analyzing texts for direct vocabulary instruction
DESCRIPTION
Analyzing Texts for Direct Vocabulary Instruction. Presentation at SETESOL conference in Atlanta, September 2009TRANSCRIPT
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Text Analysis and Direct Vocabulary
Instruction
Katherine Stocking & Germán Suárez
SETESOL 2009
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What percentage of words in a text do students need to know for
adequate comprehension?
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75%?
Most people XXXXX of western XXXXXXXs as XXXXXXing in covered XXXXXs. However, many families XXXXXXed XXXX the Ohio River on flatXXXXs. A flatXXXX was a huge XXXX made of XXXXX planks. All of the XXXXXX’s possessions were loaded onto the flatXXXX. This included their farm XXXXXXs, which were tied to the rear of the XXXX. What do you XXXXX were some XXXXXXXXXs of XXXXXXing in flatXXXXs? Write your XXXXXX on a separate sheet of paper.
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80%?
Most people XXXX of western XXXXXXXXs as XXXXXXing in covered wagons. However, many families XXXXXXed down the Ohio River on flatXXXXs. A flatXXXX was a huge XXXX made of heavy planks. All of the family’s possessions were loaded onto the flatXXXX. This included their farm XXXXXXs, which were tied to the rear of the XXXX. What do you XXXX were some XXXXXXXXXs of XXXXXXing in flatXXXXs? Write your XXXXXX on a separate sheet of paper.
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90%?
Most people XXXXX of western settlers as XXXXXXing in covered wagons. However, many families XXXXXXed down the Ohio River on flatXXXXs. A flatXXXX was a huge raft made of heavy planks. All of the family’s possessions were loaded onto the flatXXXX. This included their farm animals, which were tied to the rear of the boat. What do you XXXXX were some advantages of XXXXXXing in flatXXXXs? Write your answer on a separate sheet of paper.
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Research indicates that you must know between 95-99% of the
words in a text in order to sufficiently comprehend that text.
(Hirsh & Nation, 1992; Waring & Nation, 2004)
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How many people in this room speak a second language?
Of those, how many have ever tried to read a book in that
language?
Consider the cognitive demand of reading texts in which your lexical
coverage is relatively low.
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“If a text contains too many unknown words, the reader must process the text intensively and
slowly which changes the reading into a study activity rather than a
fluency building one.” (Waring & Nation, 2004, p. 99)
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Student Language Proficiencies
Vs.
Readability of Academic Texts
Do your students understand 95-99% of the words in the
texts that you are asking them to read?
The Issue (for students)
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The Language of the TextVs.
The Vocabulary that We Teach
How do we select target vocabulary?
The Issue (for teachers)
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“While most first and second level courses emphasize vocabulary knowledge through
their textbooks, courses with authentic texts often lack this emphasis. It appears that when the pedagogical focus shifts from medium to message, when students study literacy texts
instead of language texts, that the pedagogical assumption regarding the vocabulary learning
also shifts in emphasis from intentional to incidental.”
(Knight, 1994, p. 285)
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Incidental Learning“Incidental vocabulary acquisition is
defined as the acquisition of vocabulary as a by-product of any activity not
explicitly geared to lexical acquisition” (Laufer, 2003, p. 574).
Vs.
Intentional Learning“Intentional vocabulary acquisition …
refers to an activity aimed at committing lexical information to memory” (p. 574).
Vocabulary Instruction
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1. Use technology to assist in the analysis of texts, and the selection of target vocabulary.
2. Incorporate direct (intentional) vocabulary instruction into your teaching using technology.
1. Monitor student vocabulary acquisition using the same methods you use to analyze texts.
A Solution
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1. Select key vocabulary from text: From each text, select a list of at least 10 words you consider are the key vocabulary terms.
2. Compare lists of selected vocabulary: Exchange your list with another group and compare your selection.
3. Discuss criteria for word selection: Share your selection criteria of the key vocabulary.
4. The Web Frequency Indexer
Identifying the Vocabulary
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Text Analysis• Corpus Linguistics
o http://davies-linguistics.byu.edu/personal/o http://www.lextutor.ca/concordancers/o http://www.academicvocabularyexercises.com/
index.htm o http://www.palmbeach.k12.fl.us/multicultural/
ESOLCurriculumDocs/All/academicvocabulary2.pdf
• Word cloudso http://www.tocloud.com/o http://www.wordle.net/
• Identifying the vocabulary (frequency)
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• Vocabulary Flashcards, games, quizzes http://quizlet.com/
• Tests, games, surveys http://www.quia.com/
• Dictionary http://dictionary.reference.com/
• Thesaurus http://thesaurus.reference.com/
• Writing collaborationhttp://clear.msu.edu/revisions/ docs.google.com
• Writing Crossword, Word search, Bingo, flashcardhttp://www.teachers-pet.org/
Teaching/Assessing the vocabulary
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Questions