Teaching%20Vocabulary

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Lesson 3

• Teaching Vocabulary
• Chapter 14

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Teaching Vocabulary

• How do students best learn new vocabulary?
• How do you teach vocabulary? What
  techniques/activities work and what dont?

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Long-Term memory vs. Short-Term memory

• Short-term memory small storage capacity, holds
  information temporarily while it is being learned
• Long-term memory unlimited amount of storage
  capacity, holds information indefinitely

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Long-Term memory vs. Short-Term memory

• It is crucial for students to create a deep
  understanding of a word by manipulating it and
  thinking about it (activities) in order to
  transfer a word from short-term memory to
  long-term memory
• Requires meaningful recurring encounters with a
  word over time

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Explicit vs. Implict Learning

• Explicit Vocabulary Learning
• Students engage in activities that focus on
  vocabulary
• Build recognition of words, integrate new words
  with old ones, numerous encounters with words,
  deep level of processing, imaging, independent
  learning strategies
• Global Service List of English Words
• 2000 most commonly used words
• Academic Word List
• 570 word families

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Implicit vs. Explicit Learning

• Implicit Vocabulary Learning
• Incidental
• Learning when the mind is focused elsewhere, for
  example understanding a text or using language
  for communication purposes
• Multiple exposure is necessary
• Extensive reading and listening

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Teaching Techniques Activities

• New words should not be presented in isolation
  and learned by rote memorization
• New words must be seen in context to provide
  clues to meaning
• Multiple exposure is necessary

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Teaching Techniques Activities

• Word association
• Semantic mapping helps illustrate relationships
  among words in a text
• Vocabulary Network
• Word Match Lists
• Word Families/Forms
• Helps students see how word forms change
  according to function

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Teaching Techniques Activities

• Language games help recycle vocabulary learned in
  a text -- fun!
• Scrabble
• Word Bingo
• Jeopardy
• Pictionary
• Taboo
• Crosswords

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Collocations

• Patterns of pairs or groups of words that
  co-occur with high frequency
• the meaning of a word has great deal to with
  the words with which it commonly associates
• example

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Collocations

• Fall into two main groups
• Grammatical collocations - nouns, verbs,
  adjectives frequently occur with a grammatical
  item (usually a preposition)
• Ex account for, by accident
• Lexical collocations - consist of combinations
  such as verb noun, adjective noun
• Spend money, dense fog

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Collocations

• If not learned, can create odd irregularities in
  a students speaking writing
• Examples
• start/set a fire, but not begin/commence/initiate
  a fire
• Rancid butter/sour milk but not sour
  butter/rancid milk
• Fast train/fast food but not quick train/quick
  food
• Quick shower/quick meal but not fast shower/fast
  meal

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Lexical Phrases

• Chunks of language that commonly occur and are
  more idiomatically determined -- central to
  communicative competence
• Ex Hows it going?, Do you speak X?, Thanks
  so much.. Where is X?
• Lexical phrases must be classified according to
  function

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Lexical Phrases

• Start with a fixed routine and expose learners to
  varied phrases
• Drill routine - builds confidence and fluency in
  students
• Ex Whats up? --- not much.
• Ex Hows it going? -- not bad.

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Vocabulary Learning Strategies

• Guessing meaning from context
• Part of speech, relationship with surrounding
  words, relationship with surrounding
  sentences/paragraphs, overall context
• Dictionary
• Monolingual vs. Bilingual
• Learn how to use correctly
• Vocabulary Journals/Notebooks
• Keeping track of new words