words, word games and linking vocab to reading 2015
TRANSCRIPT
Professor Stephen J Hall
Centre for English Language Studies
https://www.facebook.com/cels.sunwayu
Learning to Learn:
Retain new concepts and
words while stimulating
thinking.
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Language Studies
Outline
• Choosing which words, phrases and sentences to learn
• Matching purposes and word learning
• Building definition skills
• Producing English
• Interactive tasks
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I hope you were listening to all that!
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Write a question you have about learning
new words in another language.
We will come back to this later
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As a teacher
• Text driven vs Learning driven
• Lesson plan vs Seizing learning opportunities
• Telling vs Modelling
• One way vs Interactive facilitator
• Systemic vs Adaptive
• We will return to these while modelling Approach and Methods through Procedures
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English for
• Academic Purposes
• Business 1, 2,
• Business Communication
• Communication
• Design
• Information and Computer Technology
• Law
• Nursing
• Psychology
• Tourism Service Industry
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Language Studies
Raise awareness
• Choose the right words
• Learn what it means to know a word
• Experience using a word
• Link the word to forms
• Use the word with fluency
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What vocab to learn?
• High frequency words (2000 word families)
• Short words
• Content words are the building blocks
• See 1000 General Service List
• Task 1 : Word of the day presentation
Centre for English Language Studies
http://www.victoria.ac.nz/lals/about/staff/paul-nation
How we choose to learn
• Absorbing /Interacting
• Looking
• Listening
• Moving
• Reading
• Speaking
• Writing
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Reading
Language focus
• 25% should be on form (Nation, Coxhead)
• Both the written form and spoken form are important
• Word stress impacts on understanding
• Task two
• Learning / word Stress/ along with new vocabulary Murphy, J. New Ways of teaching vocabulary. Coxhead, A (Ed.) TESOL Association. P21-24
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Centre for English
Language Studies
Four Strands of Learning a new Language
1
Learning from meaning-focused input (listening
and reading)
2
Learning from meaning-focused output (speaking
and writing)
3
Language-focused learning (studying
pronunciation, vocabulary, grammar etc)
4
Fluency development (getting good at using what
you already know).
All four strands are important and they need roughly
equal amounts of time. (Paul Nation)
Content Words
• Start simple and concrete
• Use the 2000 word list
• Set an obtainable target – 7 words a day?
• An interactive task
• Task 3 – use visuals to stimulate structured responses
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Language Studies
Centre for English
Language Studies
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Language Studies
DefiningFeature
Drum 1 Javanese
Drum 2Latin -bongos
It has
It is made of
It
We would hear this
High frequency words
• They happen often as they do a lot
• Occur in different contexts
• Useful for understanding and use
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An example of creating the big
“UUHH” :Antediluvian• Form challenges
• Word part challenges
• No context
• No visuals
• No word chunking or collocation
• No register clues- where do we hear or read this
• Low frequency
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Task 4 Rating and raising word knowledge
• Group work• Organise around a topic
• Foster English for classroom interaction
• Wolfersberger,M. In Coxshead, A. (2014) New Ways in Teaching Vocabulary.TESOL Press. Pp.61-63.
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Principles from research
• Repeating in spaced significant ways
• Seeing and hearing aids memory
• Deciding if it is learning for receptive or productive use
• Knowing the where, when and how of usage
• Using pictures can help memory
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Understand learning for knowing or
using target words• We always know more than we can produce in a
new language
• Find our own strategies- write and cover, use in a sentence, mapping
• Productive use needs 7 exposures before the word is inside
• Defining helps and to a task
•
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Building definition skills
• Use simple language
• Use different ways- defining, examples, pictures
• Use translation if it helps
• Task 5 Listening -Word detectives Nation,I.SP.2008. Teaching Vocabulary Strategies and Techniques
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Word detectives
• Find a useful word to report to the class
• Give its core meaning
• Say and spell it
• Use it in two sentences
• Any prefixes or suffixes
• What other words does it go with ? (collocates)
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14 Students learning from each other
• Seeing the words helps (Elley, 1989)
• Talking with other students helps
• Pushing focused fun fluency works
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Play with language
• Listen to music
• Read below your level for fun as you can learn much
• Set a small workable target
• Use aps and web sites
• Enjoy as words are power
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Being a reflective teacher learner
• Choose one
• Today I learnt…
• Today I felt…
• After today I will…
• The question I had answered was…
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Thanks to inspring vocabulary teachers extraordinarie
• Paul Nation
• Averil Coxshead
• And colleagues at CELS Sunway University
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Language Studies
A question you have about learning new
words in another language.
Later is now no longer later
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Thank you for listening
Professor Stephen J Hall
Centre for English Language Studies
https://www.facebook.com/cels.sunwayu
Centre for English
Language Studies