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Lesson 3Lesson 3
Teaching VocabularyChapter 14
Teaching VocabularyChapter 14
Teaching VocabularyTeaching Vocabulary
How do students best learn new vocabulary?
How do you teach vocabulary? What techniques/activities work and what don’t?
How do students best learn new vocabulary?
How do you teach vocabulary? What techniques/activities work and what don’t?
Long-Term memory vs. Short-Term memory
Long-Term memory vs. Short-Term memory
Short-term memory = small storage capacity, holds information temporarily while it is being learned
Long-term memory = unlimited amount of storage capacity, holds information indefinitely
Short-term memory = small storage capacity, holds information temporarily while it is being learned
Long-term memory = unlimited amount of storage capacity, holds information indefinitely
Long-Term memory vs. Short-Term memory
Long-Term memory vs. Short-Term memory
It is crucial for students to create a deep understanding of a word by manipulating it and thinking about it (activities) in order to transfer a word from short-term memory to long-term memory
Requires meaningful recurring encounters with a word over time
It is crucial for students to create a deep understanding of a word by manipulating it and thinking about it (activities) in order to transfer a word from short-term memory to long-term memory
Requires meaningful recurring encounters with a word over time
Explicit vs. Implict Learning
Explicit vs. Implict Learning
Explicit Vocabulary Learning Students engage in activities that focus on vocabulary Build recognition of words, integrate new words with old ones, numerous encounters with words, deep level of processing, imaging, independent learning strategies
Global Service List of English Words 2000 most commonly used words
Academic Word List 570 word families
Explicit Vocabulary Learning Students engage in activities that focus on vocabulary Build recognition of words, integrate new words with old ones, numerous encounters with words, deep level of processing, imaging, independent learning strategies
Global Service List of English Words 2000 most commonly used words
Academic Word List 570 word families
Implicit vs. Explicit Learning
Implicit vs. Explicit Learning
Implicit Vocabulary Learning Incidental Learning when the mind is focused elsewhere, for example understanding a text or using language for communication purposes
Multiple exposure is necessary Extensive reading and listening
Implicit Vocabulary Learning Incidental Learning when the mind is focused elsewhere, for example understanding a text or using language for communication purposes
Multiple exposure is necessary Extensive reading and listening
Teaching Techniques & Activities
Teaching Techniques & Activities
New words should not be presented in isolation and learned by rote memorization
New words must be seen in context to provide clues to meaning
Multiple exposure is necessary
New words should not be presented in isolation and learned by rote memorization
New words must be seen in context to provide clues to meaning
Multiple exposure is necessary
Teaching Techniques & Activities
Teaching Techniques & Activities
Word association Semantic mapping = helps illustrate relationships among words in a text “Vocabulary Network” “Word Match Lists”
Word Families/Forms Helps students see how word forms change according to function
Word association Semantic mapping = helps illustrate relationships among words in a text “Vocabulary Network” “Word Match Lists”
Word Families/Forms Helps students see how word forms change according to function
Teaching Techniques & Activities
Teaching Techniques & Activities
Language games help recycle vocabulary learned in a text -- fun! Scrabble Word Bingo Jeopardy Pictionary Taboo Crosswords
Language games help recycle vocabulary learned in a text -- fun! Scrabble Word Bingo Jeopardy Pictionary Taboo Crosswords
CollocationsCollocations
Patterns of pairs or groups of words that co-occur with high frequency
“the meaning of a word has great deal to with the words with which it commonly associates”
example
Patterns of pairs or groups of words that co-occur with high frequency
“the meaning of a word has great deal to with the words with which it commonly associates”
example
CollocationsCollocations
Fall into two main groups: Grammatical collocations - nouns, verbs, adjectives frequently occur with a grammatical item (usually a preposition) Ex: account for, by accident
Lexical collocations - consist of combinations such as verb + noun, adjective + noun Spend money, dense fog
Fall into two main groups: Grammatical collocations - nouns, verbs, adjectives frequently occur with a grammatical item (usually a preposition) Ex: account for, by accident
Lexical collocations - consist of combinations such as verb + noun, adjective + noun Spend money, dense fog
CollocationsCollocations
If not learned, can create odd irregularities in a student’s speaking & writing Examples:
start/set a fire, but not begin/commence/initiate a fire
Rancid butter/sour milk but not sour butter/rancid milk
Fast train/fast food but not quick train/quick food
Quick shower/quick meal but not fast shower/fast meal
If not learned, can create odd irregularities in a student’s speaking & writing Examples:
start/set a fire, but not begin/commence/initiate a fire
Rancid butter/sour milk but not sour butter/rancid milk
Fast train/fast food but not quick train/quick food
Quick shower/quick meal but not fast shower/fast meal
Lexical PhrasesLexical Phrases
“Chunks” of language that commonly occur and are more idiomatically determined -- central to communicative competence
Ex: “How’s it going?”, “Do you speak X?”, “Thanks so much.”. “Where is X?”
Lexical phrases must be classified according to function
“Chunks” of language that commonly occur and are more idiomatically determined -- central to communicative competence
Ex: “How’s it going?”, “Do you speak X?”, “Thanks so much.”. “Where is X?”
Lexical phrases must be classified according to function
Lexical PhrasesLexical Phrases
Start with a fixed routine and expose learners to varied phrases
Drill routine - builds confidence and fluency in students Ex: “What’s up?” --- “not much.” Ex: “How’s it going?” -- “not bad.”
Start with a fixed routine and expose learners to varied phrases
Drill routine - builds confidence and fluency in students Ex: “What’s up?” --- “not much.” Ex: “How’s it going?” -- “not bad.”
Vocabulary Learning Strategies
Vocabulary Learning Strategies
Guessing meaning from context Part of speech, relationship with surrounding words, relationship with surrounding sentences/paragraphs, overall context
Dictionary Monolingual vs. Bilingual Learn how to use correctly
Vocabulary Journals/Notebooks Keeping track of new words
Guessing meaning from context Part of speech, relationship with surrounding words, relationship with surrounding sentences/paragraphs, overall context
Dictionary Monolingual vs. Bilingual Learn how to use correctly
Vocabulary Journals/Notebooks Keeping track of new words