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7/31/2019 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
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Teaching Reading Vocabulary
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OUTLINE
1. COMMENTARY
2. PRACTICAL APPLICATION
3. BIBLIOGRAPHY
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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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