Vocabulary: How important is it in language learning? Rubena St. Louis,  Universidad Simon Bolivar [email_address] How can...
Why do we need words? Words play an enormous part in our lives and are therefore deserving of the closest study. Aldous Hu...
<ul><li>Many people get unlimited mileage out of a  </li></ul><ul><li>limited vocabulary. </li></ul><ul><li>Graffiti </li>...
How many words should a foreign language student know?  2000 most frequent word families and the Academic Word List ensure...
What the researchers say…. 13.3 15.7 10.9 7.8 Other 8.5 3.9 1.7 1.9 AWL 4.6 4.7 5.1 6 2000 73.5 75.6 82.3 84.3 1000 Academ...
The rich man by Franklin P. Adams, 1881-1960   <ul><li>The rich man has his ………………,  </li></ul><ul><li>His ………….and his to...
The rich man by Franklin P. Adams, 1881-1960   <ul><li>The rich man has his motor-car,  </li></ul><ul><li>His country and ...
What’s “knowing” a word? Form Meaning Use
Factors involved. Motivation Noticing   Repetition Generative use Involvement
How can I help them learn? What do I have to do?
Make vocabulary a part of their lives. <ul><li>Teach vocabulary learning strategies </li></ul><ul><ul><li>Find out about s...
Aren’t learners the same?
<ul><li>Multi-media oriented </li></ul><ul><ul><li>Less textual </li></ul></ul><ul><li>Multi-tasker </li></ul><ul><li>Extr...
Today’s sources <ul><li>Newspapers </li></ul><ul><li>Journals </li></ul><ul><li>Ebooks </li></ul><ul><li>Television web si...
Potential for use Learning environment Language learner Learning objectives Delivery Tools
… Provide exposure to language <ul><li>“… the outcome of language learning depends on large measure on the   amount and ki...
Provide opportunities for interaction <ul><li>Long's Interactionst theory  requires students to engage in   authentic comm...
Have the   potential  to  create authentic tasks… <ul><li>Authentic tasks are those having the  same types of cognitive ch...
… a variety of tasks . <ul><li>Tasks which require students to process data at a deep semantic level.   ( Craik & Lockhart...
Consider learner differences <ul><li>Age </li></ul><ul><li>Individual learning styles </li></ul><ul><li>Learning strategie...
Consider learner needs <ul><li>Relevant to students </li></ul><ul><ul><li>Interest </li></ul></ul><ul><ul><li>Attitude tow...
<ul><li>Stimulate learner creativity </li></ul><ul><li>Promote cooperation among peers </li></ul><ul><li>Foster learner au...
What tools are available? <ul><li>Interactive exercise generators </li></ul><ul><ul><li>Hot potatoes </li></ul></ul><ul><u...
What aspects should I consider? <ul><ul><li>User friendly </li></ul></ul><ul><ul><li>On or off line </li></ul></ul><ul><ul...
Create activites which permit: <ul><li>Collaboration </li></ul><ul><ul><li>Wikis, google docs,   </li></ul></ul><ul><li>Ex...
Some examples
Classroom activities 1   Word lists Flash cards, word cards, personal glossary Recognition Scrambled words Matching Word g...
Classroom activities 2 . Recall Dicto-gloss Retelling stories Use Research logs Reading logs Writing stories Word research...
Essential websites
Teaching tools
Examples with web profiler 1 Return
Online resources:  Dictionaries Meanings and origins of phrases and expressions.   Thesaurus, dictionary, translator Word ...
Online resources:  Dictionary 2 Meaning of the word in different contexts. Words related to the target word and used in th...
Let’s play! Allows the retrieval of vocabulary in a fun way.  Encourages students to become autonomous learners by constru...
Some sites of interest.  <ul><li>Teacher Tools </li></ul><ul><li>British National Corpus: http://www.natcorp.ox.ac.uk/ </l...
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Vocabulary 2010 rubena

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Presentation given by Rubena St. Louis for the TESOL PP104 course

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Vocabulary 2010 rubena

  1. 1. Vocabulary: How important is it in language learning? Rubena St. Louis, Universidad Simon Bolivar [email_address] How can my students become active learners?
