Transcript Advanced English for Science Students

What words should
learners focus on?
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Task and Discussion:
What criteria can we use in selecting words for learners?
Other than frequency, what criteria can we use to
decide which words our learners should learn?
Words that learners should focus on
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Usefulness
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Ease of learning
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Frequently used (frequency); high-frequency words need to
be learnt both receptively and productively whereas lowfrequency words can be learnt receptively
Used in a wide range of topics/domains (range)
Related to the personal experience
Words that look familiar to students, e.g. “quiet” as an
adjective > “quiet” as a verb)
Words made up of some familiar word parts (prefixes, roots,
suffixes), e.g. prepare, predict, precede
Relevance to students’ needs
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specialized or technical words related to a particular discipline
that the student is studying
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Vocabulary teaching and learning
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Implict vs. Explicit learning of vocabulary
A balanced approach to vocabulary teaching
(Nation, 2008)
Contextualized and decontextualized vocabulary
learning
The lexical approach to vocabulary learning &
teaching
Assessing vocabulary
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Discussion
1.
2.
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5.
How would you define “incidental” (or “implicit”) and
“explicit” (or “deliberate”) vocabulary learning?
What do you think are the advantages and
disadvantages of these approaches?
Can you think of possible reasons why incidental
learning has been found to lead to little vocabulary
gains in research studies?
Do you believe in the benefits of extensive reading?
What strategies do teachers in your school typically
use to teach vocabulary?
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Implicit vs. Explicit
Vocabulary Learning
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Can incidental learning of vocabulary (alone)
lead to gains in vocabulary size (quantity) and
vocabulary knowledge (quality)???
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Natural exposure to language (through listening or
reading) when focus is on understanding meaning of
the text (not the vocabulary)
A few pre-requisites
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L2 vocabulary size (3000-5000 words to achieve 95%
coverage of texts)
Some training needed
Knowledge about how to guess word meaning from context
Reading / Listening material must be rich in contextual clues
The number of repetitions of the target vocabulary in the
reading
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Pre-requisite for incidental
learning of vocabulary
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Before learners can begin learning a language through
reading texts intended for adult native speakers, they
need a threshold size of 3000-5000 word families.
Target
Cumulative target
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KS1 (Pri 3)
1000
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KS2 (Pri 6)
1000
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KS3 (Sec 3)
1500
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KS4 (Sec 6)
1500
1000
2000
3500
5000
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Extensive Reading using Graded
Readers
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Benefits
Fun; pleasurable
 Increase exposure to language; increase
comprehension
 Exercises help practice new vocabulary and grammar
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Graded: according to number of headwords
(words most needed by students); word
frequencies; length
Resource package: exercises and keys; ideas on
how the readers can be used
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Incidental learning of vocabulary through
reading / listening
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Very little vocabulary gains (average: 1 word out of 12-14 words)
made from reading alone - low scores in vocabulary quizzes given to
students after their reading (Zahar, Cobb & Spada, 2001; Horst,
Cobb & Meara, 1998)
Upside: useful for revisiting / consolidating words learnt before;
improve “depth” of vocab knowledge; develop intuition for
collocation
Downside: massive amount of input required; intention to
remember the language is usually absent
More effective if accompanied by vocabulary-focused exercises /
quizzes / glosses
Acquisition through reading should be supplemented by direct
vocabulary teaching or instructionally enhanced reading (Zahar,
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Cobb & Spada 2001)
Summary
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language
vocabulary through reading. Reading in a Foreign Langauge, 11 (2), 207-223.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency
and contextual richness, The Canadian Modern Language Review, 57(4), 541-572.
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Zahar, Cobb,and Spada (2001)
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144 male Grade 7 ESL students
Heard a story being read aloud in class, while reading it
Story contained 2,098 words (91% from the 1,000 word level)
Post-test showed an average gain of 2.16 words out of the 30
words being tested, when compared to scores in the pre-test
which was exactly the same test.
The weakest group of students learned one word per 1,000
words read (probably takes 29 years to learn 2,000 words!!)
Frequency is most determining – the most learned words appear
most frequently in the story (7 times)
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual
richness, The Canadian Modern Language Review, 57(4), 541-572.
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Zimmerman, 1997
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L2 students attending university-preparatory intensive
English programs were asked to read some materials
required for the course
divided into two groups:
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Experimental group: received 3 hours a week of vocabulary
instruction related to the required reading (e.g. group
discussion using the vocabulary; creating sentences using the
vocabulary; repeated exposures)
Control group: did the reading only
the experimental group had a higher mean score in the
vocab post-test (of UWL words)
Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a
difference? An empirical study, TESOL Quarterly, 31(1), 121-140.
