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Expanding Vocabulary: a Vocabulary Share Focusing on Classroom Application Susanne Rizzo (srizzo@umac.mo) & Julie Hanks (jhanks@umac.mo)

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Today’s Agenda <ul><li>Introduction </li></ul><ul><li>Framework </li></ul><ul><li>Content vs. Function and Counterbalance </li></ul><ul><li>Vygotzky’s Stages to Language Acquisition </li></ul><ul><li>Explanation of Activity Chart </li></ul>

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Today’s Agenda <ul><li>Demonstration of Noticing Activities </li></ul><ul><li>Group Share: Noticing </li></ul><ul><li>Demonstration of Recognition Activities </li></ul><ul><li>Group Share: Recognition </li></ul><ul><li>Demonstration of Production Activities </li></ul><ul><li>Group Share: Production </li></ul>

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Resources <ul><li>Lewis, 1997 </li></ul><ul><li>Nattinger and DeCarrico, 1992 </li></ul><ul><li>Sinclair, 1991 </li></ul>

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Resources <ul><li>Nation, 1990 </li></ul><ul><li>Nation, 2001 </li></ul><ul><li>Rott, 1999 </li></ul>

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Approach <ul><li>Dilemma </li></ul><ul><li>1. Ways to include </li></ul><ul><li>2. Ways to recycle </li></ul><ul><li>Solution = follow language acquisition process </li></ul>

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Framework <ul><li>Content-based approach vs. Function-based approach </li></ul><ul><li>Brinton, Snow, & Wesche, 2003 </li></ul><ul><li>Approaches intertwined </li></ul>

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Content-Based Approach <ul><li>Vocabulary relates to theme </li></ul><ul><li>Vocabulary in context more meaningful than word lists </li></ul>

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Function-Based Approach <ul><li>Focuses on purpose of communication and how word operates in the overall structure of the language </li></ul><ul><li>Word Forms, Word Associations, Collocations </li></ul><ul><li>Word function knowledge is a key component to reading competency (Carrell et al 1988) </li></ul>

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Content vs. Function <ul><li>Standard practice in communicative instruction--emphasis on content over function </li></ul><ul><li>Function needs to be included—lack of word function identification is an impediment to L2 learner’s acquisition of the language </li></ul>

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Counter-balance <ul><li>Lyster and Mori 2006 </li></ul><ul><li>Counter-balance = supplement what’s missing in content and function </li></ul><ul><li>Hypothesis – learners pushed in opposite direction of classroom learning environment </li></ul><ul><li>Increases word retention </li></ul><ul><li>Multiple approaches needed </li></ul>

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Stages of Language Acquisition <ul><li>Vygotzky (1978) </li></ul><ul><li>Stage 1: Noticing </li></ul><ul><li>Stage 2: Recognition </li></ul><ul><li>Stage 3: Production </li></ul>

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Activity Chart <ul><li>Integrate 3 stages of language acquisition with the 2 approaches </li></ul><ul><li>Classroom vs. independent learning </li></ul><ul><li>Creative ways to include vocabulary </li></ul><ul><li>Meaningful ways to recycle </li></ul>

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Noticing: Content-Based Classroom Learning <ul><li>Running Dictation with Target Vocabulary </li></ul><ul><li>Students are in groups </li></ul><ul><li>Member of each group reads sentence with targeted vocabulary </li></ul><ul><li>Member runs to back to group on other side of the room </li></ul><ul><li>Member says sentence to group and group writes it down </li></ul><ul><li>After dictation completed, students guess meaning of target words using context </li></ul>

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Noticing: Content-Based Independent Learning <ul><li>Ranking Words </li></ul><ul><li>Have students complete graphic organizer of the important areas of their life </li></ul><ul><li>Give students list of unknown vocabulary </li></ul><ul><li>Have students rank words in order of what they think is most important for them </li></ul>

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Me Ranking Words <ul><li>UM Classes </li></ul><ul><li>tardiness </li></ul><ul><li>grading scale </li></ul><ul><li>UM Life </li></ul><ul><li>policies </li></ul><ul><li>forbidden </li></ul><ul><li>Friends </li></ul><ul><li>classmates </li></ul><ul><li>socializing </li></ul><ul><li>Free Time </li></ul><ul><li>extra-curricular </li></ul><ul><li>involvement </li></ul><ul><li>Meeting Girls </li></ul><ul><li>opportunities </li></ul><ul><li>communication </li></ul>

