The lexical approach emphasizes the central role of vocabulary and multi-word lexical units in language structure, learning, and use. Research in first and second language acquisition has shown the importance of prefabricated patterns, holophrases, gambits, and other lexical chunks. Corpora provide large databases for studying collocations and multiple word units. The lexical view holds that fluent speech relies heavily on memorized lexical chunks rather than entirely novel sentences. Lexical syllabi focus on the most frequent words and patterns. Teachers act as input sources and help learners manage their own discovery and analysis of lexical data from corpora or other materials.
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
The lexical approach focuses on teaching language through lexical units like words and phrases rather than grammatical structures. It is based on the idea that acquiring chunks of natural language as unanalyzed wholes is important for language learning. The lexical approach uses lexical items like words, polywords, collocations, institutionalized utterances, and text frames as the basic building blocks of teaching rather than grammar. Learning language in chunks saves processing time and helps learners sound more natural.
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
The lexical approach is a method for teaching foreign languages developed by Michael Lewis in 1993. It is based on the idea that understanding words and phrases is key to language learning. The principles of this approach include that language consists of lexicalized grammar and grammaticalized lexis, vocabulary and grammar are integrated, and collocations are an organizing principle. Examples of lexical items taught include words, phrases, collocations, and sentence frames. Teaching lexical chunks brings fluency and they can be acquired as wholes since they are context-bound.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The lexical approach emphasizes the central role of vocabulary and multi-word lexical units in language structure, learning, and use. Research in first and second language acquisition has shown the importance of prefabricated patterns, holophrases, gambits, and other lexical chunks. Corpora provide large databases for studying collocations and multiple word units. The lexical view holds that fluent speech relies heavily on memorized lexical chunks rather than entirely novel sentences. Lexical syllabi focus on the most frequent words and patterns. Teachers act as input sources and help learners manage their own discovery and analysis of lexical data from corpora or other materials.
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
The lexical approach focuses on teaching language through lexical units like words and phrases rather than grammatical structures. It is based on the idea that acquiring chunks of natural language as unanalyzed wholes is important for language learning. The lexical approach uses lexical items like words, polywords, collocations, institutionalized utterances, and text frames as the basic building blocks of teaching rather than grammar. Learning language in chunks saves processing time and helps learners sound more natural.
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
The lexical approach is a method for teaching foreign languages developed by Michael Lewis in 1993. It is based on the idea that understanding words and phrases is key to language learning. The principles of this approach include that language consists of lexicalized grammar and grammaticalized lexis, vocabulary and grammar are integrated, and collocations are an organizing principle. Examples of lexical items taught include words, phrases, collocations, and sentence frames. Teaching lexical chunks brings fluency and they can be acquired as wholes since they are context-bound.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The document discusses the lexical approach to teaching foreign languages. The lexical approach is based on the premises that lexis, or vocabulary, is the basis of language, grammatical mastery is not necessary for communication, and syllabi should be organized around vocabulary rather than grammar. Key aspects of the lexical approach include focusing on lexical chunks like collocations and idioms, comprehending phrases as wholes, and classroom activities that expose students to natural language use like dictionary work and corpus analysis. The goal is to develop successful communication abilities through attention to vocabulary acquisition and use.
Lexical approach by umi darda, smstr 6 unit 4Syahyar Bahagia
The lexical approach is a method of language teaching developed in the 1990s that focuses on vocabulary learning and word combinations rather than grammar. It is based on the idea that understanding and using lexical phrases is central to language learning. The approach emphasizes accumulating vocabulary through meaningful chunks like collocations, idioms, and fixed expressions. While it aims to teach natural language use, the lexical approach provides little characterization of learning processes.
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Teaching Vocabulary To Advanced Students: A Lexical ApproachKarlaEssmann
Teaching vocabulary to advanced students requires understanding their needs, including a wider range of vocabulary and ability to use words appropriately depending on context. The document discusses strategies for effective vocabulary teaching, including making vocabulary a central part of language teaching. It also covers how memory works and strategies like mental linkages, images, sounds, and review to aid long-term memory storage of new vocabulary. Productive use of new vocabulary depends on motivation and using language in context through tasks and communication.
