Sovann khleang cam tesol conference 2011


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I am a speaker of the 7th CamTESOL International Conference in 2011

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Sovann khleang cam tesol conference 2011

  1. 1. 7thCamTESOL International Conference 2011<br />“A short and easy way to teach vocabulary effectively”<br />Speaker: Sovann KHLEANG<br />National Institute of Education, Phnom Penh, <br />Kingdom of Cambodia<br />Date of February 26-27, 2011<br />
  2. 2. <ul><li> Is teaching vocabulary necessary ?</li></ul>03-02-2011<br />E-mail:<br />?<br /><ul><li> Is teaching vocabulary easy ?
  3. 3. Why do you think you remember the word?</li></ul>2<br />
  4. 4. Contents<br />Why Teach Vocabulary?<br />Concepts of T & L Vocabulary<br />What to Teach?<br />Traditional Ways of Teaching<br />Creative Ways of Teaching<br />Traditional Ways of Learning<br />Creative Ways of Learning<br />Theory of STM and LTM<br />Five Ways to Teach Vocabulary<br />3<br />03-02-2011<br />E-mail:<br />
  5. 5. Objectives<br />After the presentation SWBAT:<br />Utilize the concepts of Teaching and Learning vocabulary in the real class;<br />Apply the creative ways of teaching approach in the real class;<br />Apply the additional five ways of teaching vocabulary in the real class;<br />Provide the creative ways of learning approach to the students; and<br />Facilitate students to move words from their STM to LTM.<br />03-02-2011<br />E-mail:<br />4<br />
  6. 6. Why teach vocabulary?<br />Vocabulary knowledge accounts for over 80% of the variance in reading comprehension.<br />In the 4th grade, 70% of the problem in reading comprehension is vocabulary.<br />Vocabulary is causally related to reading comprehension.<br />“Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.” (Osborn & Hiebert, 2004)<br />5<br />03-02-2011<br />E-mail:<br />
  7. 7. Concepts of Learning Vocab.<br />“With grammar very little can be conveyed, without vocabulary nothing can be conveyed.”, Wilkins<br />“You can say very little with grammar, but you can say almosteverything with words.”, Dellar and Hocking<br />Swan and Walter said that “vocabulary acquisition is the largest and mostimportant task facing the language learner”. <br />6<br />03-02-2011<br />E-mail:<br />
  8. 8. What to teach #1?<br />Theresearchshows that successful learners have to learn the High-Frequency Words (2,000 words) first. <br />The first 1,000 words account for 75 % of the successive words in a text.<br />The second 1,000 words account for 5 % of the successive words in a text.<br />570 academic words account for 10 % of the successive words in a academic text.<br />7<br />03-02-2011<br />E-mail:<br />HFW#1<br />HFW#2<br />HFW#3<br />
  9. 9. The effects of vocab. size on language comprehension<br />8<br />03-02-2011<br />E-mail:<br />
  10. 10. The most frequent word in English?<br />the<br />What are the 10 most frequently spoken words in English?<br />1) the<br />6) to<br />2) and<br />7) a<br />3) I<br />8) that<br />4) you<br />9) it<br />5) uh<br />10) of<br />9<br />03-02-2011<br />E-mail:<br />
  11. 11. A plan to build a series of escalators on the mountainside next to Tai Shue Wan was approved yesterday. The new escalators will provide a second entrance to Ocean Park. They will offer an alternative way of reaching the three main attractions on the headland. Ocean Park manager Kitty Chan said she was absolutely delighted with the news. She hopes that it will help arrest the decline in visitor numbers seen over the past two years. <br />10<br />03-02-2011<br />E-mail:<br />
  12. 12. What to teach #2?<br />Meaning of the word<br />Spoken and written forms<br />Word parts (prefix, suffix, and “root” from)<br />Grammatical Behavior (word class)<br />Collocations<br />Register<br />Associations (similar or opposite words)<br />Connotations<br />Frequency<br />11<br />03-02-2011<br />E-mail:<br />
  13. 13. 12<br />03-02-2011<br />E-mail:<br />meaning<br />What to teach #3?<br />pronunciation<br />memory aid<br />VOCABULARY<br />spelling<br />collocations<br />usage<br />form<br />
  14. 14. Example: ‘top’<br />Synonyms highest, best.<br /><ul><li>Antonyms bottom, lowest, worst.
  15. 15. Different meanings ‘she’s wearing a blue top.’ ‘put the top on the bottle.’
  16. 16. Idiomatic meanings ‘over the top’
  17. 17. Spelling (actual or phonetic)
  18. 18. Collocations e.g., ‘top-brass’ ‘top-heavy’
