Introducing a lexical syllabus for jhs

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Introducing a lexical syllabus for jhs

  1. 1. Introducing a Lexical Syllabus <br />TargetingVocabulary for Junior High School <br />Chemda Benisty<br />ETAI International<br />July, 2010<br />
  2. 2. The Lexical Syllabus:<br />Sets numerical lexical targets<br />Includes suggestions to facilitate the transition from receptive knowledge to productive use of target vocabulary<br />
  3. 3. Presentation Outline<br />Some insights from the literature <br />The situation in Israel<br />Syllabus design<br />Presentation of the syllabus<br />Pedagogical recommendations<br />Questions<br />
  4. 4. Some Insights from<br /> the Literature<br />
  5. 5. Why Focus on Vocabulary? <br />It is the basis of language and crucial for the functioning of the four skills<br />It is closely tied to comprehension<br />
  6. 6. A New Perception of Vocabulary<br />Vocabulary acquisition includes the learning of lexical chunks<br />Corpus linguistics provides support for this claim<br />
  7. 7. More Research Insights<br />Two main complementary processes for acquiring new vocabulary:<br />Explicit learning<br />Implicit learning<br />
  8. 8. Explicit Learning<br />Deliberate decontextualized attention:<br />Establishes the form meaning link (Schmitt 2008)<br />Facilitates acquisition within a limited time<br />Results in higher gains in acquisition<br />Better for the most frequently used words <br />
  9. 9. Implicit Learning<br />Enhances vocabulary knowledge and theacquisition of new vocabulary while engaging in different language activities:<br /><ul><li>Depends on 8-15 exposures
  10. 10. Exposures must be in frequent intervals </li></li></ul><li>Research Insights<br />Nine aspects of word knowledge<br />Form: spelling, sound, and word parts<br />Meaning: concepts and referents, and associations<br />Use: grammatical functions, collocations, frequency and register <br />Nation 2005<br />
  11. 11. Research Insights<br />Each aspect impacts both receptive knowledge and productive use<br />Productive learning involves deeper processing of vocabulary<br />Productive learning necessitates deliberate attention<br />
  12. 12. Research Insights<br />Depth of knowledge is as important as vocabulary size.<br />Unfortunately, most learning stops following the provision of a translation (Schmitt, 2008). <br />
  13. 13. The Situation in Israel<br />
  14. 14. The Situation in Israel<br /> The Israeli English Curriculum for All Grades(2001) does not incorporate a lexical syllabus.<br />
  15. 15. Consequences<br />Teachers make decisions about vocabulary. <br />Teachers rely on textbooks.<br />Textbooks don’t necessarily have clear criteria for vocabulary selection. <br />Vocabulary is often marginalized in favor of a focus on grammar. <br />
  16. 16. The Need for a Lexical Syllabus<br />To set numerical goals for vocabulary instruction<br />To standardize vocabulary instruction in Israel<br />To inform and improve the quality of vocabulary instruction<br />To enable the assessment of students’ progress<br />
  17. 17. Syllabus Design<br />
  18. 18. Selection Criteria<br />Learning burden<br />Usefulness for<br />TEFL<br />Relevance to the<br /> learners’ world<br />Frequency<br />
  19. 19. Setting Numerical Goals<br />This basic lexis: 2000 word families for less proficient students by the end of JHS<br />Note: <br />This basic high frequency lexis is essential for a variety of spoken and written texts.<br />
  20. 20. Example of an Entry from the GSL <br /> ADOPT <br />· adopted <br />· adopting <br />· adoption <br />· adoptions <br />· adopts <br />1st list<br />
  21. 21. Exclusions from the lists<br />All inflections of verbs, adjectives and nouns<br />Items familiar to learners from elementary school<br />Irrelevant items for Israeli students<br />Exclusions<br />
  22. 22. The Format of the Lexical Syllabus<br />Divided into two lists <br />American English spelling preferred with references to British spelling<br />Headwords alphabetized and bolded <br />Other parts of speech underlined<br />
  23. 23. The Format of the Lexical Syllabus<br />Examples italicized<br />Verbs proceeded by to<br />Multiple meanings differentiated by the use of lower case letters<br />
  24. 24. The Format of the Lexical Syllabus<br />Spoken language given special attention<br />Lexical chunks added to most entries<br />On a disc<br />
  25. 25. Presentation of Lexical Syllabus<br />1st list<br />2nd list<br />
  26. 26. Examples<br />(to) categorize (categorise), category: divide sb/ sth into categories, group sb/ sth under categories, put sb/ sth in/ into categories, create categories, categories of <br />
  27. 27. Examples<br />(to) approve/ disapprove: (a) like sb/ sth: strongly/ very much approve of sth/ sb, (b) agree to sth: formally approve, approval/ disapproval: need/ receive/ give/ show full/ final/ written/ formal approval<br />
  28. 28. The Transition from<br />Receptive Knowledge<br />to Productive Use<br />
  29. 29. From Receptive Knowledge to Productive Use<br />Collocations- crucial for developing productive aspects of language <br />Collocational competence contributes to fluency <br /> Note: Not all can be explicitly taught; consider level (tracking)<br />
  30. 30. From Receptive Knowledge to Productive Use<br />Allotting time to productive aspects <br />Recycling <br />Pushing learners to produce and make use of newly taught lexical items <br />
  31. 31. From Receptive Knowledge to Productive Use<br />Production contributes to vocabulary acquisition:<br /><ul><li> The need
  32. 32. The search
  33. 33. The evaluation </li></ul> Hulstijn and Laufer, 1995, cited in Schmitt, 2008.<br />
  34. 34. From Receptive Knowledge to Productive Use<br />Successful production increases the likelihood of memorization <br />Successful production impacts motivation<br />
  35. 35. Thank You!<br />Questions? <br />

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