Unit 8 Teaching Vocabulary 1.Teaching Aims: To discuss how to teach vocabulary.Although vocabulary is usually integrated with the teaching of reading.we still consider it necessary to introduce ways to learn and consolidate vocabulary 2.Teaching Content中 1)Vocabulary and vocabulary building 2)Presenting new words 3)Consolidating vocabulary 4)Developing vocabulary building strategies 5)Conclusion 3.Teaching Hours::2 periods 4.Teaching materials: 1)Textbook 2)Handout 3)CAI 4)Falsh charts 5.Teaching Methods: 1)Lecture Computer-aided Instruction) 2)Demonstration 3)Students Practice 6.Teaching Procedures:
Unit 8 Teaching Vocabulary 1.Teaching Aims: To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary. 2.Teaching Content: 1) Vocabulary and vocabulary building 2) Presenting new words 3) Consolidating vocabulary 4) Developing vocabulary building strategies 5) Conclusion 3. Teaching Hours:: 2 periods 4. Teaching materials: 1)Textbook 2)Handout 3)CAI 4)Falsh charts 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 3) Students Practice 6.Teaching Procedures:
1)Introduction With hundreds of thousands of words in the English languge.teaching vocabulary can scem like a very daunting prospect Remember though that the average native speaker uses around only five thousand words in everyday speech.Moreover,your students won'need to produce every word they learn.some they will just need to recognize.Selecting what to teach,based on frequency and usefulness to the needs of your particular students is therefore exsentiall. Once you have chosen what to teach.the next important steps are to consider what students need to know about the items,and how you can teach them. 2)What a student may need to know about an item 。har it means It is vital to get across the meaning of the item elearly and to ensure that your students have understood correctly with checking questions ·The form Studens need to know if it is a verb/a noun/an adjective ete to be able to use it effectively 。ow it is pronowced This can be particularly problematic for learners of English because there is often no clear relation between how a word is wreten and how it is pronounced.It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation Don't forget aso to drill words that you think will cause pronunciation problems for your students and highight the word stresses ·How it is el This is always difficult in English for the reason mentioned above.Remember to clarify the pronunciation before showing the written form 。fH6ows&a厚wedictable grummalical patters For example,man-men information (uncountable)and if the word is followed by a particular preposition (e.g.depend on The comnotarions shat the item may have Bachelor is a neutral/positive word whereas spinster conjures a more negative image. The siluarions when rhe wordd is or is nor wsed Is it formalneutralAnformal?For example,spectadles/glasses/specs.Is it ued mainly in
1) Introduction With hundreds of thousands of words in the English language, teaching vocabulary can seem like a very daunting prospect. Remember though that the average native speaker uses around only five thousand words in everyday speech. Moreover, your students won't need to produce every word they learn, some they will just need to recognize. Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential. Once you have chosen what to teach, the next important steps are to consider what students need to know about the items, and how you can teach them. 2) What a student may need to know about an item • What it means It is vital to get across the meaning of the item clearly and to ensure that your students have understood correctly with checking questions. • The form Studens need to know if it is a verb/a noun/an adjective etc to be able to use it effectively. • How it is pronounced This can be particularly problematic for learners of English because there is often no clear relation between how a word is written and how it is pronounced. It is very important to use the phonemic script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill words that you think will cause pronunciation problems for your students and highlight the word stresses. • How it is spelt This is always difficult in English for the reason mentioned above. Remember to clarify the pronunciation before showing the written form. • If it follows any unpredictable grammatical patterns For example, man-men / information (uncountable) and if the word is followed by a particular preposition (e.g. depend on ) • The connotations that the item may have Bachelor is a neutral/positive word whereas spinster conjures a more negative image. • The situations when the word is or is not used Is it formal/neutral/informal?For example, spectacles/glasses/specs. Is it used mainly in
