Academic vocabulary
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1) Academic vocabulary refers to words that are traditionally used in academic dialogue and text rather than common conversation. Developing academic vocabulary is important for academic success. 2) There are two key steps to developing academic vocabulary: fostering a culture of word learning to build enthusiasm, and providing systematic instruction to build deep word knowledge. 3) Effective academic vocabulary instruction includes techniques like having students restate definitions, create visual representations of words, regularly review terms, and use words in discussion and writing. Schools can implement vocabulary programs where teachers teach 2-4 words per week and encourage use of terms across subjects.
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Academic vocabulary
Academic vocabulary refers to words used in academic contexts across many subjects. It includes general words found in reports, technical words specific to subjects, and words common to multiple disciplines. Academic vocabulary can be found in sources like books, journals, websites, lectures, and more. The best way to learn academic vocabulary is through repeated exposure in context, such as by noticing new words while reading and writing them and example sentences in a vocabulary journal. Practice matching informal words to more formal academic synonyms. Using academic vocabulary effectively means choosing clear language over impressing with complex terms.
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This document discusses language variation and varieties. It defines key terms such as language, dialect, and varieties. Some main points:
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Academic vocabulary
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- No two speakers speak exactly the same way and an individual's speech varies across situations.
- Language varieties refer to different forms of language influenced by social factors like region, social class, individual, and situation.
- A dialect is a language variety spoken by a community that has distinguishing phonological, lexical, and grammatical features.
- Varieties refer to sets of linguistic items associated with external social factors like a geographical area and social group.
- Dialects are influenced by various social factors and everyone speaks at least one dialect. Standard dialects have more prestige than others due
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- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
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3. The document also presents McCarthy's view that differences exist on a continuum rather than as simple, one-dimensional distinctions. Spoken and written discourse can vary in their degree of complexity, involvement, and other dimensions.
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- Early influential books and articles on stylistics applied linguistic analysis to literary criticism and focused on determining how language shapes readers' responses.
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Strong and weak syllables
Here are the sentences with vowels filled in:
1. The c_ttl_ w_r_ gr_z_ng _n th_ f__ld.
The cætlə wərə grɑɪzɪŋ ɪn ðə fi:ld.
2. H_ w_nt t_ b_y _ b_ttl_ _f m_lk.
Hə wənt tə baɪ ə bɒtl̥ əv mɪlk.
3. Sh_ w_s v_ry h_ppy _b_ut _t
critical discourse analysis
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA explores the connections between language and social context, and how it examines issues like gender, ethnicity and ideology. Several methods of CDA are introduced, such as analyzing framing techniques, multimodality, and identity construction in texts. Criticisms of CDA are noted, as well as suggestions for expanding its analytical tools and approaches.
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enjoy...
God bless.
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1. The document discusses differences between spoken and written discourse.
2. It outlines 7 general differences: grammatical intricacy, lexical density, nominalization, explicitness, contextualization, spontaneity, and repetition/hesitations.
3. The document also presents McCarthy's view that differences exist on a continuum rather than as simple, one-dimensional distinctions. Spoken and written discourse can vary in their degree of complexity, involvement, and other dimensions.
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This document discusses discourse analysis and various approaches to studying discourse. It defines discourse as language use above the sentence level and discusses the importance of situational context, background knowledge, and co-textual context in discourse analysis. It then describes several approaches to discourse analysis including conversation analysis, ethnography of communication, and pragmatics. Key concepts in these approaches like turn-taking, speech acts, implicature, and Hymes's SPEAKING model are also summarized.
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- It began in the 1950s and analyzes how these linguistic aspects influence readers' understanding and perception of texts.
- Early influential books and articles on stylistics applied linguistic analysis to literary criticism and focused on determining how language shapes readers' responses.
Historical linguistics
The document discusses how languages change over time through natural processes. It notes that after 1,000 years, languages diverge to the point of no longer being mutually intelligible, and after 10,000 years the relationship becomes indistinguishable from unrelated languages. The rate of change varies, but systematic sound changes and borrowing are the main drivers of divergence. The comparative method is used to reconstruct ancestral languages and classify languages into families based on regular sound correspondences.
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Differences between spoken and written discourse
This document outlines the key differences between spoken and written discourse as presented in a lecture. It discusses 7 commonly held differences: grammatical intricacy, lexical density, nominalization, explicitness, contextualization, spontaneity, and repetition/hesitations. For each, it presents the commonly held view and potential rebuttals. It concludes by discussing McCarthy's view that these differences exist on a continuum rather than as absolute distinctions, and that genres can vary considerably within the spoken and written modes.
