Recycling vocabulary in the advanced eap reading class by Eliana Lili

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Recycling vocabulary in the advanced eap reading class by Eliana Lili

Recycling vocabulary in the advanced eap reading class by Eliana Lili

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  • 1. Eliana LiliM.A. in TESL, Northern Arizona UniversityPreparation for the ECPE, Fates Language Center, Ioanninaeliana_ll@yahoo.com
  • 2. IntroductionMotivations for the study Students’ complaints about the mastery of academicvocabulary within a short period of time Students’ requests for more vocabulary practice Meeting curricular demands and the needs of theadvanced level students
  • 3. Research on recycling vocabulary inthe advanced reading class Mastery of EAP reading requires comprehensionabilities, a large recognition vocabulary above 10.000words and a good command of grammar patterns(Shiotsu, 2010 cited in Grabe & Stoller, 2013). There is no vocabulary growth without reading andvice versa (Grabe & Stoller, 2011). Instructed vocabulary in reading: incidental learningthrough reading or intentional word-focusedactivities. Multiple exposure to words from 5 to 10 times is ofparamount importance to vocabulary growth.
  • 4.  Recycling vocabulary activities build receptive knowledgeof vocabulary (gap-filling, multiple-choice,sorting/ranking/sequencing) & help students recognize,recall the meaning/form of the words. Recycling activities that expand students’ productiveknowledge by encouraging fluent word usage in speakingand writing activities (oral/written summaries, dialogues,discussions) A balanced approach of moving from receptive toproductive mastery of vocabulary in a meaningful readingcontext that encourages both incidental and intentionallearning of vocabulary.
  • 5. Research Question1. Consider the following vocabulary tasks/activities. Which do you like more?2. Give reasons for your decision.3. Checking vocabulary exercises of the textbook4. Oral retell of a text by using key vocabulary words of the text5. Using key vocabulary words in tables, KWL charts or Venn Diagrams6. Using key vocabulary words in the written summary of a text7. Matching chapter key vocabulary with their synonyms/definitions8. Paraphrasing words and sentences9. Vocabulary associations (Ethnocentrism is related with…)10. Choosing the correct part of speech11. Rereading the text for another purpose12. Reading and listening to the text at the same time.13. Revise chapter key vocabulary through a chapter test14. Use key vocabulary words in class discussions15. Use key vocabulary words in chapter reflection written activities
  • 6. Example:Vocabulary Associations Do you usually wear handmade clothes? ………………………………………………………………. What do you usually download or upload? ………………………………………………………………. What do you consider a best-case scenario? ………………………………………………………………. Mention 2 leapfrogger countries ………………………………………………………………. Give 2 examples of a service-based or knowledge-based economy …………………………………………. Give 2 examples of 2 emerging economies ………………………………………………………………. Mention 2 countries with limited access to internet/education/literacy ………………………………… Give 2 examples of grassroots campaigns ………………………………………………………………. Do you know anybody who is a well-educated, tech-savvy and speaks English?.................................. What is the Craddle to Craddle philosophy? ...................................................................
  • 7. Example: Correct part of speechRead the following sentences from the text “Hooked on Crime” and circleone of the underlined words that best fits the sentence structure. There is some irony in the fact that the group steals heavily from the 12step, spiritually-based Alcoholic/Alcohol/Alcoholics Anonymousprogram. The program’s strength is that it was created by members and notimposing/impose/imposed/imposingly on them. He has spent more than half his years in jail, forrobber/robbery/robberies/robbing, extort/extortion/extorting,attempted murder, assault/assaulting/assaults,traffic/trafficker/trafficking, and small time cons. Crime Addiction Anonymous is dedicated to thecontent/contentious/contentiously/ contention premise that crime canbe an illness as strong asdependent/dependently/dependence/independence/interdependenceon alcohol or drugs.