speech or in writing?To sum up is usually written whereas mind you is spoken.Is it oudated?Wireless instead of radio. 。ow the wond is related to others For example,synomyms,aronyms,lexical scts Collocation ar the w可hnow本occ fogether You describe things'in great detail not 'in big detail and to ask a question you raise your hand'you don't lift your hand.It is important to highlight this to students to prevent mistakes in usage later. What the aes (the prefixes and suffixes)my indicate abow the mearing For example,substandard sub meaning under.This is particularly usful at a higher level. Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students Now it's time to think about how we can get the meaning across 3)Ways to present voeabulary There are lots of wirys of getting across the meaning of a lexical item. 。stratiow This is very useful for more concrete words (dog.rain tall)and for visual learners.It has its limits though,not all items can be drawn. ·e This lends itself particullarly well to action verbs and it can be fun and memorable. ·Synomms/Amfor网ms Gradoble ifems Using the words a students already knows can be effective for getting meaning across. ·Defimition Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident).Remember to ask questions to check they have understood properly. Tromslation If you know the students'Ll,then it is fast and efficient Remember that not every word has a direct translation.. Courext Think of a clear context when the word is used and either describe it to the students o
speech or in writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of radio. • How the word is related to others For example, synonyms, antonyms, lexical sets • Collocation or the way that words occur together You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later. • What the affixes (the prefixes and suffixes) may indicate about the meaning For example, substandard sub meaning under. This is particularly useful at a higher level. Which of these areas you choose to highlight will depend on the item you are teaching and the level of your students. Now it's time to think about how we can get the meaning across. 3) Ways to present vocabulary There are lots of ways of getting across the meaning of a lexical item. • Illustration This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits though, not all items can be drawn. • Mime This lends itself particularly well to action verbs and it can be fun and memorable. • Synonyms/Antonyms/Gradable items Using the words a students already knows can be effective for getting meaning across. • Definition Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly. • Translation If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation.. • Context Think of a clear context when the word is used and either describe it to the students or
give them example sentences to clarity meaning further. Again which you choose will depend on the item you are presenting Some are more suitable for particular words Often a combination of techniques can be both helpful and memorable 4 Altermat小ve ways of teachim呢vocabulary .Give your students a few items of vocabulary and tell them to find the meaningg promunciation and write an example sentenced with the word in They can then teach each ocher in groups Prepare worksheets and ask your students to malch words to definitions. .Ask students to classify a group of words into different categories For example,a list of transport words ino air/sea/land Ask students to find new vocabulary from reading homework and teach the other students in the class. 5)Other things to consider Review the vocabulary you teach through a game or activity and encourage your students to do the same at home Encourage auronomy in your learners.Tell them to read,watch films,listen to songs ete and note the useful words Have a section of your board for vocabulary items that come up as you are teaching Use different colours for the word /the phonemics/the prepositions the part of speech .It is a good idea to teach/learn words with associated meanings together Encourage your students to purchase a good dictionary and use class time to highlight the benefits of'one Teach your students the grammatical names for the parts of speech and the phonemie script Always keep a good dictionary by your side in case a student asks about a word you don't know If you don't and have never heard of the word tell the student you will check and get hack
