Transcript Learning Vocabulary in Another Language I.S.P Nation

Learning Vocabulary in Another Language
I.S.P Nation
Teaching and Explaining Vocabulary
Presented by:Rozine Khoury
Paul Nation
Paul Nation is Professor in Applied Linguistics
at the School of Linguistics and Applied
Language Studies (LALS) at Victoria
University of Wellington, New Zealand. He
supervises MA and PhD research on
vocabulary and teaches courses on the
teaching and learning of vocabulary.
Vocabulary Quotes
"I used to think I was poor. Then they told me I wasn't
poor, I was needy. They told me it was selfdefeating to think of myself as needy, I was
deprived. Then they told me underprivileged was
overused. I was disadvantaged. I still don't have a
dime. But I have a great vocabulary." Feiffer,Jules
"Vocabulary enables us to interpret and to express. If
you have a limited vocabulary, you will also have a
limited vision and a limited future." Jim Rohn
"Handle them carefully, for words have more power
than atom bombs." Pearl Strachan
There are four questions that teachers
should ask about any teaching or learning
activity.
1.What is the learning goal of the activity?
2.What psychological conditions does the activity
use to help reaching the learning goal?
3.What are the observable signs that learning
might occur?
4.What are the design features of the activity
which set up the conditions for learning?
1.Learning Goal
* Vocabulary in general.
* Specific aspects of knowing a word.
2. Psychological Conditions
There are three important general
processes that may lead to a word
being remembered.
1.Noticing
2.Retrieval
3.Creative or generative use
Noticing
Decontextualisation means that the word is
removed from its message context to be
focused on as a language item.
There are two kinds of decontextualisation:
a.Negotiation
b.Definition
Retrival
Retrieval: If the word is subsequently retrieved
during the task then the memory of that word will
be strengthened.
Receptive Retrieval: perceiving the form and having
to retrieve its meaning when the word is met in
listening or reading.
Productive Retrieval: wishing to communicate the
meaning of the word and having to retrieve its
spoken or written form as in speaking or writing.
Creative or Generative Use
Generative processing occurs when
previously met words are subsequently
met or used in ways that differ from the
previous meeting with the word.
Generative Processing
Generative processing can also be receptive or
productive.
In its receptive form it involves meeting a word
which is used in new ways in listening or
reading.
In its productive form, it involves producing
new ways of using the wanted vocabulary in
new contexts.
3.Observable Signs
Most conditions in action have some observable
signs.
1.Negotiation
2.Repetition
3.Generative Use
4.Involvement
5.Successful completion of a task
4.Design Features
Designing activities to encourage noticing
1.Pre-teaching
2.Highlighting the word in the text by using
underlining, italics or bold letters, and glossing the
word.
Designing activities to encourage retrieval
Reading the same story several times or serializing
a long story.
Designing activities to encourage
generation
It is possible to provide simple contextual
definitions of words, that is definitions
using example sentences, then this
could help learning if the example
sentences are different from those that
contain the word in the story.
Psychological
Signs that the conditions are
conditions
likely to be occurring
encouraging learning
Noticing a word
Retrieving a word
Using the word
generatively
Design features of the
activity that promote the
conditions
The learner consults a glossay
The learner pauses over the
word
The learner negotiates the
word
Definition,glosses,highl
ighting
Unkown words in
salient positions
The learner pauses to recall a
meaning
The learner does not need to
consult a dictionary or gloss
The learner produces a
previously unknown word
Retelling spoken or
written input
The learner produces a word
in a new sentence context
Retelling without the
input text
Brainstorming
Implications For Teachers
1.Teachers should set a clear goal.
2.Teachers should be aware of the three
processes that lead to a word being
remembered (noticing,retrieval,generative
use).
3.Teachers should be creative and design
activities to encourage each process.