  2. 2. Why do we need words? Words play an enormous part in our lives and are therefore deserving of the closest study. Aldous Huxley
  3. 3. <ul><li>Many people get unlimited mileage out of a </li></ul><ul><li>limited vocabulary. </li></ul><ul><li>Graffiti </li></ul><ul><li>Source: Word Info </li></ul>
  4. 4. How many words should a foreign language student know? 2000 most frequent word families and the Academic Word List ensures a coverage of 90% of an academic text. Nation and Waring, 1977
  5. 5. What the researchers say…. 13.3 15.7 10.9 7.8 Other 8.5 3.9 1.7 1.9 AWL 4.6 4.7 5.1 6 2000 73.5 75.6 82.3 84.3 1000 Academic text % Newspapers % Fiction % Conversation % Levels
  6. 6. The rich man by Franklin P. Adams, 1881-1960 <ul><li>The rich man has his ………………, </li></ul><ul><li>His ………….and his town…………. </li></ul><ul><li>He smokes a hundred dollar …………… </li></ul><ul><li>And jeers at Fate. </li></ul><ul><li>He …………….through the livelong day. </li></ul><ul><li>He knows not …………….her pinch. </li></ul><ul><li>His lot seems…………, his heart seems…………, </li></ul><ul><li>He has a cinch. </li></ul><ul><li>Yet though my lamp …………….low and…………, </li></ul><ul><li>Though I must ………….for livelihood— </li></ul><ul><li>Think you that I would change with him? </li></ul><ul><li>You ……………I……………..! </li></ul>
  7. 7. The rich man by Franklin P. Adams, 1881-1960 <ul><li>The rich man has his motor-car, </li></ul><ul><li>His country and his town estate. </li></ul><ul><li>He smokes a fify-cent cigar </li></ul><ul><li>And jeers at Fate. </li></ul><ul><li>He frivols through the livelong day. </li></ul><ul><li>He knows not Poverty her pinch. </li></ul><ul><li>His lot seems light, his heart seems gay, </li></ul><ul><li>He has a cinch. </li></ul><ul><li>Yet though my lamp burns low and dim, </li></ul><ul><li>Though I must slave for livelihood— </li></ul><ul><li>Think you that I would change with him? </li></ul><ul><li>You bet I would! </li></ul>
  8. 8. What’s “knowing” a word? Form Meaning Use
  9. 9. Factors involved. Motivation Noticing Repetition Generative use Involvement
  10. 10. How can I help them learn? What do I have to do?
  11. 11. Make vocabulary a part of their lives. <ul><li>Teach vocabulary learning strategies </li></ul><ul><ul><li>Find out about students’ learning strategies. </li></ul></ul><ul><ul><li>Model strategies </li></ul></ul><ul><ul><li>Help students find the best way to learn </li></ul></ul><ul><li>Teach correct use of the dictionary </li></ul><ul><ul><li>Review grammar </li></ul></ul><ul><li>Incorporate vocabulary exercises in daily lesson plan. </li></ul><ul><ul><li>Use a variety of different exercises every day. </li></ul></ul>
  12. 12. Aren’t learners the same?
  13. 13. <ul><li>Multi-media oriented </li></ul><ul><ul><li>Less textual </li></ul></ul><ul><li>Multi-tasker </li></ul><ul><li>Extremely sociable </li></ul><ul><li>Collaboration and relationships </li></ul><ul><li>Constant engagement and active involvement </li></ul><ul><li>Freedom of choice </li></ul><ul><li>Freedom of expression </li></ul><ul><li>Customize, personalize </li></ul><ul><li>Create and share </li></ul><ul><li>Strive to be independent </li></ul><ul><li>Technology a need </li></ul>Some characteristics of today’s learners
  14. 14. Today’s sources <ul><li>Newspapers </li></ul><ul><li>Journals </li></ul><ul><li>Ebooks </li></ul><ul><li>Television web sites </li></ul><ul><li>Museums and art galleries </li></ul><ul><li>Educational sites </li></ul><ul><li>Social networks </li></ul>
  15. 15. Potential for use Learning environment Language learner Learning objectives Delivery Tools
  16. 16. … Provide exposure to language <ul><li>“… the outcome of language learning depends on large measure on the amount and kind of exposure to the target language …” </li></ul><ul><li>  Spolsky, (1989 ) </li></ul><ul><li>“… learners are involved in a diversity of tasks with a variety of sources of language input …” </li></ul><ul><li>Krashen & Terrell (1983) </li></ul>
  17. 17. Provide opportunities for interaction <ul><li>Long's Interactionst theory requires students to engage in authentic communication , with negotiation of meaning and use of communicative strategies . </li></ul><ul><li>Swain's Output hypothesis calls for learners to evaluate their output , reformulate hypothesis and reuse as input . . </li></ul>
  18. 18. Have the potential to create authentic tasks… <ul><li>Authentic tasks are those having the same types of cognitive challenges as complicated real-world tasks do. </li></ul><ul><ul><ul><li>Egbert, Chin-chi Chao, & Hanson-Smith, (1999) </li></ul></ul></ul>
