SLAT7830 The lexicon and L2 learning

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SLAT7830 The lexicon and L2 learning

• Week 4
• Semester 1, 2005

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Understanding colloquial spoken language

• Estimated that 95 coverage is needed to attain
  reasonable comprehension.
• Approximately 2000 word families.

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Vocabulary and the spoken language

• How does speaking/listening differ from
  writing/reading?
• P 130

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Cummins framework of language proficiency

• Cognitively undemanding
• Context-embedded Context-reduced
• Cognitively demanding

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Task demands

• Using Cummins framework, classify the following
  spoken tasks
• Describing your family.
• Giving directions on a street corner using a map.
• Presenting an article summary in class.
• Presenting an article summary in class using
  visuals.
• Describing your lost wallet over the telephone.

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Providing vocabulary support for listening

• Receptive information transfer
• - turn listening input into visual information
• Listening while reading
• - have accompanying written text
  available
• Listening to stories
• - providing key words while telling a
  story
• Quizzes

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Learners can learn new vocabulary by listening to
stories. Optimum learning occurs from meeting
the following conditions.

• Interest
• Comprehension
• Repeated retrieval
• Decontextualisation
• Generative processing

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Repeated retrieval

• Repeated retrieval helps develop fluency in
  access. It can be achieved by reading a story in
  serialised form or several stories on the same
  topic.

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Decontextualisation

• Learners need to focus on words not only as part
  of the message but as words themselves.

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Generative processing

• Learners need to meet new words in differing
  contexts, in association with pictures, and in
  discussion and negotiation.

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Learning vocabulary through spoken negotiation

• Baseline directions
• Premodified input
• Interactionally modified input
• Negotiated output

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The vocabulary of speaking

• Fixed phrases
• p126

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Vocabulary learning activities

• Criteria
• 1. What is the learning goal of the activity?
• 2. What psychological conditions does the
  activity use to help reach the learning goal?
• 3. What are the observable signs that learning
  might occur?
• 4. What are the design features of the activity
  which set up the conditions for learning?

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Role play activity

• p. 137

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End of slides Week 4 SLAT7830