Lexical teaching focuses on teaching language through lexical chunks rather than individual words or grammar rules. It emphasizes having students learn frequently used phrases and expressions. Benefits include improved language production, increased student confidence, and internalization of grammar patterns. Examples of lexical teaching activities provided include finding lexical chunks in texts, conversations using limited words, and using chunks as templates to explore grammar. Overall, lexical teaching aims to develop students' practical language ability through exposure to authentic language patterns.
The document discusses key terms and concepts related to the lexical approach to language learning. It defines a lexical chunk as any pair or group of words commonly found together, and defines collocation more specifically as a pair of content words found together. It provides examples of chunks that are and aren't collocations. The document also discusses Lewis' theory that native speakers have hundreds of thousands of lexical chunks memorized, and that learners acquire language through exposure to these chunks rather than individual words and rules. It notes one criticism of this approach is the lack of a detailed learning theory.
This document discusses different approaches and beliefs regarding language pedagogy. It describes definitions of pedagogy and examines theories of how learning connects to teaching practices. Various methods and beliefs are presented, including the transmission vs interpretation continuum and how teacher beliefs are shaped by prior experiences. Different language teaching approaches are outlined such as grammar translation, direct method, audiolingualism, communicative language teaching, and task-based instruction. The document also discusses Krashen's natural approach and hypotheses for constructivist language learning. It examines how to evaluate teaching materials and reflects on the future of language pedagogy with emerging technologies and learning theories.
The document discusses the lexical approach to language teaching. It emphasizes focusing on vocabulary chunks like phrases, idioms and collocations rather than individual words. The lexical approach involves students observing how language is used, hypothesizing about patterns and experimenting with new language. This helps students learn vocabulary in meaningful contexts and sound more natural when speaking. The document suggests ways teachers can implement this approach, such as recording and recycling chunks, discussing degrees of meaning and having students express concepts in the target language.
The lexical approach focuses on teaching language as chunks rather than individual words. Students learn collocations, idioms, and fixed phrases that comprise much of natural speech. Proponents of this approach argue that it helps students perceive patterns in language and have meaningful sets of words at their disposal. However, some criticism is that the lexical approach lacks a full learning theory and characterization as an approach.
Lexical and syntactic ambiguity is a natural phenomenon in languages of the world. Generally, languages
are having lexical and syntactic ambiguity based on their prose and verses. Beside human beings, lexical
Ambiguity and polysemy is a big problem for the machine and online translation. For answering this problem and
finding the exact meaning of the word and sentence. the translation should through the context in which the word
is used. This paper deliberates upon types of ambiguity in Pashto and later discusses the kinds of lexical and
grammatical ambiguity in the Pashto data. Pashto lexemes were taken from the phrases, sentences and verses of
the Pashto poetry. 300 ambiguous words and lexemes were analyzed and described through Pashto examples. The
research shows that there were lexical, syntactical, semantic and grammatical ambiguities in Pashto language, and
grammatical ambiguity was described in hierarchal way with in Pashto examples in prose and verses.
Curriculum Development, Grammar Selection and Gradationmegalazuardi474
In the 1920s and 1930s, applied linguists began developing systematic approaches to selecting and ordering grammar elements for language teaching. They prioritized those that were most simple, central, frequent, and learnable. This led to grammars being organized from basic elements like forms of the verb "to be" and statements of identification, to present progressive and simple tenses. Principles of gradation and ordering based on natural acquisition order informed the design of linear and cyclical syllabi. By the 1940s, English language courses used these principles to organize vocabulary and grammar into graded sequences, forming a pedagogical grammar that became conventional in teaching materials.
The document discusses key concepts and terminology related to English language methodology. It provides tasks for students to analyze differences between first and second language learning, define English language methodology, and discusses approaches, methods, techniques, and curriculum. The tasks are meant to help students understand methodology as it relates to how people learn languages, pedagogical practices, and classroom instruction.
ESL501 Origin of Curriculum Design PresentationKaitlyn Marie
The document discusses the origins and evolution of language curriculum development. It begins with definitions of language programs and curriculum development, then outlines the history from syllabus design to curriculum development in the 1960s. Key approaches and methods over time are discussed, including grammar translation, direct method, situational method, and communicative approach. Vocabulary and grammar selection methods are also summarized, including gradation approaches and influential works.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
The document provides a historical overview of language teaching methods from the 17th century to modern times. It describes the Classical/Grammar Translation Method (17th-19th century) which focused on grammar rules and translation. It then outlines several 20th century methods including the Direct Method, Audiolingual Method, and Communicative Language Teaching approach. These newer methods placed greater emphasis on oral communication, vocabulary learning through context, and using the target language in the classroom.