  19. 19. … a variety of tasks . <ul><li>Tasks which require students to process data at a deep semantic level. ( Craik & Lockhart, 1972 ) </li></ul><ul><li>Tasks which require students to focus on meaning and on form. </li></ul><ul><ul><li>( Van Pattern, 2002 ) </li></ul></ul><ul><li>Tasks which involve students emotionally and are significant to the learner. </li></ul><ul><li>Tasks which require negotiation of meaning . </li></ul>
  20. 20. Consider learner differences <ul><li>Age </li></ul><ul><li>Individual learning styles </li></ul><ul><li>Learning strategies </li></ul><ul><li>Cognitive levels </li></ul><ul><li>Linguistic level </li></ul><ul><ul><li>Achievable </li></ul></ul><ul><li>Confidence </li></ul>
  21. 21. Consider learner needs <ul><li>Relevant to students </li></ul><ul><ul><li>Interest </li></ul></ul><ul><ul><li>Attitude toward learning </li></ul></ul><ul><ul><li>Culture </li></ul></ul><ul><ul><li>Social group </li></ul></ul>
  22. 22. <ul><li>Stimulate learner creativity </li></ul><ul><li>Promote cooperation among peers </li></ul><ul><li>Foster learner autonomy </li></ul><ul><ul><li>Student-centred </li></ul></ul><ul><ul><li>Student empowering </li></ul></ul>
  23. 23. What tools are available? <ul><li>Interactive exercise generators </li></ul><ul><ul><li>Hot potatoes </li></ul></ul><ul><ul><li>Word Learner </li></ul></ul><ul><ul><li>Discovery puzzle maker </li></ul></ul><ul><li>Communication tools </li></ul><ul><ul><li>Chats </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Social networking groups </li></ul></ul><ul><li>Creative tools </li></ul><ul><ul><li>Podcasts </li></ul></ul><ul><ul><li>Videocasts </li></ul></ul><ul><ul><li>Comic creators </li></ul></ul><ul><ul><li>Mind mapping software </li></ul></ul><ul><ul><li>Survey tools </li></ul></ul>
  24. 24. What aspects should I consider? <ul><ul><li>User friendly </li></ul></ul><ul><ul><li>On or off line </li></ul></ul><ul><ul><li>Cost effective </li></ul></ul><ul><ul><li>Secure </li></ul></ul><ul><ul><li>Effective </li></ul></ul>
  25. 25. Create activites which permit: <ul><li>Collaboration </li></ul><ul><ul><li>Wikis, google docs, </li></ul></ul><ul><li>Exchange of information </li></ul><ul><ul><li>chat or google docs </li></ul></ul><ul><li>Voicing of opinion </li></ul><ul><ul><li>blogs, audio blogs, video blogs </li></ul></ul><ul><li>Personalised learning </li></ul><ul><ul><li>wikis & blogs as learning porfolios </li></ul></ul><ul><li>Individualised learning </li></ul><ul><ul><li>interactive exercise generators </li></ul></ul>
  26. 26. Some examples
  27. 27. Classroom activities 1 Word lists Flash cards, word cards, personal glossary Recognition Scrambled words Matching Word games Word formation Bingo Word challenge Dictation Oral and written Association Classification Semantic mapping
  28. 28. Classroom activities 2 . Recall Dicto-gloss Retelling stories Use Research logs Reading logs Writing stories Word research Personal interest
  29. 29. Essential websites
  30. 30. Teaching tools
  31. 31. Examples with web profiler 1 Return
  32. 32. Online resources: Dictionaries Meanings and origins of phrases and expressions. Thesaurus, dictionary, translator Word games, word of the day Pronunciation Meaning of the word in context. Sample sentences .
  33. 33. Online resources: Dictionary 2 Meaning of the word in different contexts. Words related to the target word and used in the same context. Images associated with the word. Audio pronunciation. Allows you to hear the pronunciation of the word .
  34. 34. Let’s play! Allows the retrieval of vocabulary in a fun way. Encourages students to become autonomous learners by constructing their own vocabulary lists and then testing themselves. Allows students to practice vocabulary and compete against themselves.
  35. 35. Some sites of interest. <ul><li>Teacher Tools </li></ul><ul><li>British National Corpus: http://www.natcorp.ox.ac.uk/ </li></ul><ul><li>Complete lexical tutor: http://www.lextutor.ca/ </li></ul><ul><li>Vocabulary grabber: http://www.visualthesaurus.com/vocabgrabber/ </li></ul><ul><li>Dictionaries </li></ul><ul><li>Longman Dictionary of Contemporary English: http://www.ldoceonline.com/ </li></ul><ul><li>Dictionary.com:http://dictionary.reference.com/ </li></ul><ul><li>The Phrase Finder:http://www.phrases.org.uk/ </li></ul><ul><li>Learning sites </li></ul><ul><li>Gapfillers. Language on the go: http://www.gapfillers.co.uk/ </li></ul><ul><li>Word learner:http://www.wordlearner.com/ </li></ul><ul><li>Spelling city: http://www.spellingcity.com/ </li></ul><ul><li>Wordgames: http://www.eastoftheweb.com/games/ </li></ul>
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