  19. 19. Part of Speech e.g., Noun, Verb, Adjective</li></ul>13<br />03-02-2011<br />E-mail:<br />
  20. 20. Traditional Ways of Teaching<br />Before class:<br /><ul><li>Determine vocabularies</li></ul>In class:<br /><ul><li>Present new vocab.
  21. 21. Practice new vocab. With some activities</li></ul>14<br />03-02-2011<br />E-mail:<br />
  22. 22. Creative Ways of Teaching<br />Before class:<br /><ul><li>Determine topic</li></ul>In class:<br /><ul><li>S produce text with a specific topic (school)
  23. 23. S notice lexical patterns
  24. 24. S Present new words (dictionary is needed)
  25. 25. S produce own text with target words</li></ul>15<br />03-02-2011<br />E-mail:<br />Lesson Plan # 1<br />Lesson Plan # 2<br />
  26. 26. Traditional Ways of Learning<br />Find definition (L1 or L2)<br />Write the word several times<br />Write it in a sentence<br /><ul><li>Meta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that these are the three least effective methods of initially teaching vocabulary.</li></ul>03-02-2011<br />E-mail:<br />16<br />Next<br />
  27. 27. Recording new vocabulary<br />03rd November 2008<br />tiger xøa<br />handbagkabUbyYr<br />wonderful EdlGs©arS<br />escalator  CeNþIreynþ<br />delighted Edlmenarmü<br />✘<br />17<br />03-02-2011<br />E-mail:<br />
  28. 28. Creative Ways of Learning<br />Focus on vocabulary<br />Offer variety<br />Repeat and recycle<br />Provide opportunities to organize vocab.<br />Make vocabulary Learning personally<br />Don’t overdo teach<br />Use strategic vocabulary in class<br />18<br />03-02-2011<br />E-mail:<br />Next<br />
  29. 29. Recording new vocabulary<br />19<br />03-02-2011<br />E-mail:<br />
  30. 30. Theory of STM and LTM<br />To move words from STM to LTM, S need to mentally process them by making decision, making personal association and multisensory experiences.<br />Short-Term Memory (STM) receives patterns of images and sounds<br />Long-Term Memory (LTM) is boosted by using a schema (structure for organizing information or concepts) combined with scripts (which stores a common behavioral sequence).<br />20<br />03-02-2011<br />E-mail:<br />
  31. 31. Making decision<br />- identifying: finding collocations in a text or passage<br />- selecting: choosing a collocation based upon some criteria<br />- matching: pairing words to create a collocation or pairing collocations which are similar in some ways<br />- sorting: categorizing collocations by meaning, pattern, usage and topic<br />- ranking and sequencing: put collocations in some types of order<br />03-02-2011<br />E-mail:<br />21<br />
  32. 32. Five Ways to Teach Vocabulary:<br />A. Teach Directly by:<br />1. Giving examples and non-examples “This line is curved.” <br /> “This line is NOT curved.”<br />2. Giving synonyms <br /> “Masticate means chew.”<br />3. Giving definitions<br /> “Monarchy is a country which has a king or queen.”<br />22<br />03-02-2011<br />E-mail:<br />
  33. 33. Five Ways to Teach Vocabulary:<br />B. Teach Indirectly by:<br />4. Using context to suggest meaning of a new word“The fan oscillated from side to side. The fan MOVED from side to side. So oscillate probably means to…”<br />5. Morpheme (word part) analysis “Inspire. In means to put something inside. <br />Spir means spirit. So, to inspire means to……<br />spur, stimulate, encourage or influence”<br />23<br />03-02-2011<br />E-mail:<br />
  34. 34. Larry Bell’s 12 Powerful Words<br /> 1. Trace          List in steps<br /> 2. Analyze        Break apart<br /> 3. Infer             Read between the lines<br /> 4. Evaluate       Judge<br /> 5. Formulate     Create<br /> 6. Describe      Tell all about<br /> 7. Support       Back up with details<br /> 8. Explain         Tell how<br /> 9. Summarize   Give the short version<br />10. Compare   All the ways they are alike<br />11. Contrast    All the ways they are different<br />12. Predict      What will happen next<br />24<br />03-02-2011<br />E-mail:<br />
  35. 35. “If a student doesn’t learn the way you teach – <br />you must teach the way she learns.”<br />25<br />03-02-2011<br />E-mail:<br />Thank You For Participation !<br />
  36. 36. REFERENCES<br /><ul><li>Carten J. (2007), Teaching vocabulary: Lessons from the corpus; lessons for the classroom. Cambridge university press
  37. 37. Retrieved from February 01, 2011
  38. 38. Retrieved from
  39. 39. s</li></ul>26<br />03-02-2011<br />E-mail:<br />