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Noticing: Function-Based Classroom Learning <ul><li>Skim and scan text </li></ul><ul><li>Look for particular word functions </li></ul><ul><li>i.e. parts of speech, prefix/suffixes </li></ul>

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Noticing: Function-Based Independent Learning <ul><li>Students look at a list of words and identify word forms </li></ul><ul><li> ex. Preview vocabulary for the next chapter and students identify word forms </li></ul>

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Noticing Group Share <ul><li>Lower-mid intermediate divide newspaper into section groups choose unknown words, compare lists, ask other groups for meanings, discuss rest as a class Variation- garden teaching as a class discuss word associations </li></ul><ul><li>Visual-kinesthetic prepositions (beginner) draw preps or physical objects </li></ul><ul><li>Word list: students draw word meaning </li></ul><ul><li>Students make up short stories </li></ul><ul><li>Vocab cards 50/wk word front/defn back </li></ul>

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Noticing Group Share Cont’d <ul><li>Dictionary use- new words from reading look up meanings write example from dictionary also example from reading and then give their own examples go over as a class </li></ul><ul><li>Chart- 6 boxes from 1 never seen word to 6 know this word and how to use it writing and speaking—students can choose word or word list </li></ul>

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Recognition: Content-Based Classroom Learning <ul><li>Student Created Gap-fill </li></ul><ul><li>Take student sentences that they have already written </li></ul><ul><li>Blank out target word </li></ul><ul><li>Create a gap-fill – have students complete each other’s sentences </li></ul>

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Recognition: Content-Based Independent Learning <ul><li>Vocabulary Journal </li></ul><ul><li>Have students keep a vocabulary journal: how/when came across word and include context </li></ul><ul><li>Ex. healthcare Nightly newscast TVB Pearl the healthcare vote passed </li></ul>

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Recognition: Function-Based Classroom Learning <ul><li>Word Form Chart </li></ul><ul><li>Give students incomplete word form chart </li></ul><ul><li>Students fill in missing cells </li></ul><ul><li>Ask students to recognize spelling patterns for nouns, verbs, adjectives, adverbs </li></ul>

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Word Form Chart competitive compete competition X X communication X qualified qualify X obsess obsession Adverb Adjective Verb Noun

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Word Form Chart -ly -ive, -ed -e, -ate, -y -ion, -tion competitively competitive compete competition X X communicate communication X qualified qualify qualification X obsessive obsess obsession Adverb Adjective Verb Noun

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Recognition Group Share <ul><li>Adults & kids – cards with vocab, turn over and draw picture of word – can be abstract – Ss look at pictures and choose word </li></ul><ul><li>Take new vocabulary word and write poem with the 1 st letter – write sentence about word </li></ul><ul><li>Game – write each word on separate card – 2 groups – competition – show representative from one team must describe word to his/her group – can’t say word – can give specific rules – get points if guess word, then other team can guess – can describe with sentences </li></ul>

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Recognition Group Share Cont’d <ul><li>Variation – adapt game Cranium, put on different colored cards – so on red card, act it out, on purple card, act it out </li></ul><ul><li>4 teams – teacher say word, a representative from each team has to run to board and write word correctly in sentence </li></ul><ul><li>Words on walls, do graphic representation of word – can do for their group’s words </li></ul><ul><li>Jigsaw reading, mutual reading – divide text into sections, read together in groups, explain section to class as whole </li></ul>

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Recognition Group Share Cont’d <ul><li>Academic vocabulary – make flashcards , one card has word, other has definition – then find picture in magazine and make flashcard from picture </li></ul>

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Production: Content-Based Classroom Learning <ul><li>Story Time </li></ul><ul><li>Student #1 draws word card from pile </li></ul><ul><li>Student #1 writes one sentence with the word </li></ul><ul><li>Student #2 draws word card from pile </li></ul><ul><li>Student #2 uses vocabulary to write the next sentence in the story </li></ul><ul><li>Continue with rest of the group/class </li></ul>

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Story Time <ul><li>Prompt: </li></ul><ul><li>It was a cold and rainy day </li></ul><ul><li>in Boston. </li></ul><ul><li>Student #1: significant </li></ul><ul><li>Student #2: impact </li></ul>