give them example sentences to clarify meaning further. Again which you choose will depend on the item you are presenting. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable 4) Alternative ways of teaching vocabulary • Give your students a few items of vocabulary and tell them to find the meaning, pronunciation and write an example sentenced with the word in. They can then teach each other in groups. • Prepare worksheets and ask your students to match words to definitions. • Ask students to classify a group of words into different categories. For example, a list of transport words into air/sea/land. • Ask students to find new vocabulary from reading homework and teach the other students in the class. 5) Other things to consider • Review the vocabulary you teach through a game or activity and encourage your students to do the same at home • Encourage autonomy in your learners. Tell them to read, watch films, listen to songs etc and note the useful words • Have a section of your board for vocabulary items that come up as you are teaching. Use different colours for the word / the phonemics / the prepositions / the part of speech • It is a good idea to teach/learn words with associated meanings together • Encourage your students to purchase a good dictionary and use class time to highlight the benefits of one • Teach your students the grammatical names for the parts of speech and the phonemic script • Always keep a good dictionary by your side in case a student asks about a word you don't know • If you don't and have never heard of the word, tell the student you will check and get back
to them.Do get back to them Give extra examples sentences to the students if they are unsure and encourage them to write the word in an excample sentence (maybe for homework) A.The importance ofvecabulary "Withow grammar very limle can be comreyed:withou vocubulary morhing can be comeyed"(Wilkins 1972:111) "When stadenis mrel.they don't camygrar books they carry dictionaries."(Krashen in Lewis 1993:int) "The more one comsiders the matter.the more reasomable if rsDs可0hesB#r摆ed0 start from.the Wre古o be put to the service of won达and not the otker way rowd"(Widdowsen in Lewis 1993:115) B.How mamy words are needed for effective communication in 12? Level Number of Words Text Coverage.% High-fie网uency words 2.000 87 Academic vocabulary 800 Technical vocabulary 2.000 Total to be learned 4.00 98 Low-frequency words 123200 2 Total 128.000 100 from Narion and Newton,1997.p.239 C.hat words to teach了 1.Some criteria for seleeting vocabularies Criteria Definition
to them. Do get back to them • Give extra examples sentences to the students if they are unsure and encourage them to write the word in an example sentence (maybe for homework) A. The importance of vocabulary "Without grammar very little can be conveyed; without vocabulary nothing can be conveyed." (Wilkins 1972:111) "When students travel, they don't carry grammar books, they carry dictionaries." (Krashen in Lewis 1993: iii) "The more one considers the matter, the more reasonable it seems to suppose that lexis is where we need to start from, the syntax needs to be put to the service of words and not the other way round." (Widdowsen in Lewis 1993:115) B. How many words are needed for effective communication in L2? Level Number of Words Text Coverage, % High-frequency words 2,000 87 Academic vocabulary 800 8 Technical vocabulary 2,000 3 Total to be learned 4,800 98 Low-frequency words 123,200 2 Total 128,000 100 from Nation and Newton, 1997, p.239 C. What words to teach? 1. Some criteria for selecting vocabularies Criteria Definition
range the extent to which a word occurs in the different types of texts coverage the capacity ofa word to replace other words frequency the number of occurrences of a word in the target languge learnability the extent to which a word can be learned without difficulty the extent to which a word is regarded as "requred"by the learner in nguage need达 order to communicae D.What to Teach While Teaching Vocabulary pronunciation spelling inflections dwa减ions Usa零 Meaning subcaegoriza过ion basic and literal meanings collocation derived and figurative sociolinguistic meanings and stylistic semantic relation restrictions c0noa减om slangs and idioms E.What is involved in Teaching Vocabulary 1.Presentation (outcome:establish an entry in the episodic memory with correct form and basic meaning)
range the extent to which a word occurs in the different types of texts coverage the capacity of a word to replace other words frequency the number of occurrences of a word in the target language learnability the extent to which a word can be learned without difficulty language needs the extent to which a word is regarded as "required" by the learner in order to communicate D. What to Teach While Teaching Vocabulary Form pronunciation spelling inflections derivations Meaning basic and literal meanings derived and figurative meanings semantic relation connotation Usage subcategorization collocation sociolinguistic and stylistic restrictions slangs and idioms E. What is involved in Teaching Vocabulary 1. Presentation (outcome: establish an entry in the episodic memory with correct form and basic meaning)
