Applied Linguistic in TeachingVocabulary 4. GROUP 4 1. NGUYEN XUAN AN 2. NGUYEN HA TRUC ANH 3. NGUYEN THI QUE CHI NGUYEN HUYNH NHU HIEN Outline 1. 2. 3. 4. 5. What vocab should be learned? Introducing Lextutor.com How vocab should be learned? Strategy Development Assessing vocab knowledge 1. What vocabulary should be learned? Learners' needs What vocabulary? The usefulness of the vocabulary items How to measure the usefulness of items? Frequency-based studies show: - The very wide spread of frequencies. - Some items: being small in number, occurring many times. (high frequency items) - Some items: being large in number, occurring only once. (low frequency items) Lists of words that will be useful in the early stages of learning a language. .000 words.Teaching & learning: not deserving teaching time. covering a very small proportion of the tokens in any text. 2. covering a very large proportion of the tokens in spoken and written text. High-frequency words: . . . occurring in all kinds of uses of the language.Kinds of vocabulary: 1. Low-frequency words: . occurring in all kinds of uses of the language.Teaching & learning: the first and main vocabulary goal of learners.A large group of words.The classic list of high-frequency words is Michael West's (1953) General Service List which contains 2. .533 distinct word families. . 1971): in printed school English there are 88.The American Heritage Word Frequency Book (Carroll.A small group of words. Davies and Richman. training learners strategies to deal with such vocabulary. Academic words: . . Specialized vocabulary should be treated like high-frequency vocabulary (needs both deliberate attention and the opportunity to learn it through use. amortisation) to those that are formally like high-frequency words but which have specialised meanings (demand.For learners intending to do acedemic study in English. 2000): 570 word families which account for 8. 4. .What about learners' needs? 3. 2003). .20-30% of the running words of a text (Chung and Nation. Technical words: .A variety of types which range from words that do not usually occur in other subject areas (cabotage. cost as used in economics).5-10% of the tokens in a wide range of academic texts.Academic word list (Coxhead. supply. panding General and Academic vocabula with Lextutor Introduction . The Compleat Lexical Tutor is divided into three sections: Learners. This website contains a vast range of resources for both teaching and learning vocabulary and grammar. Researchers. . and Teachers. Learners . List-learn Look up new words + Learn the words in context + Learn collocation . Tests . Frequency based tests: Recognition DIAGNOSTIC: YES/NO TEST . equency based tests: Recognition DIAGNOSTIC: PHRASE TEST . Learners can add their own vocabulary words.Group Lex Learners can learn new vocabulary. example sentences. definitions. example sentences. word class. definitions. word class. Learners can select these words to create multiplechoice quizzes . Group Lexicon is a collaborative vocabulary exercise builder. . RESEARCHE RS . Frequency analysis . This tool is excellent for getting an overview of the frequency profile of a text. . Familiarizer . This tool is useful for studying word families. . VocabProfilers . Off-list words Academic words K2 words K1 words . .This tool helps techers and students know how to deal with each kind of vocabulary. + choosing vocabulary to teach/study. + Choosing material for class work. TEACHERS . . th-Word and Rational Deletion clozes . This tool helps teachers design cloze tests. . .Conclusion The Compleat Lexical Tutor is recommended for those looking both for practical. easily-developed activities as well as a bit of inspiration. 3. preferably around 2 per cent (1/50) there needs to be a very large quantity of input. preferably one million tokens or more per year learning will be increased if there is more deliberate attention to the unknown vocabulary .1 Learning vocab from meaning-focused input (Listening & Reading) Three major conditions: the unknown vocab should make up only a very small proportion. How vocab should be learned? 3. and therefore vocabulary needs to be met a number of times to allow the learning of each word to become stronger and to enrich the knowledge of each word. 1997). . It is also important to remember that incidental learning is cumulative. In fact. most research shows the clear advantages of integrating incidental and deliberate vocabulary learning approaches (Schmitt. highlighting them in the text and by using dictionaries.It also helps to make learners aware of new words by glossing them (Watanabe. 2008). The core of the meaning-focused input strand of a course is a well-organized. as they best realize the three conditions for learning outlined above . well-monitored. substantial extensive reading programme based largely. Graded readers are particularly helpful for learners in the beginning and intermediate stages. on graded readers (for substantial reviews. see Day and Bamford. Waring. 1998. but not exclusively. 1997a). Second language learners need to be reading at least one graded reader every two weeks in order for noticeable learning to occur. . Learners find it impossible to respond authentically to texts that overburden them with unknown vocabulary. A list of very good graded readers can be found on the website of the Extensive Reading Foundation. which directly affects repetition. Deliberate attention to vocabulary can be encouraged by the teacher quickly defining unknown items (Elley.Quantity of input. can be partly achieved through repeated listening. noting them on the board. 