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Production: Content-Based Independent Learning <ul><li>Semantic Map </li></ul><ul><li>Have students put vocabulary word in the center </li></ul><ul><li>Have students link target word to related vocabulary they already know </li></ul>

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Flood water basement float rain boat Semantic Map boots mold

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Production: Function-Based Independent Learning <ul><li>Flashcards </li></ul><ul><li>Have students create flashcards (make sure cards are large enough to write multiple things) </li></ul><ul><li>Have student write word on one side. </li></ul><ul><li>On opposite side, have student write part of speech, definition, sentence using word correctly, synonyms, collocations, etc. </li></ul>

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Flashcard <ul><li>success </li></ul><ul><li>Noun </li></ul><ul><li>when you achieve what you want or intend </li></ul><ul><li>Sucsessful (adj); successfully (adv) </li></ul><ul><li>I hope we do well at TESOL and our presentation is a success . </li></ul><ul><li>Synonym: a hit </li></ul><ul><li>Antonym: a failure </li></ul><ul><li>Collocations: </li></ul><ul><li>be a success </li></ul><ul><li>become a success </li></ul><ul><li>a roaring success </li></ul>

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Production Group Share <ul><li>Apples to apples – 2 sets of cards, one all adjectives, other all nouns – choose adjective card, this is the judge – choose noun cards that go best with the adjective card – use adjective card to learn definitions – then play game again when understand meaning better – and explain why cards go together </li></ul>

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Production Group Share Cont’d <ul><li>Cut out interesting pictures – S chooses picture, write down related words – ask to categorize words – T can get sense of S level </li></ul><ul><li>Give Ss a pile of words written on piece of paper – all synonyms, put words in order by degree – then use words to create sentences </li></ul><ul><li>Introduce vocabulary, provide definitions, then have practice – then have a guest speaker to act as interviewer and have a mock interview – then choose best interview </li></ul>

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Conclusion <ul><li>Vocabulary teaching requires a dual approach that is connected to the stages of language acquisition </li></ul><ul><li>To be most effective, vary the types of activities used both in and out of the classroom </li></ul>

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Resources <ul><li>Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-based second language acquisition. Ann Arbor, MI: University of Michigan Press. </li></ul><ul><li>Carrell, P., J. Devine, and D. E. Eskey. (Eds.) (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press. </li></ul><ul><li>Carrell, P. and J. Eisterhold. (1988). Schema theory and ESL reading pedagogy. In P. Carrell, J. Devide and D. Eskey (Eds.) Interactive approaches to second language reading . Cambridge: Cambridge University Press. </li></ul><ul><li>Ellis, N.C. (1997).Vocabulary acquisition: word structure, collocation, word-class and meaning. In N. Schmidt and M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy . (pp. 122-139). Cambridge: Cambridge University Press. </li></ul><ul><li>Hirsh, D. & Nation, I. S. P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8 , 689-696. </li></ul>

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Resources, continued <ul><li>Laefer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 20-34). Cambridge: Cambridge University Press. </li></ul><ul><li>Lyster, R. (2007). Learning and teaching languages through content: a counterbalanced approach: Vol. 18. Language Learning & Language Teaching Amsterdam/Philadelphia: John Benjamins Publishing Company. </li></ul><ul><li>Lewis, M. (1997) Implementing the lexical Approach. Hove: Language Teaching Publications. </li></ul><ul><li>Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle </li></ul><ul><li>Nation, I. S. P. (2001). Learning vocabulary in another language . Cambridge: Cambridge University Press. </li></ul><ul><li>Nattinger, J. R. and DeCarrico, J. (1992) Lexical Phrases and Language Teaching. Oxford: Oxford University Press </li></ul><ul><li>Acquisition, 21 , 589-619. </li></ul>

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Resources, continued <ul><li>Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language </li></ul><ul><li>Ryan, A. (1997) Learning the orthographical form of L2 vocabulary – a receptive and productive process. In N. Schmidt and M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy . (pp. 181-198). Cambridge: Cambridge University Press. </li></ul><ul><li>Sinclair, J. (1991). Corpus, concordance, collocation . Oxford: Oxford University Press. </li></ul><ul><li>Vygotzky, L.S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press. </li></ul><ul><li>Zimmerman, C. B. (2009). Word Knowledge.: a vocabulary teacher’s handbook . New York: Oxford UP. </li></ul>

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Questions?