Applied Linguistic in Teaching Vocabulary

Group 4Nguyen Xuan AnNguyen Ha Truc AnhNguyen Thi Que ChiNguyen Huynh Nhu Hien

Applied Linguistic in Teaching VocabularyOutlineWhat vocab should be learned?Introducing Lextutor.comHow vocab should be learned?Strategy DevelopmentAssessing vocab knowledge1. What vocabulary should be learned?Learners' needsThe usefulnessof the vocabularyitemsWhat vocabulary?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)How to measure the usefulness of items?Lists of words that will be useful in the early stages of learning a language.Kinds of vocabulary:1. High-frequency words: - A small group of words; covering a very large proportion of the tokens in spoken and written text; occurring in all kinds of uses of the language.- The classic list of high-frequency words is Michael West's (1953) General Service List which contains 2,000 words.- Teaching & learning: the first and main vocabulary goal of learners.2. Low-frequency words: - A large group of words; covering a very small proportion of the tokens in any text; occurring in all kinds of uses of the language.- The American Heritage Word Frequency Book (Carroll, Davies and Richman, 1971): in printed school English there are 88,533 distinct word families.- Teaching & learning: not deserving teaching time; training learners strategies to deal with such vocabulary.What about learners' needs?3. Academic words: - For learners intending to do acedemic study in English.- Academic word list (Coxhead, 2000): 570 word families which account for 8.5-10% of the tokens in a wide range of academic texts.4. Technical words: - A variety of types which range from words that do not usually occur in other subject areas (cabotage, amortisation) to those that are formally like high-frequency words but which have specialised meanings (demand, supply, cost as used in economics).- 20-30% of the running words of a text (Chung and Nation, 2003). specialised vocabulary should be treated like

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high-frequency vocabulary. TWhere possible, specialised vocabulary should be treated like

high-frequency vocabulary. TSpecialized vocabulary should be treated like high-frequency vocabulary (needs both deliberate attention and the opportunity to learn it through use.Introduction

Expanding General and Academic vocabulary with LextutorThe Compleat Lexical Tutor is divided into three sections: Learners, Researchers, and Teachers.This website contains a vast range of resources for both teaching and learning vocabulary and grammar.

Learners List-learn

+ Learn the words in context+ Learn collocationLook up new words

Tests

Frequency based tests: Recognition DIAGNOSTIC: YES/NO TEST

Frequency based tests: Recognition DIAGNOSTIC: PHRASE TEST

Group Lex Learners can learn new vocabulary, example sentences, word class, definitions.Learners can add their own vocabulary words, example sentences, word class, definitions. Learners can select these words to create multiple-choice quizzes

Group Lexiconis a collaborative vocabulary exercise builder.RESEARCHERS

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

K1 wordsK2 wordsAcademic wordsOff-list words

This tool helps techers and students know how to deal with each kind of vocabulary.+ Choosing material for class work.+ choosing vocabulary to teach/study.

TEACHERS

Nth-Word and Rational Deletion clozes

This tool helps teachers design cloze tests. 27ConclusionThe Compleat Lexical Tutor is recommended for those looking both for practical, easily-developed activities as well as a bit of inspiration.3. How vocab should be learned?3.1 Learning vocab from meaning-focused input (Listening & Reading)Three major conditions:the unknown vocab should make up only a very small proportion, preferably around 2 per cent (1/50)there needs to be a very large quantity of input, preferably one million tokens or more per yearlearning will be increased if there is more deliberate attention to the unknown vocabulary

It also helps to make learners aware of new words by glossing them (Watanabe, 1997), highlighting them in the text and by using dictionaries. In fact, most research shows the clear advantages of integrating incidental and deliberate vocabulary learning approaches (Schmitt, 2008). It is also important to remember that incidental learning is cumulative, 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.The core of the meaning-focused input strand of a course is a well-organized, well-monitored, substantial extensive reading programme based largely, but not exclusively, on graded readers (for substantial reviews, see Day and Bamford, 1998; Waring, 1997a). Graded readers are particularly helpful for learners in the beginning and intermediate stages, as they best realize the three conditions for learning outlined aboveSecond 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. Quantity of input, which directly affects repetition, can be partly achieved through repeated listening, where learners listen to the same story several times over several days. Deliberate attention to vocabulary can be encouraged by the teacher quickly defining unknown items (Elley, 1989), noting them on the board, or allowing learners the opportunity to negotiate their meaning by asking for clarification3.2 Learning Vocabulary from Meaning-focused Output (Speaking and Writing)

