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