Getting to know each Getting to know each otherother

MAAL6018 Vocabulary Teaching And LearningMAAL6018 Vocabulary Teaching And LearningCourse Outline 2012-2013Course Outline 2012-2013

Session 1 (12/9) Building blocks and dimensions of vocabulary knowledge– What is a word? What is meant by knowing a word?

Session 2 (19/9) Vocabulary size, frequency, word listsComputer applications– Are some words “more important” than others?- Websites for learning these word lists

Session 3 (26/9) The mental lexicon– How L1 and L2 speakers store and retrieve words in their brains

Session 4 (3/10) Vocabulary teaching and learning (part one)-Incident vs. explicit learning / teaching-Vocabulary learning strategies

Session 5 (10/10) Vocabulary teaching and learning (part two)-Active and passive vocabulary-Vocabulary assessment

Session 6 (17/10) Use of concordancersDiscussion about the Assignment

Classroom: MMLC, Room B, 2/F Old Library BuildingAssignment due 26/10 (Friday)

Course website

http://caes.hku.hk/maal6018/AssignmentSessions and ReadingsList of Useful readingsDissertations in HKU LibraryResources on the Web

Password protected / copyright

Importance of Importance of VocabularyVocabulary

““Without grammar very little can be Without grammar very little can be conveyed, without vocabulary nothing can conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972:111)be conveyed” (Wilkins, 1972:111)

““Vocabulary is central to language and of Vocabulary is central to language and of critical importance to the typical language critical importance to the typical language learner” (Zimmerman, 1997:5)learner” (Zimmerman, 1997:5)

Warming UpWarming Up

1.1. How many words do you think there How many words do you think there are in the English language?are in the English language?

2.2. How many words do you know?How many words do you know?

3.3. What is the longest word you know?What is the longest word you know?

4.4. What is the most frequently used What is the most frequently used word in the English language?word in the English language?

5.5. What do you think is the best way What do you think is the best way to learn vocabulary?to learn vocabulary?

Grouping wordsGrouping words

Grouping wordsGrouping words

Grammatical words

Lexical words

Multi-word lexical items

Inflections Derivatives

because of famous raining cats and dogs

bring occasion

why singer catch up bringing occasional

cannot rained day in and day out brought occasionally

the heavily now and then brings

What is meant by “a What is meant by “a word”?word”?

What is meant by “knowing a What is meant by “knowing a word”?word”?

How much do you know about the word How much do you know about the word “agree”?“agree”?

1.1. 112.2. Again, agony, agonize, agonistic, age, aging, agent, Again, agony, agonize, agonistic, age, aging, agent,

agency, aglow, agile, aggressive, aggregate, agency, aglow, agile, aggressive, aggregate, aggravateaggravate

3.3. Both (intransitive: I agree; transitive: I agree with Both (intransitive: I agree; transitive: I agree with you on this issue)you on this issue)

4.4. No (It is agreed that…)No (It is agreed that…)5.5. onon6.6. AgreementAgreement7.7. Agreeable, agreedAgreeable, agreed8.8. Pleasant, acceptablePleasant, acceptable9.9. Disagree (Ungradable)Disagree (Ungradable)10.10. Yes (dis)Yes (dis)

How much do you know about the word How much do you know about the word “agree”?“agree”?

11.11. NoNo12.12. yesyes13.13. No (We did not agree to go to the cinema)No (We did not agree to go to the cinema)14.14. Consent, concur, assent, accede, side withConsent, concur, assent, accede, side with15.15. Compromise (agree unwillingly)Compromise (agree unwillingly)16.16. Consensus (of a group of people)Consensus (of a group of people)17.17. YesYes18.18. She goes to school / much water She goes to school / much water 19.19. Accept that we have different opinionsAccept that we have different opinions20.20. More (totally agree); less (totally disagree)More (totally agree); less (totally disagree)

Aspects or word Aspects or word knowledgeknowledge

1.1. Knowing how to Knowing how to pronouncepronounce the word. the word.2.2. Knowing the Knowing the meaning meaning of the word either as an L1 equivalent or as of the word either as an L1 equivalent or as

defined in L2.defined in L2.3.3. Knowing how to Knowing how to spellspell the word and how its spelling differs from words the word and how its spelling differs from words

that are pronounced similarly.that are pronounced similarly.4.4. Knowing the grammatical Knowing the grammatical word classword class of the word. of the word.5.5. Knowing the Knowing the grammatical patternsgrammatical patterns in which the word is typically in which the word is typically

used.used.6.6. Knowing the Knowing the collocational patternscollocational patterns in which the word typically fits in which the word typically fits

and its any and its any constraints constraints upon the use of the word (concerned with, e.g. upon the use of the word (concerned with, e.g. frequency, register, formality).frequency, register, formality).