Strong and weak syllables
Here are the sentences with vowels filled in:
1. The c_ttl_ w_r_ gr_z_ng _n th_ f__ld.
The cætlə wərə grɑɪzɪŋ ɪn ðə fi:ld.
2. H_ w_nt t_ b_y _ b_ttl_ _f m_lk.
Hə wənt tə baɪ ə bɒtl̥ əv mɪlk.
3. Sh_ w_s v_ry h_ppy _b_ut _t
critical discourse analysis
This document provides an overview of critical discourse analysis (CDA). It discusses key principles of CDA, including how social and political issues are constructed through language use and how power relations are negotiated in discourse. The document also outlines how CDA explores the connections between language and social context, and how it examines issues like gender, ethnicity and ideology. Several methods of CDA are introduced, such as analyzing framing techniques, multimodality, and identity construction in texts. Criticisms of CDA are noted, as well as suggestions for expanding its analytical tools and approaches.
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Types of repetition as a tool for understanding literary piece...
In this information you will be guided for the different types and examples of repetitions...
enjoy...
God bless.
Written Language in Discourse Analysis
This document provides an overview of key concepts in written language and discourse analysis from 6 chapters of a book. It discusses notions of coherence, clause relations, and textual patterns in chapter 1. It explores cohesion, theme and rheme, and tense and aspect in chapter 2. Chapter 3 examines lexical cohesion and vocabulary for organizing text. Principles of spoken and written discourse are compared. The document also outlines various textual patterns commonly found in written works like problem-solution, general-specific, and question-answer patterns. Finally, it discusses the influence of discourse analysis on reading pedagogy and the importance of both bottom-up and top-down reading strategies.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Discourse Analysis
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Reference and sense
This document discusses the concepts of reference and sense in linguistics. Reference deals with the relationship between language and real-world entities, while sense relates to the system of relationships between linguistic elements themselves. Referring expressions identify entities, with referring and non-referring expressions defined. Referents can be unique, variable, concrete, abstract, countable or non-countable. Sense involves the meanings and relationships between words and phrases. Ambiguous, anomalous, contradictory and paraphrased sentences are examined.
Etymology
English has borrowed about 70% of its vocabulary from other languages. Native English words make up around 30% and originated with the Germanic tribes that invaded Britain in the 5th century. Borrowed words have been assimilated to different degrees, from being fully assimilated and indistinguishable from native words, to partially assimilated words that retain aspects of their original language. Etymological doublets occur when a word is borrowed twice from the same language. International words are those used widely across many languages. Borrowing has occurred for non-linguistic reasons like cultural contact, and for linguistic reasons to replace word groups or enrich expression.
Elisions
Elision is the omission of sounds in words or phrases to make them easier to pronounce. In English, sounds like vowels, consonants, and syllables are often elided. Elision occurs naturally for native English speakers and is sometimes deliberate. It can be difficult for learners to recognize elided words, especially without exposure to native speakers. Elision involves omitting sounds like /t/ and /d/ between consonants, the schwa vowel before liquids, and occurs in words like "comfortable," "fifth," and contractions like "gonna." Elision skills predict success in reading nonsense words and may be an important part of screening for reading difficulties in children.
Seven strategies to teach students text comprehension
Seven strategies are outlined to teach students text comprehension: 1) monitoring comprehension, 2) metacognition, 3) using graphic and semantic organizers, 4) answering questions, 5) generating questions, 6) recognizing story structure, and 7) summarizing. Effective comprehension instruction is explicit, involving direct explanation, modeling, guided practice, and application of strategies. Teachers should explain why and when to use strategies, model their own thinking, assist students as they practice, and help students apply strategies independently. Cooperative learning can also be used to successfully teach comprehension strategies by having students work together to understand texts.
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This is Academic Vocabulary List using for IELTS Examination. This doesn't include words' explanation so you should look up the dictionary in needed. It also provides suffixes and prefixes explanations to help you varying your vocabulary.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
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Words are the building blocks for learning. Reading, writing, speaking, listening – all require vocabulary skills. Students can’t master math or science concepts without the ability to read and comprehend words – volumes of words. Virtually all subjects taught in schools today (from Pre-K to 12th grade) require specific vocabulary knowledge for achievement of any content. Research supports the need for explicit vocabulary instruction, and it also reveals that too many teachers are leaving this important instruction to random word exposure and daily encounters with assigned reading.