This document discusses strategies for teaching vocabulary to advanced students. It recommends using a lexical approach that focuses on chunks of language like collocations and idioms rather than isolated words. Teachers should expose students to authentic materials and encourage noticing patterns in vocabulary use. Productive use of new words is important, so students need opportunities to apply vocabulary in tasks like writing a leaflet. A variety of techniques can help retention, including grouping words semantically and using memory strategies like mental images. The goal is to help students learn vocabulary independently beyond the classroom.
This document discusses principles for designing English language course content and sequencing. It addresses determining units of progression, selecting content based on learner and teacher needs, and ordering content. Key points include using high-frequency vocabulary and grammar structures as initial units, considering learner age and expectations, and allowing for absenteeism through revision units and a modular arrangement. Frequency research should guide content selection and repetition to aid mastery.
The document discusses the lexical approach to teaching foreign languages. The lexical approach is based on the premises that lexis, or vocabulary, is the basis of language, grammatical mastery is not necessary for communication, and syllabi should be organized around vocabulary rather than grammar. Key aspects of the lexical approach include focusing on lexical chunks like collocations and idioms, comprehending phrases as wholes, and classroom activities that expose students to natural language use like dictionary work and corpus analysis. The goal is to develop successful communication abilities through attention to vocabulary acquisition and use.
Lexical approach by umi darda, smstr 6 unit 4Syahyar Bahagia
The lexical approach is a method of language teaching developed in the 1990s that focuses on vocabulary learning and word combinations rather than grammar. It is based on the idea that understanding and using lexical phrases is central to language learning. The approach emphasizes accumulating vocabulary through meaningful chunks like collocations, idioms, and fixed expressions. While it aims to teach natural language use, the lexical approach provides little characterization of learning processes.
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Teaching Vocabulary To Advanced Students: A Lexical ApproachKarlaEssmann
Teaching vocabulary to advanced students requires understanding their needs, including a wider range of vocabulary and ability to use words appropriately depending on context. The document discusses strategies for effective vocabulary teaching, including making vocabulary a central part of language teaching. It also covers how memory works and strategies like mental linkages, images, sounds, and review to aid long-term memory storage of new vocabulary. Productive use of new vocabulary depends on motivation and using language in context through tasks and communication.
Lexical teaching focuses on teaching language through lexical chunks rather than individual words or grammar rules. It emphasizes having students learn frequently used phrases and expressions. Benefits include improved language production, increased student confidence, and internalization of grammar patterns. Examples of lexical teaching activities provided include finding lexical chunks in texts, conversations using limited words, and using chunks as templates to explore grammar. Overall, lexical teaching aims to develop students' practical language ability through exposure to authentic language patterns.
The document discusses key terms and concepts related to the lexical approach to language learning. It defines a lexical chunk as any pair or group of words commonly found together, and defines collocation more specifically as a pair of content words found together. It provides examples of chunks that are and aren't collocations. The document also discusses Lewis' theory that native speakers have hundreds of thousands of lexical chunks memorized, and that learners acquire language through exposure to these chunks rather than individual words and rules. It notes one criticism of this approach is the lack of a detailed learning theory.
This document discusses different approaches and beliefs regarding language pedagogy. It describes definitions of pedagogy and examines theories of how learning connects to teaching practices. Various methods and beliefs are presented, including the transmission vs interpretation continuum and how teacher beliefs are shaped by prior experiences. Different language teaching approaches are outlined such as grammar translation, direct method, audiolingualism, communicative language teaching, and task-based instruction. The document also discusses Krashen's natural approach and hypotheses for constructivist language learning. It examines how to evaluate teaching materials and reflects on the future of language pedagogy with emerging technologies and learning theories.
The document discusses the lexical approach to language teaching. It emphasizes focusing on vocabulary chunks like phrases, idioms and collocations rather than individual words. The lexical approach involves students observing how language is used, hypothesizing about patterns and experimenting with new language. This helps students learn vocabulary in meaningful contexts and sound more natural when speaking. The document suggests ways teachers can implement this approach, such as recording and recycling chunks, discussing degrees of meaning and having students express concepts in the target language.