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Words that students should learn explicitly
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First 2,000 words
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First 2,000 words + AWL
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90% of text coverage
First 2,000 words + AWL + Technical vocab
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80% of text coverage
95% of text coverage of a text that a student would
typically read
First 2,000 words + AWL + Technical vocab +
most frequently used prefixes, roots and suffixes
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Most frequently used prefixes
Explicit (Deliberate) learning of
vocabulary
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Attention directly focused on learning of
vocabulary
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Upside: greatest chance for acquisition
Downside: time consuming to learn a large
number of words; laborious
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Implicit vocab learning (e.g. thru Explicit vocab learning
extensive reading)
For
revisiting learnt words to deepen
word knowledge
For students to learning low-frequency
words by themselves
For learning grammatical and
collocational patterns
For understanding the actual meaning of
the word / different senses of a word
Very little deliberate attention on the
words > low retention
Students may not be able to guess
meaning from context
high-frequency
words should be taught
explicilty (e.g. the GSL or AWL words)
(Nation, 1990)
difficult, confusing words should be
taught explicitly (Sokmen, 1997)
Some research shows students can learn a
large amount of vocab using word lists
with L1 translations in a short time
(Nation, 1990), so perhaps list-learning is
good for initial acquisition of highfrequency words
Focusing students’ attention, but word
lists or word cards should only be used as
an initial stage of learning; should be
followed by learning words in context
through reading and listening (Schmitt &
Schmitt, 1995)
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Takes up class time
Pre-session 1 Reading
A balanced approach to vocabulary
teaching (Nation, 2008)*
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Each component should take up a quarter of the
curriculum:
*Chapter One, Nation, I.S. P. (2008). Teaching vocabulary: Strategies and
techniques. Boston: Heinle Cengage Learning.
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Post-session 3 reading:
Sökmen (1997)
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Build a large sight vocabulary (e.g. GSL, AWL)
Integrate new words with old (e.g. gradable antonyms on a
scale; from general words to precise words; semantic maps)
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Promote a deep level of processing
Provide a number of encounters with a word (6-20 times;
successful recall leads to longer retention)
Facilitate imaging (e.g. mental pictures; mind maps)
Making new words “concrete” by connecting them to
student’s world in some way (e.g. personal feelings, personal
examples, current issues, pictures, videos, real objects & situations)
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Use a variety of techniques (e.g. dictionary work, word parts
activities, using rhymes, semantic grids, semantic maps, ...etc.)
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Encourage independent learning strategies
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Sight vocabulary
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Words that students can recognize instantly in
reading
Do not need any decoding or pictorial clues
children with a large sight vocabulary can read
more fluently and comprehend texts more easily
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For very young / elementary learners
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The most basic / frequent words should be
taught by sight
Repeated encounters in reading / wall postings
E.g. McNally & Murray’s 200 High Frequency
words (http://abcprimaryteachingresources.co.uk/downloads/1046-200high-frequency-words-mcnally-murray.html)
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The Ladybird Key Words Reading
Scheme (Peter and Jane books)
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E.g. The first book uses the 12 key words
repeatedly ("Here is Peter", "Peter is here",
"Here is Jane", "Jane is here", "I like Peter", "I
like Jane").
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http://www.theweeweb.co.uk/ladybird/key_wo
rds_reading_scheme.php
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Integrate new words with learnt words
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gradable antonyms on a scale
e.g. cold …. warm
 e.g. rich … poor
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from general words to precise words; semantic
maps
e.g. nice
 e.g. important
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Depth of Processing Hypothesis
(DOPH)
Deeper analysis of stimulus 
More persistent memory trace 
Better recall
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Shallow vs Deep Processing
Considered to be shallow:
 Rote memorisation of word lists
 Verbal / written repeitition
Considered to be deeper:
 Contextual guessing
 Association / Grouping of words
 Making mental images of words
 Using newly learnt words in speaking / writing
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Rhyming words in songs / poems
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Rhyming words in songs / poems
Learning Word Parts
prefix
root
suffix
Trans / port / ation
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Prefix: added to the front
Root: carries main meaning
Suffix: changes part of speech
How many words can you make?
bene-
-scribe
-scient
Some word parts and their meaning
Reference: www.prefixsuffix.com
Click on “root chart” & “root search”
Resources for learning word parts
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www.prefixsuffix.com
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Roots of English Free software to help you learn
more about the Latin and Greek roots of
English words. It gives you a test on the words
you have looked up before you exit!
