part Web

    Figure 6

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    Dinausors

    Gigantic

    Huge Enormous

    Carnivore Flesh-

    eater Ferocious

    Extinct No long

    existing PrehistoricAncestor Forerunner

    Descended from

    Semantic Map

    Figure 7

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    Dog

    Cat

    bear

    Buffalo

    Tiger

    Sparrow

    Horse

    Has fur Has Feather Can fly Can be pet

    ?

    ? ?

    Runs on four legs

    Semantic Feature AnalysisFigure 8

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    2-Practical application

    Activity1

    Word prediction:

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    2-Practical applicationActivity1: Word prediction:Teacher writes on the board the topic and asks:

    Money

    Which words can be associated to this topic?

    Students give words and try to justify their choice of certain words through examples and/or

    explanations.

    Teacher writes all the words on the board.

    Money

    bank

    dollar

    bank note

    Coinborrow

    accountant

    monetary

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    Activity2: Predicting a topic from given vocabularyPredict the topic from the following words

    ?

    borrow

    commerce

    goods

    salary

    credit

    buy/sell

    savings

    loan

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    Money

    My name is Bob and I am an accountant in the Detroit area. Because of the economic troubles in the area, everyone I

    meet from outside of the state asks if I have gone broke yet. They can't imagine that an accountant in that city could be

    loaded. The question is probably asked because I drive a nice Volvo and I live in a huge house on the water. I also

    purchased some rental properties recently. To most it appears that I've lost my mind.

    Now, it is true that many in Detroit are strapped for cash. The local industry is dying. I am good at what I do, and I enjoy it,

    so I get a lot of business anyway. There are still companies that exist in the city and they do need accountants. People

    ask me why I bought an expensive house in a city like Detroit. Everyone assumes I threw money down the toilet. That's

    not the case. One day this city will be back on its feet. I am going to use those rental properties as cash cows. I'll rent

    them out at fair prices and make thousands a month. When I bought these units they were at record low prices. Like I tell

    my brother, there is always an opportunity to get filthy rich. Things may look bad, but change is always around the corner.

    Instead of saving my money for a rainy day, I will always spend it to invest in my future. It has always worked and it

    always will!

    Andrew Lawton

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    Activity3:Teacher writes the title on the board, AIDS

    Go through the list below in pairs and predict whether each word would appear

    You are going to read a passage on AIDS before reading it, decide which of the following words you would

    expect to find in the passage. Compare you list with your partners giving reasons for your choice.

    Sexual intercourseHuggingDiseaseTo runWhite cellsBlood

    transfusionclothes

    HIVRedVirusWater

    AIDS

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    AIDS

    In some parts of the world where AIDS pandemic has hit the hardest, three out of every ten pregnant women are HIV

    positive. In one country, half of all pregnant women tested were infected.

    According to Edith White, a specialist on breast-feeding and mother-to-child transmission of HIV, health workers are

    advising HIV positive in industrialised countries not to breast-feed their babies; since this nearly doubles the risk of the

    babys being infected. The use of infant formula seems a logical alternative. But in the developing world- where idealistic

    theories quickly give way to harsh realities- this simple solution is hard to carry out. One of the obstacles is a social one. In

    countries where breast-feeding is the norm, women who bottle-feed their babies may be advertising the fact that they have

    been infected with HIV. A woman may fear that she will be blamed, abandoned, or even beaten when her condition becomes

    known. Some women in this circumstance feel that they have no choice but to breast-feed their babies to keep their HIV

    condition a secret.

    There are other obstacles too. For example, consider Margaret. She, like at least 95 percent of Ugandas women has never

    been tested for HIV. But Margaret has no reason to be concerned. Her first child died, and her second is frail and sickly.

    Margaret is breast-feeding her child 10 times a day, despite the fact that she may have HIV. I would never be able to feed my

    baby with formula, she says. Why not? The cost of feeding one child infant formula, Margaret says is one and a half times

    the sum that a family in her village earns in an entire day. Even if formula were available, free of charge, there would still be

    the problem of finding clean water to make the formula into safe food.

    Some of these obstacles can be reduced if HIV infected mothers are provided proper sanitation, adequate amounts of breast

    milk substitutes, and access to safe water. Expensive? Perhaps. Yet, surprisingly, making such provisions seems to be a matter

    of setting priorities rather than finding funds. Indeed, the UN reports that some of the worlds poorest developing countries

    spend about twice as much on the military as they do on health and education.

    Awake, January 8, 2000, pp 20-21.

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