The document summarizes a presentation on effectively teaching vocabulary. It discusses why vocabulary teaching is important, concepts in teaching and learning vocabulary, what words to teach, traditional and creative teaching methods, traditional and creative learning methods, moving words from short-term to long-term memory, and five specific ways to teach vocabulary including directly and indirectly. The presentation provides research and examples to support adopting creative and multi-sensory approaches to make vocabulary learning more effective and memorable for students.

1. 7thCamTESOL International Conference 2011“A short and easy way to teach vocabulary effectively”Speaker: Sovann KHLEANGNational Institute of Education, Phnom Penh, Kingdom of CambodiaDate of February 26-27, 2011

2. Is teaching vocabulary necessary ?03-02-2011E-mail: sovannkhleang.tesol@gmail.com? Is teaching vocabulary easy ?

3. Why do you think you remember the word?2

4. ContentsWhy Teach Vocabulary?Concepts of T & L VocabularyWhat to Teach?Traditional Ways of TeachingCreative Ways of TeachingTraditional Ways of LearningCreative Ways of LearningTheory of STM and LTMFive Ways to Teach Vocabulary303-02-2011E-mail: sovannkhleang.tesol@gmail.com

5. ObjectivesAfter the presentation SWBAT:Utilize the concepts of Teaching and Learning vocabulary in the real class;Apply the creative ways of teaching approach in the real class;Apply the additional five ways of teaching vocabulary in the real class;Provide the creative ways of learning approach to the students; andFacilitate students to move words from their STM to LTM.03-02-2011E-mail: sovannkhleang.tesol@gmail.com4

6. Why teach vocabulary?Vocabulary knowledge accounts for over 80% of the variance in reading comprehension.In the 4th grade, 70% of the problem in reading comprehension is vocabulary.Vocabulary is causally related to reading comprehension.“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)503-02-2011E-mail: sovannkhleang.tesol@gmail.com

7. Concepts of Learning Vocab.“With grammar very little can be conveyed, without vocabulary nothing can be conveyed.”, Wilkins“You can say very little with grammar, but you can say almosteverything with words.”, Dellar and HockingSwan and Walter said that “vocabulary acquisition is the largest and mostimportant task facing the language learner”. 603-02-2011E-mail: sovannkhleang.tesol@gmail.com

8. What to teach #1?Theresearchshows that successful learners have to learn the High-Frequency Words (2,000 words) first. The first 1,000 words account for 75 % of the successive words in a text.The second 1,000 words account for 5 % of the successive words in a text.570 academic words account for 10 % of the successive words in a academic text.703-02-2011E-mail: sovannkhleang.tesol@gmail.comHFW#1HFW#2HFW#3

9. The effects of vocab. size on language comprehension803-02-2011E-mail: sovannkhleang.tesol@gmail.com

10. The most frequent word in English?theWhat are the 10 most frequently spoken words in English?1) the6) to2) and7) a3) I8) that4) you9) it5) uh10) of903-02-2011E-mail: sovannkhleang.tesol@gmail.com

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. 1003-02-2011E-mail: sovannkhleang.tesol@gmail.com

12. What to teach #2?Meaning of the wordSpoken and written formsWord parts (prefix, suffix, and “root” from)Grammatical Behavior (word class)CollocationsRegisterAssociations (similar or opposite words)ConnotationsFrequency1103-02-2011E-mail: sovannkhleang.tesol@gmail.com

13. 1203-02-2011E-mail: sovannkhleang.tesol@gmail.commeaningWhat to teach #3?pronunciationmemory aidVOCABULARYspellingcollocationsusageform

14. Example: ‘top’Synonyms highest, best.Antonyms bottom, lowest, worst.

15. Different meanings ‘she’s wearing a blue top.’ ‘put the top on the bottle.’

16. Idiomatic meanings ‘over the top’

17. Spelling (actual or phonetic)

18. Collocations e.g., ‘top-brass’ ‘top-heavy’

19. Part of Speech e.g., Noun, Verb, Adjective1303-02-2011E-mail: sovannkhleang.tesol@gmail.com

20. Traditional Ways of TeachingBefore class:Determine vocabulariesIn class:Present new vocab.

21. Practice new vocab. With some activities1403-02-2011E-mail: sovannkhleang.tesol@gmail.com

22. Creative Ways of TeachingBefore class:Determine topicIn class:S produce text with a specific topic (school)

23. S notice lexical patterns

24. S Present new words (dictionary is needed)

25. S produce own text with target words1503-02-2011E-mail: sovannkhleang.tesol@gmail.comLesson Plan # 1Lesson Plan # 2

26. Traditional Ways of LearningFind definition (L1 or L2)Write the word several timesWrite it in a sentenceMeta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that these are the three least effective methods of initially teaching vocabulary.03-02-2011E-mail: sovannkhleang.tesol@gmail.com16Next

27. Recording new vocabulary03rd November 2008tiger xøahandbagkabUbyYrwonderful EdlGs©arSescalator CeNþIreynþdelighted Edlmenarmü✘1703-02-2011E-mail: sovannkhleang.tesol@gmail.com

28. Creative Ways of LearningFocus on vocabularyOffer varietyRepeat and recycleProvide opportunities to organize vocab.Make vocabulary Learning personallyDon’t overdo teachUse strategic vocabulary in class1803-02-2011E-mail: sovannkhleang.tesol@gmail.comNext

29. Recording new vocabulary1903-02-2011E-mail: sovannkhleang.tesol@gmail.com

30. Theory of STM and LTMTo move words from STM to LTM, S need to mentally process them by making decision, making personal association and multisensory experiences.Short-Term Memory (STM) receives patterns of images and soundsLong-Term Memory (LTM) is boosted by using a schema (structure for organizing information or concepts) combined with scripts (which stores a common behavioral sequence).2003-02-2011E-mail: sovannkhleang.tesol@gmail.com

31. Making decision- identifying: finding collocations in a text or passage- selecting: choosing a collocation based upon some criteria- matching: pairing words to create a collocation or pairing collocations which are similar in some ways- sorting: categorizing collocations by meaning, pattern, usage and topic- ranking and sequencing: put collocations in some types of order03-02-2011E-mail: sovannkhleang.tesol@gmail.com21

32. Five Ways to Teach Vocabulary:A. Teach Directly by:1. Giving examples and non-examples “This line is curved.” “This line is NOT curved.”2. Giving synonyms “Masticate means chew.”3. Giving definitions “Monarchy is a country which has a king or queen.”2203-02-2011E-mail: sovannkhleang.tesol@gmail.com

33. Five Ways to Teach Vocabulary:B. Teach Indirectly by: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…”5. Morpheme (word part) analysis “Inspire. In means to put something inside. Spir means spirit. So, to inspire means to……spur, stimulate, encourage or influence”2303-02-2011E-mail: sovannkhleang.tesol@gmail.com

34. Larry Bell’s 12 Powerful Words 1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next2403-02-2011E-mail: sovannkhleang.tesol@gmail.com

35. “If a student doesn’t learn the way you teach – you must teach the way she learns.”2503-02-2011E-mail: sovannkhleang.tesol@gmail.comThank You For Participation !

36. REFERENCESCarten J. (2007), Teaching vocabulary: Lessons from the corpus; lessons for the classroom. Cambridge university press

37. Retrieved from http://en.wikipedia.org/wiki/Vocabularyon February 01, 2011

38. Retrieved from http://www.dynamicflight.com/avcfibook/learning_process/

39. s2603-02-2011E-mail: sovannkhleang.tesol@gmail.com