Introducing a lexical syllabus for jhs
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Introducing a lexical syllabus for jhs






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Introducing a lexical syllabus for jhs Introducing a lexical syllabus for jhs Presentation Transcript

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