Wavs of Presenting theMeaning of New Items- concise definition (as in a dictionary:often a supcrordinate with qualifications:for example.a cat is an animal which..) -detailed description (of appearance,qualities.) …examples (hyporyms -illustration (picture.obpect) -demonstration (acting.mime) --comext (story or sentence in which the item occurs) 习n0ym5 --oppoesies(s)(anonyms) --translation ..aociated ideas,collocations. 2.Practice and Comsolidation (outcome store the item in the long-term memory:turn passive vocabulary into active vocabulary) for practice and comsolidation songs and games --semantic field and semantic mapping ..key word method ..vocabulary exercises -regular review 3.LexicalSrmantie Development (outcome:integrate lexical/semantic information into entries:move words from episodic memory to lexicon)semantic development,extensive reading. communicative activities F.Incideatal Vocabulary Acquisition (IVA) 1.Limitations of explicit vocabulary teaching .Much of the lexical and semantic information cannot he or is not described and
Ways of Presenting theMeaning of New Items— concise definition (as in a dictionary; often a superordinate with qualifications: for example, a cat is an animal which...) -- detailed description (of appearance, qualities...) -- examples (hyponyms) -- illustration (picture, object) -- demonstration (acting, mime) -- context (story or sentence in which the item occurs) -- synonyms -- opposites(s) (antonyms) -- translation -- associated ideas, collocations. 2. Practice and Consolidation (outcome: store the item in the long-term memory; turn passive vocabulary into active vocabulary) Ideas for practice and consolidation songs and games -- semantic field and semantic mapping -- key word method -- vocabulary exercises -- regular review 3. Lexical/Semantic Development (outcome: integrate lexical/semantic information into entries; move words from episodic memory to lexicon) semantic development, extensive reading, communicative activities F. Incidental Vocabulary Acquisition (IVA) 1. Limitations of explicit vocabulary teaching -- Much of the lexical and semantic information cannot be or is not described and
taught as explicit knowledge; --There is too much information involved in vocabulary that it is just impossible to teach it all ..What is taught does not necessarily lead to lexical competence on the learner's part Conclusion:much lexical competence has to be developed through natural communecation. 2.What is IVA? Definition:IVA is the learning of new words as a b-prodcr of a meaning-focused commcone actvity.such as reading.listening.and interaction.It occurs through"multiple exposures to a word in different contexts."(Huckin and Coady.1999.p.185) 2.1.Learmers are able to pick up vocabulary ..through extensive reading --through communscative internctions -through exposure to natural input such as movies,TV. 3.Conditions of successful IVA? a.The leaners should have a sight vocabulary of 2,000 to 3,000 b.The input should be comprehensible and interesting to the learners.(unknown words no more than 2%) c.Input enhancement may be beneficial (an example from Batia Laufer and Monica Hill "What lexical information do L2 leamers select in a CALL dictionary and how does it affect word retention?Language Leaming Technology Vol.3.No.2,January 2000,pp.58-76) d Guessing should be encouraged and guessing strategies should be trained. 4.Ad小antages of IVA: 1)d小at培s a.It is contextualized,grving the learner a richer seree of a
taught as explicit knowledge; -- There is too much information involved in vocabulary that it is just impossible to teach it all. -- What is taught does not necessarily lead to lexical competence on the learner's part. Conclusion: much lexical competence has to be developed through natural communication. 2. What is IVA? Definition: IVA is the learning of new words as a by-product of a meaning-focused communicative activity, such as reading, listening, and interaction. It occurs through "multiple exposures to a word in different contexts." (Huckin and Coady, 1999, p. 185) 2.1. Learners are able to pick up vocabulary -- through extensive reading -- through communicative interactions -- through exposure to natural input such as movies, TV. 3. Conditions of successful IVA? a. The leaners should have a sight vocabulary of 2,000 to 3,000 b. The input should be comprehensible and interesting to the learners. (unknown words no more than 2%) c. Input enhancement may be beneficial (an example from Batia Laufer and Monica Hill "What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology Vol. 3, No. 2, January 2000, pp. 58-76) d. Guessing should be encouraged and guessing strategies should be trained. 4. Advantages of IVA: 1) advantages a. It is contextualized, giving the learner a richer sense of a
word's use and meaning than can be provided in traditional paired-associae exercises b.it is pedagogically efficient in that it enables two activities--vocabulary acquisition and reading-to occur at the same time,and c.it is more individualized and learner-based because the vocabullary being ncquired is dependent on the learner's own selection of reading materials.(p.182) d.presentation,consolidation and lexical/semantie development occur at the same time (parallel vs.serial process of lexical development 2)dis精小t线s ..IVA does not work for learning the basic core vocabulary. -.there is no control over what is to be learned;IVL may not always occur. --Incorrect guessing may lead to incorrect understanding of vocabulary. 5.Some Conclusions about incidental vocabulary acquisition The following conclusions about incidental vocabulary learning are drawn by Thomas Huckin and James Coady (1999.SSLA.21.190-191)based on their review of the literature 1.Incidental leaming is not entirely"incidental,"as the learner must pary at least some attention to individual words However.the amount of attention and the amount of karning varies according to a number of factors.including context type of attention,and task demands