The lexical approach focuses on teaching language as chunks rather than individual words. Students learn collocations, idioms, and fixed phrases that comprise much of natural speech. Proponents of this approach argue that it helps students perceive patterns in language and have meaningful sets of words at their disposal. However, some criticism is that the lexical approach lacks a full learning theory and characterization as an approach.
Lexical and syntactic ambiguity is a natural phenomenon in languages of the world. Generally, languages
are having lexical and syntactic ambiguity based on their prose and verses. Beside human beings, lexical
Ambiguity and polysemy is a big problem for the machine and online translation. For answering this problem and
finding the exact meaning of the word and sentence. the translation should through the context in which the word
is used. This paper deliberates upon types of ambiguity in Pashto and later discusses the kinds of lexical and
grammatical ambiguity in the Pashto data. Pashto lexemes were taken from the phrases, sentences and verses of
the Pashto poetry. 300 ambiguous words and lexemes were analyzed and described through Pashto examples. The
research shows that there were lexical, syntactical, semantic and grammatical ambiguities in Pashto language, and
grammatical ambiguity was described in hierarchal way with in Pashto examples in prose and verses.
Curriculum Development, Grammar Selection and Gradationmegalazuardi474
In the 1920s and 1930s, applied linguists began developing systematic approaches to selecting and ordering grammar elements for language teaching. They prioritized those that were most simple, central, frequent, and learnable. This led to grammars being organized from basic elements like forms of the verb "to be" and statements of identification, to present progressive and simple tenses. Principles of gradation and ordering based on natural acquisition order informed the design of linear and cyclical syllabi. By the 1940s, English language courses used these principles to organize vocabulary and grammar into graded sequences, forming a pedagogical grammar that became conventional in teaching materials.
The document discusses key concepts and terminology related to English language methodology. It provides tasks for students to analyze differences between first and second language learning, define English language methodology, and discusses approaches, methods, techniques, and curriculum. The tasks are meant to help students understand methodology as it relates to how people learn languages, pedagogical practices, and classroom instruction.
ESL501 Origin of Curriculum Design PresentationKaitlyn Marie
The document discusses the origins and evolution of language curriculum development. It begins with definitions of language programs and curriculum development, then outlines the history from syllabus design to curriculum development in the 1960s. Key approaches and methods over time are discussed, including grammar translation, direct method, situational method, and communicative approach. Vocabulary and grammar selection methods are also summarized, including gradation approaches and influential works.
JALT 2014 Noticing and learning lexical bundlesHaidee Thomson
Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
Slideshare haidee thomson noticing and acquiring lexical bundles with schemat...Haidee Thomson
Noticing and acquiring lexical bundles with schematic linguistic representation - presentation given at Vocab@Vic conference 19 Dec, 2013. A study that investigates the efficacy of noticing lexical bundles with linguistic schematic representation in reading texts as a classroom teaching method for learning lexical bundles.
The document provides a history of language teaching methods from the 19th century to modern times. It begins with the Grammar Translation Method which dominated European language teaching from 1840-1940s and focused on grammar rules, translation, reading, and writing. In the late 19th century, specialists like Marcel, Prendergast, and Gouin created new strategies emphasizing meaning and oral proficiency. The Reform Movement in the early 20th century advocated principles based on linguistic analysis and speech. This led to the Direct Method, which aimed to think directly in the target language without translation. While popular in Europe, it declined in schools by the 1920s. Modern methods from the 1950s on included Audio-Lingual, Situ
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
The document provides a historical overview of language teaching methods from the 17th century to modern times. It describes the Classical/Grammar Translation Method (17th-19th century) which focused on grammar rules and translation. It then outlines several 20th century methods including the Direct Method, Audiolingual Method, and Communicative Language Teaching approach. These newer methods placed greater emphasis on oral communication, vocabulary learning through context, and using the target language in the classroom.
This document discusses strategies for teaching vocabulary to advanced students. It recommends using a lexical approach that focuses on chunks of language like collocations and idioms rather than isolated words. Teachers should expose students to authentic materials and encourage noticing patterns in vocabulary use. Productive use of new words is important, so students need opportunities to apply vocabulary in tasks like writing a leaflet. A variety of techniques can help retention, including grouping words semantically and using memory strategies like mental images. The goal is to help students learn vocabulary independently beyond the classroom.