Learning from meaning-focused output, that is, learning through speaking and writing, is necessary to move receptive knowledge into productive knowledge. Can be enhanced through several ways:Activities can be designed, such as those involving the use of annotated pictures or definitions, which encourage the use of new vocabulary.Speaking activities involving group work can provide opportunities for learners to negotiate the meanings of unknown words with each other. Such negotiation is often successful and positive Because the learning of a particular word is a cumulative process, using a partly known word in speaking or writing can help strengthen and enrich knowledge of the wordGuidelines for designing speaking activities include: predicting what parts of the written input are most likely to be used in the task, using retelling, role play or problem-solving discussion which draws heavily on the written input, and encouraging creative use of the vocabulary through having to reshape the written input to a particular purpose. Written input to a writing task can play a role similar to that which it can play in speaking tasks.4. 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 contextLearning from Words Cards Using Word PartsDictionary use

Guessing from context

It is the most useful of all the strategiesLearners need to have plenty of comprehensible supporting contextMost context provide information that can take knowledge of the word forwardFor L2 learners, learning from guessing is part of meaning-focused input strand and an opportunity to use the higher frequency words in meaning- focused output.Training guessing skill should focus on linguistic clues including wider context, common sense and background knowledge. Successful guessing from context depends on good listening and reading skill.

Learning from Words Cards and Using Word Parts

The key word technique is used to help link the form of a word to its meaningEx: a Thai learner learn the word fun(the key word)Think of L1 that sounds like the word fun ( in Thai, fun = teeth)The meaning of the key word is combined in an image with the meaning of L2 word( a big smile showing teeth

Using word parts to help remember the meaning of a wordAnalysis of the words into parts is like the first step of the key word techniqueThe second step is to relate the meaning of the parts to the meaning of the whole word

To make use of word parts, 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

Dictionary use

Dictionaries may be monolingual, bilingual, or bilingualizedDictionaries can be used receptively to support reading and listening or productively to support writing and speaking.Studies indicate that many learners do not use dictionaries effectively as they could, so training in dictionary use has benefits.Dictionaries may also use as learning toolsBoth teachers and learners should have attention to all the above strategies

5. ASSESSING VOCABULARY KNOWLEDGEVocabulary test can have a range of purposes:To measure vocabulary sizeTo measure what has just been learnedTo measure what has been learned in a courseTo diagnose areas of strength and weaknessTEST SAMPLES:1- Vocabulary Level Tests: Using the matching format Including the blanks where learners can write their answers on.2- Productive levels tests:Using the sentence cue to recall the form of the wordsProviding the first few letters of tested words.- Help the teacher decide what vocabulary level learners should be working on.- Help the teacher decide what vocabulary work they should be doing with learners of groups of learners.- Help to show whether learners knowledge of a word has begun to move towards productive mastery.4. Vocabulary Dictation tests:- Consisting of 5 paragraphs with each successive paragraph containing less-frequent vocabulary- Help to determine the extent of learners listening vocabulary quickly.3- X- Lex and Y- Lex tests:Using Yes/ No formatAsking learners to decide whether they know the word or not on the screen. - Help to estimate overall vocabulary size and a profile of vocabulary known at each 1000 frequency band.5. Vocabulary Size Test:- Being designed as a proficiency test to measure total vocabulary sizes.Being able to be used with learners with a very wide range of proficiency levels.Measuring what is supposed to measure and not other things.Distinguishing learners different proficiency levels and vocabulary knowledge.Comparing learners of various proficiency levels.Being easy to score and interpret the scores.Having clear and unambiguous test items.Being able to be administer in efficient ways.