word's use and meaning than can be provided in traditional paired-associate exercises, b. it is pedagogically efficient in that it enables two activities--vocabulary acquisition and reading--to occur at the same time, and c. it is more individualized and learner-based because the vocabulary being acquired is dependent on the learner's own selection of reading materials. (p. 182) d. presentation, consolidation and lexical/semantic development occur at the same time (parallel vs. serial process of lexical development); 2) disadvantages -- IVA does not work for learning the basic core vocabulary. -- there is no control over what is to be learned; IVL may not always occur; -- Incorrect guessing may lead to incorrect understanding of vocabulary; 5. Some Conclusions about incidental vocabulary acquisition The following conclusions about incidental vocabulary learning are drawn by Thomas Huckin and James Coady (1999, SSLA, 21, 190-191) based on their review of the literature: 1. Incidental learning is not entirely "incidental," as the learner must pay at least some attention to individual words. However, the amount of attention and the amount of learning varies according to a number of factors, including context, type of attention, and task demands
2.Incidental learning requires a basie sight-recognition vocabulary of at least 3.000 word families.For university-level texts,a knowledge of 5,000-10,000 word families may be needed. 3.Although incidental acquisition takes place incrementally over a period of time, there is no agreement as to how mamy and what kinds of exposures are needed for successful acquisition 4.Effective word guessing requires the flexible application of a variety of processing strategies,ranging from local ones such as graphemic identification to global ones such as the use of broader contextual meanings 5.Some strategies seem to arise naturally but others need to be taught. 6 Students generally benefit from explicit vocabulary instruction in conjunction with extensive reading 7.Some kinds of reading texts are more conducive to incidental learning than ochers--inn particular.texts that are personally interesting to learners. 8 Input modification,including glossing of specifie words,is generally effective. especially if it involves the learner ineractively 9.Incidental learning depends on educated guesswork and thus can lead to imprecision,misrecognition,and interference with the reading process.To overcome these problems,learners need to have a well-developed core vocabulary,a stock of good reading strategies,and some prior familiarity with the subject matter. 7.Homework: 1)What is the role of grammar in ELT? 2)What is deductive method of teaching grammar?What is inductive method of teaching grammar? 3)Discuss the difference between controlled practice and meamingful practice?What roles do
2. Incidental learning requires a basic sight-recognition vocabulary of at least 3,000 word families. For university-level texts, a knowledge of 5,000-10,000 word families may be needed. 3. Although incidental acquisition takes place incrementally over a period of time, there is no agreement as to how many and what kinds of exposures are needed for successful acquisition. 4. Effective word guessing requires the flexible application of a variety of processing strategies, ranging from local ones such a s graphemic identification to global ones such as the use of broader contextual meanings. 5. Some strategies seem to arise naturally but others need to be taught. 6. Students generally benefit from explicit vocabulary instruction in conjunction with extensive reading. 7. Some kinds of reading texts are more conducive to incidental learning than others--inn particular, texts that are personally interesting to learners. 8. Input modification, including glossing of specific words, is generally effective, especially if it involves the learner interactively. 9. Incidental learning depends on educated guesswork and thus can lead to imprecision, misrecognition, and interference with the reading process. To overcome these problems, learners need to have a well-developed core vocabulary, a stock of good reading strategies, and some prior familiarity with the subject matter. 7.Homework: 1)What is the role of grammar in ELT? 2)What is deductive method of teaching grammar? What is inductive method of teaching grammar? 3)Discuss the difference between controlled practice and meaningful practice? What roles do