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Chemda Benisty
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Chemda Benisty
ETAI InternationalJuly, 2010
• Sets numerical lexical targets
• Includes suggestions to facilitate
the transition from receptive
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the transition from receptive
knowledge to productive use of
target vocabulary
• Some insights from the literature
• The situation in Israel
• Syllabus design
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• Syllabus design
• Presentation of the syllabus
• Pedagogical recommendations
• Questions
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• It is the basis of language and crucial
for the functioning of the four skills
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for the functioning of the four skills
• It is closely tied to comprehension
• Vocabulary acquisition includes the
learning of lexical chunks
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learning of lexical chunks
• Corpus linguistics provides support
for this claim
Two main complementary processes for acquiring new vocabulary:
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• Explicit learning
• Implicit learning
Deliberate decontextualized attention:
• Establishes the form meaning link
(Schmitt 2008)
• Facilitates acquisition within a limited
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• Facilitates acquisition within a limited
time
• Results in higher gains in acquisition
• Better for the most frequently used
words
Enhances vocabulary knowledge and
the acquisition of new vocabulary while
engaging in different language activities:
• Depends on 8-15 exposures
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• Depends on 8-15 exposures
• Exposures must be in frequent
intervals
Nine aspects of word knowledge
• Form: spelling, sound, and word parts
• Meaning: concepts and referents, and
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• Meaning: concepts and referents, and
associations
• Use: grammatical functions, collocations,
frequency and register
Nation 2005
• Each aspect impacts both receptive
knowledge and productive use
• Productive learning involves deeper
processing of vocabulary
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processing of vocabulary
• Productive learning necessitates
deliberate attention
• Depth of knowledge is as important
as vocabulary size.
• Unfortunately, most learning stops
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• Unfortunately, most learning stops
following the provision of a
translation (Schmitt, 2008).
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The Israeli English Curriculum for All
Grades (2001) does not incorporate a
lexical syllabus.
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lexical syllabus.
• Teachers make decisions about vocabulary.
• Teachers rely on textbooks.
• Textbooks don’t necessarily have clear
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• Textbooks don’t necessarily have clear criteria for vocabulary selection.
• Vocabulary is often marginalized in favor of a focus on grammar.
• To set numerical goals for vocabulary instruction
• To standardize vocabulary instruction in Israel
• To inform and improve the quality of
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• To inform and improve the quality of vocabulary instruction
• To enable the assessment of students’progress
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Selection Criteria
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Learning burdenLearning burdenUsefulness for
TEFL
Usefulness for
TEFL
Relevance to the
learners’ world
Relevance to the
learners’ world
Frequency
This basic lexis: 2000 word families for less
proficient students by the end of JHS
Note:
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Note:
This basic high frequency lexis is essential for
a variety of spoken and written texts.
ADOPT
· adopted
· adopting
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· adopting
· adoption
· adoptions
· adopts
1st list
• All inflections of verbs, adjectives
and nouns
• Items familiar to learners from
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• Items familiar to learners from
elementary school
• Irrelevant items for Israeli students
Exclusions
• Divided into two lists
• American English spelling preferred
with references to British spelling
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with references to British spelling
• Headwords alphabetized and bolded
• Other parts of speech underlined
• Examples italicized
• Verbs proceeded by to
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• Multiple meanings differentiated by
the use of lower case letters
• Spoken language given special
attention
• Lexical chunks added to most entries
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• Lexical chunks added to most entries
• On a disc
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1st list 2nd list
(to) categorize (categorise), category:
divide sb/ sth into categories, group
sb/ sth under categories, put sb/ sth
in/ into categories, create categories,
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in/ into categories, create categories,
categories of
(to) approve/ disapprove: (a) like sb/ sth: strongly/ very much approve of sth/ sb, (b) agree to sth: formally approve, approval/ disapproval:
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approve, approval/ disapproval:need/ receive/ give/ show full/ final/ written/ formal approval
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• Collocations- crucial for developing productive aspects of language
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• Collocational competence contributes to fluency
Note: Not all can be explicitly taught; consider level (tracking)
• Allotting time to productive aspects
• Recycling
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• Recycling
• Pushing learners to produce and
make use of newly taught lexical
items
• Production contributes to vocabulary
acquisition:
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� The need
� The search
� The evaluation Hulstijn and Laufer, 1995, cited in Schmitt, 2008.
• Successful production increases the
likelihood of memorization
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likelihood of memorization
• Successful production impacts
motivation
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