This document discusses principles for designing English language course content and sequencing. It addresses determining units of progression, selecting content based on learner and teacher needs, and ordering content. Key points include using high-frequency vocabulary and grammar structures as initial units, considering learner age and expectations, and allowing for absenteeism through revision units and a modular arrangement. Frequency research should guide content selection and repetition to aid mastery.
The document discusses different types of syllabuses used in English language teaching. It defines a syllabus as a specification or plan for what will be taught and learned. Various syllabus types are then described, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. Each syllabus type focuses on different aspects such as meaning, culture, skills, grammar structures, tasks, learner involvement, flexibility, or vocabulary.
MA Group assignment Adames Guevara PalacioJose Adames
The document describes an English course unit on technology and conversation. The unit contains 3 lessons:
1) Watching a video on technology's importance and debating its advantages and disadvantages.
2) Recording a video presenting a technological invention and explaining it.
3) Learning modal auxiliaries and having a discussion using them to talk about partners' videos.
Students are assessed through an oral presentation explaining a technological item's uses, characteristics, function, advantages, and disadvantages.
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
CCRS, ELS, and the Changing Role of the ESL EducatorJohn Segota
How has the transition to college- and career-readiness standards impacted English learners, and the role of ESL/bilingual educators? This presentation will discuss the many issues that unfolded for English learners in this paradigm shift, what has changed for ESL/bilingual educators, and what this means for teacher education.
Presentation delivered November 19, 2016 at the ACTFL Annual Convention in Boston, MA.
The document discusses the definition and scope of lexicography. It is divided into two related disciplines: practical lexicography which involves compiling dictionaries, and theoretical lexicography which analyzes dictionary components and structures. The document also discusses the relevance of lexicography to language learning and corpus linguistics, and summarizes two related studies on improving dictionary skills and the effect of learners' dictionaries.
This document summarizes a study on English vocabulary teaching and learning in China's key universities. The study involved questionnaires completed by 100 non-English major students and 20 teachers. It found that most students are aware of the importance of vocabulary but have difficulty learning meanings. Teachers rely on traditional methods like reading aloud and word lists. Both groups said vocabulary meaning is hard to learn and teach. The study suggests enhancing vocabulary acquisition through better awareness of cultural differences, improving metaphorical competence, and giving students more autonomy in their learning.
This document discusses different approaches to teaching grammar. It outlines reasons for and against explicitly teaching grammar. Some key approaches discussed are the deductive and inductive methods, focus on forms versus focus on form, processing instruction, interactional feedback, textual enhancement, and discourse-based approaches. The document provides examples and discusses the advantages and disadvantages of different grammar teaching methods.
Common Core, ELLs, and the Changing Role of ESL EducatorsJohn Segota
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in United States education policy. However, many questions remain about the impact upon English learners. Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS presents opportunities for ESL-trained specialists. - Presentation at the 2015 NCTE annual conference.
Lexicography involves two related disciplines: practical lexicography which is the craft of compiling dictionaries, and theoretical lexicography which analyzes dictionary components and structures. Practical lexicography involves selecting words and definitions for dictionaries, while theoretical lexicography develops principles to improve future dictionaries. Corpora are important resources used to produce dictionaries and grammar books, and help ensure entries are current, reliable and user-friendly.
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
An Overview of Syllabuses in English Language Teachingjetnang
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Two Hot Topics in Online Language Learning: Corpus Linguistics and Telecollab...acornrevolution
1. The webinar covered two hot topics in OLL research: corpus linguistics and telecollaboration. It included an overview of relevant research articles from 2017-2018 and demonstrations of corpus tools.
2. For corpus linguistics, classroom studies showed positive effects of concordance-based vocabulary instruction and using corpora to develop collocational competence. Challenges for students and teachers were also discussed.
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2. Alternative Talk Titles
Changing the Learners’ Vocabulary behavior
The Systematic Noticing of Collocations
The Central Learning Strategy from the Lexical
Approach
Making Lexical Autonomy your Aim
SLA using Lexical Notebooks
Helping Learners Study Lexis Holistically
Noticing Language Patterns
3. “Once the learner has arrived at
an intermediate level of language
learning however, progress does
not always appear to be so
marked, and making the
transition from intermediate to
the upper-intermediate or
advanced level sometimes proves
frustrating for many learners.”
“For some they may feel they have arrived at a plateau
and making further progress seems elusive, despite the
amount of time and effort the learner devotes to it.”