1989). where learners listen to the same story several times over several days. or allowing learners the opportunity to negotiate their meaning by asking for clarification . 2 Learning Vocabulary from Meaning-focused Output (Speaking and Writing) Learning from meaning-focused output. Speaking activities involving group work can provide opportunities for learners to negotiate the meanings of unknown words with each other. is necessary to move receptive knowledge into productive knowledge. such as those involving the use of annotated pictures or definitions. using a partly known word in speaking or writing can help strengthen and enrich knowledge of the word . learning through speaking and writing. Such negotiation is often successful and positive Because the learning of a particular word is a cumulative process. Can be enhanced through several ways: Activities can be designed. which encourage the use of new vocabulary.3. that is. Guidelines for designing speaking activities include: predicting what parts of the written input are most likely to be used in the task. using retelling. . and encouraging creative use of the vocabulary through having to reshape the written input to a particular purpose. role play or problem-solving discussion which draws heavily on the written input. Written input to a writing task can play a role similar to that which it can play in speaking tasks. Strategy development There are 4 major strategies that help with finding the meaning of unknown words and making the words stay in memory: Guessing from context Learning from Words Cards Using Word Parts Dictionary use .4. Guessing from context It is the most useful of all the strategies Learners need to have plenty of comprehensible supporting context Most context provide information that can take knowledge of the word forward For L2 learners. Successful guessing from context depends on good listening and reading skill.focused output. common sense and background knowledge. Training guessing skill should focus on linguistic clues including wider context. learning from guessing is part of meaning-focused input strand and an opportunity to use the higher frequency words in meaning. . fun = teeth) The meaning of the key word is combined in an image with the meaning of L2 word( a big smile showing teeth .Learning from Words Cards and Using Word Parts The key word technique is used to help link the form of a word to its meaning Ex: a Thai learner learn the word “fun”(the key word) Think of L1 that sounds like the word” fun” ( in Thai. learners need to know the most useful word parts of English( prefixes and suffixes) and need to be able to relate the meanings of the parts to the meaning of definition .Using word parts to help remember the meaning of a word Analysis of the words into parts is like the first step of the key word technique The second step is to relate the meaning of the parts to the meaning of the whole word To make use of word parts. Dictionaries may also use as learning tools Both teachers and learners should have attention to all the above strategies .Dictionary use Dictionaries may be monolingual. Studies indicate that many learners do not use dictionaries effectively as they could. or bilingualized Dictionaries can be used receptively to support reading and listening or productively to support writing and speaking. so training in dictionary use has benefits. bilingual. To measure what has just been learned .5. ASSESSING VOCABULARY KNOWLEDGE Vocabulary test can have a range of purposes: .To diagnose areas of strength and weakness .To measure what has been learned in a course .To measure vocabulary size . .Productive levels tests: .Help the teacher decide what vocabulary level learners should be working on. .Vocabulary Level Tests: . . .Providing the first few letters of tested words.Using the matching format .Help to show whether learners’ knowledge of a word has begun to move towards productive mastery.Using the sentence cue to recall the form of the words . 2.Help the teacher decide what vocabulary work they should be doing with learners of groups of learners.Including the blanks where learners can write their answers on.TEST SAMPLES: 1. X.Help to estimate overall vocabulary size and a profile of vocabulary known at each 1000 frequency band.Lex and Y.3. . Vocabulary Dictation tests: . .Consisting of 5 paragraphs with each successive paragraph containing lessfrequent vocabulary .Lex tests: . 4.Help to determine the extent of learners’ listening vocabulary quickly.Using Yes/ No format .Asking learners to decide whether they know the word or not on the screen. Measuring what is supposed to measure and not other things. . .5.Having clear and unambiguous test items. . . . .Being able to be administer in efficient ways. .Being able to be used with learners with a very wide range of proficiency levels.Being easy to score and interpret the scores.Distinguishing learners’ different proficiency levels and vocabulary knowledge. Vocabulary Size Test: . .Comparing learners of various proficiency levels.Being designed as a proficiency test to measure total vocabulary sizes.
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