  • 8. Example: ParaphrasingWhat Vodafone people consider the key to theirsuccess are their employees. According to Proust, greatpeople make a company, and their people areeffusive, innovative, and amicable. They are not peoplewho are just working absentmindedly and are flatteredby just one piece of invention. They are people whokeep up with research on understanding dailyconsumer behavior.
  • 9. Oral summary with key words Example: Text Outward Bound/Key Words Grew up in knee-deep rice paddies/tiny village Nondescript Engineer, ascend career steps, C.E.O , LGElectronics Tireless, vigorous, innovative, Chant, croon, rally people, feel comfortableLeader/commander/infuser Global brands, revenues, leading-edge,low-cost
  • 10. Example: Chapter Key VocabularyMatch the words/expressions in column (1) with their synonyms/definitions in column (a): colleague a. end result ethnocentrism b. always, continually hue c. unbelievable despair d. slanted opinion, prejudice, bigotry outcome e. alert, conscious worldview f. receptive to new ideas liberal g. the beliefs and ways of life of a group of people inconceivable h. someone you work with insomnia j. without reason or logic open-minded k. One’s own patterns of behaviour are the best. aware l. outlook/perspective/point of view barbarian m. unpleasing/pleasant omission of syntax n. shade of colour repugnant/repulsive o. tolerant/lenient/permissive irrational p. originally a crude/ignorant person bias s. shortening of phrases culture t. inability to sleep constantly x. a feeling of being hopeless
  • 11. Methodology Participants: Twelve, 19 year-old university students inan ESL III-EAP Reading class preparing for theiruniversity studies in English. Setting: University of New York/Tirana, Albania
  • 12. Resources and Instruments Main Textbook Mosaic 1/Reading by Wegmann & Knezevic(2007) Other textbooks: How to teach vocabulary by Thornbury (2002) Vocabulary by Morgan & Rinvolucri (2004) Reading for Academic Purposes by Grabe & Stoller (2013) New Ways in teaching vocabulary by Nation (1994) Photocopies/handouts with graphic organizers, chapterreflections and other exercises Student questionnaire provided by Grabe & Stoller (2011)
  • 13. Data Collection & Analysis Data collection: 5 months, 13 tasks/activities. Data analysis: 1. Vocabulary tasks/activities that students ticked; 2. Implications for failing activities
  • 14. ResultsNr of Students Activities Chosen 12 / 12 Checking vocabulary exercises of the textbook 9 / 12 Reading and listening to the text at the same time. 8 / 12 Using key vocabulary words in the written summary of a textRevising chapter key vocabulary through a chapter testRereading the text for another purpose 7 / 12 Using key vocabulary words in tables, charts or Venn DiagramsMatching chapter key vocabulary with their synonyms/definitionsOral retell of a text by using key vocabulary words of the text 6 / 12 Using key vocabulary words in class discussions 5 / 12 Paraphrasing words and sentencesUsing key vocabulary words in chapter reflection written activities 3 / 12 Vocabulary associations (Ethnocentrism is related with…) 0/12 Choosing the correct part of speech
  • 15. Future Implications Developing time saving activities to meet curricular demandsand advanced level students’ needs. Doing an action research study on students’ preferences on alarge-scale (not only with 12 students). Collect data in the beginning of the term and in the middle ofthe term. More practical and interactive vocabulary tasks/activities for theadvanced level. The creation of a vocabulary program with fewer and moreintegrated vocabulary tasks/activities. Cross-comparison with other colleagues who teach the samesubject. More research on students’ choice of less favorite activities.
  • 16. Selected References Grabe, W., & Stoller, F. L. (2013). Teaching Reading for Academic Purposes. InM. Celce-Murcia, D. Brinton, M. A. Snow (Eds.), Teaching English as a Secondor Foreign Language (4th ed.). Boston: Heinle Cengage. Grabe, W., & Stoller, F. L. (2011). Teaching and Researching Reading (3rd.). GreatBritain: Longman/Pearson Education. Morgan, J., & Rinvolucri, M. (2004). Vocabulary. England: Oxford UniversityPress. Nation, P. (1994). (Eds.). New Ways in Teaching Vocabulary. Alexandria, VA:TESOL. Schmitt, N. (2008). Review Article: Instructed second language vocabularylearning. Language Teaching Research. 12 (3), 329-363. Thornbury, S. (2002). How to teach vocabulary. England: Longman. Wegmann, B., & Knezevic, M. (2007). Mosaic 1/Reading. New York: McGraw-Hill.