(Moving Beyond the Plateau, J.C.Richards)
4. a) There is a gap between receptive and productive
competence.
b) There are persistent fossilized language errors.
c) Fluency may have progressed at the
expense of complexity
d) The learner has a limited vocabulary
range.
e) Language production may be adequate
but often lacks the characteristics of natural
speech.
5. Another dimension of vocabulary development which is
essential if students are to make a successful transition to the
advanced level is to expand what has been called their
collocational competence.
One of the key problems in helping learners improve their
vocabulary is finding effective ways for them to help remember
words they have encountered. How can we help learners move
words from short-term to long-term memory? One clue is from
research on memory. ……… our mental lexicon is highly
organised and efficient, and that items that are related
semantically are stored together. This is why it is much easier to
recall a list of words that are grouped or organized in a
meaningful way, as compared with trying to recall a set of words
that are simply organized alphabetically.
7. 1. Language and building up a volume of lexis
2. Introduction of the Lexical Notebook
3. Maintenance of Lexical Notebooks
Recognition - Build up the system - Exploration
Outcomes and Results of this Research
8. Stage 1: Language and Change
Course book (resources) needs to be lexically rich
Activities that train learners to notice collocations
Regular activities for student to remember lexis
Give class time and making learners
note down lexis
9. Stage 2: Introduction
Material
1.A Notebook
2.Helpful Inserts (Dowling 2004)
3.List of lexis/collocations
4.Example/Model of a Lexical Notebook (if possible)
5.INSTRUCTION - Categorising
10. Stage 3: Maintenance
Teacher continues to teach lexis
and remind students to take notes
Students complete notebooks
outside class
LN are brought into class and
collected for checking and
feedback.
11. What were the results of
the students’ work?
Were learners able to
complete Lexical
Notebooks?
12. Theme/Topic
Verb + Nouns
This student used
different colours
Lexical Notebook Organisation
Themed and Syntactic categories
14. 2. Main Entries
Like Take
No definitions
Translation Get
Key Word Organization
15. Results
Control v Treatment group
•The Treatment LN group improved their lexical test scores
- the control group’s level was maintained (Lexical Profile Test)
Lexical Notebook (Treatment Group)
•15 adults - 6 completed the notebook over the period.
9 students stopped due to time commitments
•The records of the 6 students varied considerably.
•LN rating of difficulty 2.67 Average (1 to 5) for difficulty
(not easy or difficult)
17. Formulaic Language
Word Sequences
Between 90% and 95% of the sequences found in all the sample
contained 2 to 5 words
The student who made the most effort wrote more longer
word sequences
High Frequency words (Top 2000 lexemes)
Learners repeatedly noted down a high frequency words
Smallest sample 40% - Largest sample 64%
18. Lexical Notebook Issues
Consider the Cost-Benefits of the strategy
•A heavy onus/weight is placed on the teacher.
•Class conditions may have to be modified
•Materials need to be improved/adapted to attend
to a higher volume of lexical phrases
•Students become familiar with something new,
‘collocations’ and they improve.
19. Alternative Talk Titles
Changing the Learners’ Vocabulary behaviour
The Systematic Noticing of Collocations
The Central Learning Strategy from the Lexical
Approach
Making Lexical Autonomy your Aim
SLA using Lexical Notebooks
Helping Learners Study Lexis Holistically
Noticing Language Patterns
21. References
Dowling, S. 2004. ‘Lexical Notebooks’. Teaching English, BBC and British Council: Subm
Ellis, N. C. 2002. Frequency Affects in Language Processing. A Review with Implication
Fowle, C. 2002. ‘Vocabulary Notebooks: implementations and outcomes’. ELT Journal V
Kim, D. 2007. ‘Implementing a lexical approach through a lexis notebook: A pilot study’.
Lewis, M. 1997. ‘Implementing the Lexical Approach, putting theory into practice’. Hove, UK: L
Martinez, R. and Murphy, V.A. 2011. Effect of Frequency and Idiomaticity on Second L
McCrostie, J. 2007. ‘Examining learner vocabulary notebooks’. ELT Journal Vol 61/3,
Schmitt, N. Schmitt, D. and Clapham, C. 2001. ‘Developing and exploring the behavior
Walters, J. and Bozkurt, N. 2009. ‘The effect of keeping vocabulary notebooks on vocabu
Wray, A. 2000. ‘Formulaic sequences in second language teaching; principles and practice