7.7. Knowing the Knowing the morphologymorphology of the word and the forms and meanings of of the word and the forms and meanings of its its inflectionsinflections and and derivativesderivatives..

8.8. Knowing the Knowing the different sensesdifferent senses of the word ( of the word (polysemypolysemy) and the senses ) and the senses of its derivatives.of its derivatives.

9.9. Knowing the Knowing the antonymsantonyms of the word. of the word.10.10. Knowing the Knowing the synonymssynonyms of the word. of the word.11.11. Knowing how the sense and usage of the word differs from that of near Knowing how the sense and usage of the word differs from that of near

synonyms.synonyms.12.12. Knowing Knowing idiomsidioms that consist of the word. that consist of the word.

Pedagogical Pedagogical Implications?Implications?

The incremental nature of The incremental nature of vocabulary acquisitionvocabulary acquisition

our knowledge of a particular word our knowledge of a particular word is oftenis often partialpartial

Recycling of wordsRecycling of words Focusing on Focusing on different dimensions different dimensions

of word knowledge at different times of word knowledge at different times / when meeting the word in different / when meeting the word in different contextscontexts

Teaching multiword units as individual Teaching multiword units as individual units units

(e.g. (e.g. Nattinger & DeCarrico, 1992; Sinclair, Nattinger & DeCarrico, 1992; Sinclair, 1996; 1996; Lewis, 1997Lewis, 1997))Give me a glass of wine now.Give me a glass of wine now.

(Subject) + Verb + Object + Object + Adverb(Subject) + Verb + Object + Object + Adverb

#Pass me a cup of wine tomorrow.#Pass me a cup of wine tomorrow.

Take a walk in the countryside. Enjoy the cool breeze!Take a walk in the countryside. Enjoy the cool breeze!

#Make a walk in the countryside. Enjoy the cool wind!#Make a walk in the countryside. Enjoy the cool wind!

It’s cold in here.It’s cold in here.

#It’s dry in here.#It’s dry in here.

Lexical chunks are Lexical chunks are socially sanctioned independent units socially sanctioned independent units (the units can be words or phrases or sentences) (the units can be words or phrases or sentences)

Can convey pragmatic meaning in a given communityCan convey pragmatic meaning in a given community Lewis advocates de-emphasizing teaching of grammar and Lewis advocates de-emphasizing teaching of grammar and

vocabulary in favor of teaching of lexical chunks. Do you vocabulary in favor of teaching of lexical chunks. Do you agree?agree?

Lexical items (Lewis, 1997)

(1)(1) Words Words (e.g. (e.g. pen, ballpen, ball))(2)(2) PolywordsPolywords (e.g. (e.g. so to speak, at any rate, by so to speak, at any rate, by

and large, by the wayand large, by the way))(3)(3) CollocationsCollocations ( (hitch a ride, make a wish, hitch a ride, make a wish,

catch a bus, take a walkcatch a bus, take a walk))(4)(4) Institutionalized utterancesInstitutionalized utterances (mainly (mainly

spoken, e.g. spoken, e.g. Long time no see! How do you Long time no see! How do you do? If I were you, I’d…, Give me a break! As do? If I were you, I’d…, Give me a break! As far as I knowfar as I know))

(5)(5) Sentence frames and headsSentence frames and heads (mainly (mainly written, e.g.written, e.g. I think that …., not only…. but I think that …., not only…. but also…. , That reminds me of …also…. , That reminds me of …). ).

Why is it useful Why is it useful to learn multilexical units?to learn multilexical units?

To improve fluencyTo improve fluency To recognize collocational patterns To recognize collocational patterns

(e.g. take a walk, make a wish, have (e.g. take a walk, make a wish, have dinner)dinner)

To sound more native-like / naturalTo sound more native-like / natural

Learning lexical chunks Learning lexical chunks (lexical patterning)(lexical patterning)

Topic: Health – SymptomsTopic: Health – SymptomsI’ve gotI’ve got a headachea headache

(a) backache(a) backache(a) stomach-ache(a) stomach-achetoothachetoothachea pain in my chesta pain in my chesta pain in my lega pain in my lega sore throata sore throata cougha cougha temperature (a fever)a temperature (a fever)

I feelI feel sicksickillillunwellunwell

I’m going to be sick!I’m going to be sick! faint!faint!