Vocab instruction, CCORE
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
Vocabulary development
1) Effective vocabulary instruction involves directly teaching words through multiple methods like definitions, examples, discussions and activities rather than relying solely on definitions. 2) Vocabulary is best learned through repeated exposure, active engagement and connecting new words to prior knowledge. 3) Teachers should introduce new words, help students understand and represent word meanings in different ways, and provide opportunities for students to deepen their knowledge of words over time.
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Building Success through Building Academic Vocabulary
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Learn how our school implemented Marzano’s research on Building Academic Vocabulary to give
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The document discusses the importance of vocabulary for students' academic success. It states that students with larger vocabularies can understand new ideas and concepts more quickly than those with limited vocabularies. Research shows a strong correlation between word knowledge and reading comprehension, so inadequate vocabulary growth will negatively impact reading ability. The document calls for more vocabulary instruction at all grade levels and notes students should add an average of 2,000-3,000 new words per year to their reading vocabularies. It provides some keys to effective vocabulary instruction such as developing a love of language, reading extensively, and teaching individual words and word learning strategies.
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The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
Theoretical Assignment Power Point
This document outlines effective strategies for teaching vocabulary to students. It recommends having students link new terms to their own life experiences to help retain meanings. It also suggests having students paraphrase terms in their own words for better understanding. Differentiation techniques are important, such as maintaining high expectations while allowing varying levels of support through examples, practice time, and repetition. Making connections to students' real-life situations helps ESOL and ESE learners. Interview strategies like knowledge rating guides, vocabulary webs, and word substitution activities provide ways to assess and expand students' vocabularies.
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The document provides information for improving instructional practices through classroom observations and walkthroughs. It discusses looking at the nature of student tasks, questioning techniques, and student engagement to understand teacher effectiveness. Specific instructional frameworks like Danielson and Marzano are referenced. A week-long vocabulary lesson plan template is also included, outlining daily activities to explicitly teach tier 2 words to engage students.
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The document provides an overview of effective instructional leadership strategies including introducing English Language Arts look-fors, modeling a vocabulary lesson, providing classroom support through walkthroughs, and selecting a reading passage and vocabulary words to teach the following week. It also includes templates for planning vocabulary instruction and determining additional activities for reinforcing the words.
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The document provides information and resources for improving instructional quality and student learning. It discusses using classroom observations and walkthroughs to focus on student and teacher behaviors, tasks, and the use of academic language. Specific frameworks for evaluation and instructional best practices are referenced. A vocabulary instruction plan template is provided that incorporates explicit instruction, student engagement, and assessment of learning over multiple days.
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The document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walk-throughs to improve instructional quality by focusing on student tasks/artifacts, teacher behavior, and student behavior. Specific domains and components of instructional frameworks like Danielson and Marzano are also referenced. The document also outlines a weekly vocabulary lesson plan template and provides examples of engaging activities for teaching vocabulary.
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Academic vocabulary
- 1. Shared Academic Vocabulary or Word Knowledge = Academic Success Suzanne Rogers, M.Ed and Krystle Hula
- 2. QR Code for folder of materials
- 3. What is Academic Vocabulary? 1. The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation.
- 4. Why is it important?
- 5. Step One: Develop Word Consciousness • Create a culture for word learning by fostering an appreciation for words. All teachers need to show enthusiasm. Word walls (Academic and Power) Word Wondering Students feeling powerful with words
- 6. Step Two: Academic Vocabulary Instruction • Provide systematic instruction in words that focuses on a deep understanding of word knowledge.
- 7. Expectations: 1. Use of academic vocabulary to comprehend text. 2.Use of academic vocabulary by teacher and student in discussions. 3.Use of academic vocabulary in writing
- 8. How do we do it? Robert Marzano Step 1: Teacher provides a description, explanation or example of the new term Step 2: Students restate an explanation of the new term in their own words Step 3: Students create a nonlinguistic representation of the term Step 4: Students periodically do activities that help add to their knowledge of the vocabulary terms Step 5: Students are periodically asked to discuss terms with one another Step 6: Students are periodically involved in games that allow them to review terms We recommend the 6 steps that Robert Marzano presents in his book Building Academic Vocabulary (2004).
- 9. What does it look like in a school? Teach 2-4 words per week per grade level. Post on school bulletin board and in each classroom. Share word lists via Quizlet/StudyBlue/Vocabulary.com with parents. Teachers expect students to use Academic Vocabulary in discussion and in writing.
- 11. Student engagement Instagram-click a pic of the word in a text Twitter-tweet a photo or sentence using the word #academicvocabulary Low tech-posters, bulletin boards, discussion, and writing,
- 12. QR Code for folder of materials (again!)
Editor's Notes
- 7:10 Academic Vocabulary -start