Introduction 1 The Importance of Vocabulary 2 Rethinking the Place of Vocabulary 3 Vocabulary in Françaisinteractif 4 From Input to Output Dr. Nancy Guilloteau is the Language Program Director in the Department of French and Italian at the University of Texas at Austin
Discuss! In small groups…. discuss any training you had on how to teach vocabulary. discuss any challenges to teaching vocabulary that teachers may face and/or why vocabulary is often neglected why is vocabulary important for second language learning?
Our main goal to help students develop a rich and useful vocabulary inventory.
Nation (2001) – cumulative process Learners need to encounter the words in a variety of rich contexts– MULTIPLE ENCOUNTERS. Learners remember words when they have manipulated them in different ways – VARITEY OF CONTEXTS. Learners forget words within the first twenty-four hours after class– RECYCLE WORDS.
Discuss! Dr. Guilloteau says “vocabulary of beginning language classrooms should be limited to a set of high frequency words that students can employ to create messages right from the start of language learning” Do you agree/disagree? Explain. Should beginning students learn vocabulary from simple lists or from more richly contextualized language samples?
Receptive vs. productive How does Nation distinguish between receptive and productive knowledge?
Lexical Approach Lexis is the basis of language. Grammatical mastery is not a requirement for effective communication. Any meaning-centered syllabus should be organized around lexis rather than grammar. (Lewis, 1993)
Input and Output Define each? Learners should progress from input to output (Lee/VanPatten; Brandl) Learners must do more than simply encounter the input Vocabulary does not always need to begin within a rich context (decontextualized to contextualized)
Discuss! Do you agree with Lewis, or do you believe that grammar should be the basis of the foreign language classroom syllabus? How might you defend the decision to structure a course based on the lexical approach rather than according to a more traditional grammatical syllabus?
Discuss! Think about the approach to teaching vocabulary advocated in FrancaisInteractif. How does this approach move students from decontextualizedvocab to contextualized vocab learning? Do you agree with this approach? Why? Why not? (go back to lesson 3 if you need to refresh…)
Input Lee and VanPatten define structured input as "input that is manipulated in particular ways to push learners to become dependent on form and structure to get meaning" (2003: 142). What guidelines do they suggest for developing structured input activities? What are some types of structured input activities?
Discuss! Part 4 of this module presents a signature activity (as a type of input activity). What would you do once the students have gathered the names of their classmates and are finished with the activity? How could you follow up on the information they have gathered?
Output Lee and VanPatten define structured output as "a special type of form-focused activity that is communicative in nature" (2003: 168). What 2 major characteristics of structured output activities do they mention? What guidelines do they suggest for developing structured output activities?
Summary vocabulary must be actively taught, learned, recycled and when possible, tailored to the students' needs and goals vocabulary must be recycled continually throughout the lesson exposure to the vocabulary must occur in multiple contexts students need to manipulate the vocabulary in both receptive and productive activities a combination of speaking and writing activities must be used