Pre-session 1 reading1. History of vocabulary in language learning

(Norbert Schmitt) Theories on language historical overview

of language teaching methodologies their views on vocabulary teaching

2. Research in teaching vocabulary (John Read)

Focus on the research aspects3. The big picture (Paul Nation) Different types of vocabulary (e.g. high-

frequency / low-frequency / academic / technical )

A balanced approach to teaching vocabulary (4 parts in a curriculum)

Some research into Some research into vocabulary teaching and vocabulary teaching and

learninglearningReferring to pp. 151-155 of:Referring to pp. 151-155 of:

Read, J. (2004). Research in teaching Read, J. (2004). Research in teaching vocabulary. vocabulary. Annual Review of Applied Annual Review of Applied Linguistics, 24Linguistics, 24, 146-161., 146-161.

  

1.1. What are some of the ways of conducting What are some of the ways of conducting research into vocabulary teaching or learning? research into vocabulary teaching or learning? 

2.2. What conclusions can you draw from these What conclusions can you draw from these studies reported by Read (2004) about the studies reported by Read (2004) about the criteria for effective vocabulary acquisition?criteria for effective vocabulary acquisition?

Some research into Some research into vocabulary teaching and vocabulary teaching and

learninglearningDictionary use:Dictionary use: look at how students use dictionarieslook at how students use dictionaries whether they use dictionaries whether they use dictionaries

appropriately / whether they need appropriately / whether they need trainingtraining

whether dictionary use leads to better whether dictionary use leads to better performance / proficiencyperformance / proficiency

what kind of dictionaries they prefer what kind of dictionaries they prefer to useto use

Some research into Some research into vocabulary teaching and vocabulary teaching and

learninglearningVocabulary in the classroom:Vocabulary in the classroom: Look at how students select, record and revise Look at how students select, record and revise

vocabulary in their independent study / whether vocabulary in their independent study / whether training improves use of vocab learning strategiestraining improves use of vocab learning strategies

Audio- or video- record classes and transcribe Audio- or video- record classes and transcribe these clips. Study how the teacher teaches these clips. Study how the teacher teaches vocabulary, e.g. whether target words are vocabulary, e.g. whether target words are repeated or recycled / whether vocabulary is repeated or recycled / whether vocabulary is taught in lexically rich context, i.e. target words taught in lexically rich context, i.e. target words repeated and embedded in easy-to-understand repeated and embedded in easy-to-understand contextcontext

Some research into Some research into vocabulary teaching and vocabulary teaching and

learninglearningComputer applications:Computer applications: Use a computer programme to make sure Use a computer programme to make sure

that target words are repeated in different that target words are repeated in different sentences and texts, and see whether sentences and texts, and see whether students have better retention of these students have better retention of these wordswords

Provide (glosses / pictorial clues / videos / Provide (glosses / pictorial clues / videos / L1 translations) via hyperlinks built into an L1 translations) via hyperlinks built into an online text, and measure students’ online text, and measure students’ understanding and retention of these wordsunderstanding and retention of these words

Criteria for effective Criteria for effective vocabulary acquisitionvocabulary acquisition

Students often use strategies inappropriately / Students often use strategies inappropriately / need vocab strategy trainingneed vocab strategy training

Better to repeat target words in texts / in the Better to repeat target words in texts / in the classroomclassroom

Better to present target words in lexically rich Better to present target words in lexically rich context (comprehensible input for students to context (comprehensible input for students to guess meaning of the unknown words)guess meaning of the unknown words)

Deeper processing of the target words leads to Deeper processing of the target words leads to better retention (e.g. mental imaging / studying better retention (e.g. mental imaging / studying sample sentences are better than only looking sample sentences are better than only looking at L1 translations)at L1 translations)

Post-session 1 reading (Lexical Approach)

Lewis, M. (1997) Pedagogical implications of the lexical approach. In J. Coady and T. Huckin (eds.) Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press, pp. 255-270.

Moudraia, O. (2001) Lexical approach to second language teaching. Available: http://www.cal.org/resources/digest/0102lexical.html.

Preparation for the next Preparation for the next session (in MMLC, Room session (in MMLC, Room

B)B) Please bring along a few pieces of Please bring along a few pieces of

your own writing of no less than your own writing of no less than 300 words each300 words each, and , and a few other a few other texts of different genrestexts of different genres, e.g. , e.g. journalistic, academic, technical, journalistic, academic, technical, literary, etc. (soft copies saved on a literary, etc. (soft copies saved on a USB or your email account). We are USB or your email account). We are going to do some analysis of word going to do some analysis of word choice in different kinds of writing.choice in different kinds of writing.