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Helping students with confusing words
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THE LEXICAL APPROACH
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Teaching multiword units as individual units
(e.g. Nattinger & DeCarrico, 1992; Sinclair, 1996; Lewis, 1997)
X
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Make a walk in the countryside. Enjoy the cool wind!
Take a walk in the countryside. Enjoy the cool breeze!
X The report will give recommendations at the end.
 The report will make recommendations at the end.
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Lexical chunks are socially sanctioned independent units
(the units can be words or phrases or sentences)
Lewis advocates de-emphasizing teaching of grammar and
vocabulary in favor of teaching of lexical chunks.
Lexical items (Lewis, 1997)
(1)
(2)
(3)
(4)
(5)
Words (e.g. pen, ball)
Polywords (e.g. so to speak, at any rate, by and large, by
the way)
Collocations (hitch a ride, make a wish, catch a bus, take
a walk)
Institutionalized utterances (mainly spoken, e.g.
Long time no see! How do you do? If I were you, I’d…, Give
me a break! As far as I know)
Sentence frames and heads (mainly written, e.g. I
think that …., not only…. but also…. , That reminds me
of …).
Why is it useful
to learn multilexical units?
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To improve fluency
To recognize collocational patterns
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(e.g. take a walk, make a wish, have dinner)
To sound more native-like / natural
Learning lexical chunks
(lexical patterning)
Topic: Health – Symptoms
I’ve got
a headache
(a) backache
(a) stomach-ache
toothache
a pain in my chest
a pain in my leg
a sore throat
a cough
a temperature (a fever)
I feel
sick
ill
unwell
I’m going to be sick!
faint!
When recording vocabulary, note
collocation patterns…
Pattern
Examples
NOUN + VERB
people - slip / cars – skid
VERB + NOUN
abandon - ship, make – a wish,
catch – a bus
ADJECTIVE + NOUN
handsome – man,
beautiful - woman
Emphasize the combination of words
PEOPLE
ACTION
OBJECT
PLACE
doctor
examine
patients
health centre
restaurant
train station
park
Emphasize the combinability of
words
PEOPLE
ACTION
OBJECT
PLACE
doctor
examine
patients
health centre
customers
waiters
train driver
dine
serve
pull up
customers
train
train station
gardener
grow / trim
plants
park
restaurant
Teaching Collocation in an
economics class using a reading text
to offset
Matching
economic
exercise:
to cut
running
spending
to boost
to raise
mounting
sustainable
power
taxes
collapse
the decline
a deficit
growth
budget
spending
demand
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Teaching Collocation in an
economics class using a reading text
to offset
Answers:
economic
to cut
running
spending
to boost
to raise
mounting
sustainable
the decline
collapse
spending
a deficit
power
demand
taxes
budget
deficits
growth
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The Lexical Approach
Pre-session 3 Reading:
 Moudraia, O. (2001) Lexical approach to second
language teaching. Available:
http://www.cal.org/resources/digest/0102lexical.html
Post-session 3 Reading:
 Lewis, M. (1997) Pedagogical implications of the lexical
approach. In J. Coady and T. Huckin (eds.) Second
Language Vocabulary Acquisition. Cambridge: Cambridge
University Press, pp. 255-270.
 Let’s try some of the tasks near the end of this reading
LEARNING VOCABULARY IN
CONTEXT
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Context
Co-text: words before and after the target
word
2. The real-world context that the text refers to
What are the benefits of using decontextualized
word lists?
What information can the context gives us that
cannot be given by decontextualised word lists?
Learning grammatical and collocational patterns
Understanding the actual meaning of the word /
1.
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Presenting words in context
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Better show students:
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Rather than:
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It was stifling in the room.
Better say:
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It was so stifling in the room that I could hardly breathe.
There’s a word in the first line that means “huge”. What
word is that?
Rather than:
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“Enormous” in the first line means huge.
Provide rich contextual clues answers
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Carnivorous
Vehicles
Huge / enormous
Mean / stingy
Cut
Reduced / offset / compensated for
Revenue / income / money; afford
Providing context rich in
contextual clues
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Since plastic products are non-biodegradable, they
are hard to be disposed of and are persistent
environmental contaminants.
To explain more clearly the data collection process, I
append some samples of questionnaires used in the
study.
It is time we stopped talking of elephants as if they
were a commodity; they are not products /
mechandise to be traded.
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Preparation for next session
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Jigsaw reading:
In a group of 4, each student reads one of the presession 4 texts about vocabulary learning strategies
 Report to your group next week:
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1.
2.
Methodology used in the research
Results of the research
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