Presentation on theme: "EFFECTIVE VOCABULARY TEACHING"— Presentation

transcript:

1 EFFECTIVE VOCABULARY TEACHING

THE RATIONALEWith limited lexical repertoire, communication* is at STAKE. So focus on
communication necessarily implies increased emphasis on lexis.(Lewis
1993 :33)*interpersonal / interpretive / presentational

2 The rationaleVocabulary is an integral part in all our teaching activities. Thus, it is useful /
needed in the 4 skills and in achieving the 5 Cs ( communication, culture, connections,
comparison, communities).

3 The rationaleLearning a language is sometimes associated with how much vocabulry one
knows. Words are the very foundation of learning.So part of doing justice to our SS is to
incorporate effective vocabulary strategies into our teaching.

4 THE MAIN OBJECTIVESExpose you to the latest trends in terms of effective vocabulary
teaching both theoretically and practically,Learn from each other and exchange experience
and expertise,Reflect on your present practices in the hope of embracing more effective
vocabulary teaching techniques,Prove that any practice of teaching vocabulary that is NOT
enlightend by theory or which lacks theoretical foundations, is likely to be unsuccessful.

5 THEORETICAL BACKGROUND
There is a high correlation between the size of vocabulary and one’s:reading
comprehension,being a good communicator and a leader,conception of the outside
world(The limits of my language mean the limits of my world),horizon of thinking,learning
experience : enjoyable or infernal .

6 THEORETICAL BACKGROUND
There is also a connection between the ways we learn things and how we remember them:
if a word is learned effectively, it is stored / retained firmly and it is easily
retrieved.IMPLICATIONSa- use natural meaningful contexts,b- teach vocabulary not as single
words but as a self-contained system.c- vary your strategies to appeal to different learning
styles.

7 What does it mean to know a word?

It is a LONG and COMPLEX process which involves the knowledge
of:morphology,phonology,semantics(definitional knowledge/contextual
knowledge )Polysemy,Syntactic collocations,Register,Different functions in different
contexts,Ability to recognize / to use words ( word consciousness )Grammar of the
word,The aquivalent of the word in L1,etc..

8 The THREE stages of presenting vocabulary

PRESENTATION STAGEAt this stage we make use of different WAYS to elicit or present new
vocabulary:Illustration (pictures, photographs, real objects(realia), drawings,multimedia
dictionaries );Demonstration(i.e. concise definition, examples, acting, miming (pantomime )
etc.. ;Creation of new contexts / situations;Guessing meaning from context, word
morphlogy etc..;Using synonymy, antonymy, homonymy,hyponymy, collocation, semantic
mapping ( scaffolding vocabulary bank) etc..;Translation;dictionary .Also worth of note at
this presentaional stage is the need for encouraging note-taking, regular revisions as well as
monolingual dictionary use so as to attain learning AUTONOMY.

9 Criteria of effective presentation techniques

not be too long,Include enough and relevant examples,Include clear / interesting
visuals,Include clear explanations,Link to previously learned material,Be involving,
meaningful, interesting,dramatic, excitingAnd link to Lr’s present knowledge.

10 2- PracticeThe rationale is to commit the newly presented word to the memory by opting
for a set of consolidating strategies as outlined by Oxford(1990)SOCIAL STRATEGIES: they
help enhance vocabulary learning through interaction with the other.MEMORY STRATEGIES:
the new word is linked to previous knowledge by using semantic mapping which creates
schemes in the mind. The more organized material is, the easier it is to learn and retrieve.
( Atkinson et al.1993). Also this helps to overcome the limitations of short term
memory.COGNITIVE STRATEGIES: these strategies use manipulation or transformation of
the new word, by employing such techniques as repetition, word lists, note-
taking,revision.METACOGNITIVE STRATEGIES: these involve CONSCIOUS planning and
evaluating the learnt vocabulary. Here the learner’s characteristics enter into play.

11 Evaluation stageHere we want to check retention.This can be done via activities

like :Gap-filling,Affixation adding,Choosing the correct word,Sentence
completion,Matching,Crossing the odd one out,Rewriting definition,Providing example
sentences,Providing non-examples,Creating a scenario to feature the new word,Creating
silly questions.

12 Recycling newly learnt words

Unless newly learnt words are recycled, they will soon be forgotten(cyclic/spiral learning).
So repeated exposure is requisite for vocabulary building and durability.This end can be
achieved through activities like warm up, discussions, written exercises, communicative
tasks etc..GUESSINGThough it is assumed to be an effective learning strategy, it is NOT
enough because the Lr first needs to be equipped with an adequte lexical knowledge before
venturing to make use of the weapon.

13 The role of readingRead, read, read and watch(my own quote)« provided the contexts
are sufficiently rich in contextual clues, reading can have a favorable long-term effect on
adult vocabulary acquisition. » Rott ( 1999)It is possible for a student to know all the words
in a passage and still not make any sense of it if he has no prior knowledge of the topic.

14 What to pre teach ? Some criteria

Words that will be frequently encountered in other texts and content areas,Words that are
important to understanding the main ideas,Words that are not a part of your student’ prior
knowledge,Words unlikely to be learned independently through the use of context and/or
structural analysis.

15 Agree or disagree?You need to know about 85% of the words of a text in order to
understand it reasonably well.It helps you remember if you learn items in lexical sets (e.g.
colors, animals).The most efficient way to learn new words is through extensive reading.It
helps students remember a word if they first found it out through ‘inferencing’ from
context.Providing translations helps learners to remember words.We need to review a new
about four or five item times in order for our learners to remember it.

16 You need to know about 85% of the words of a text in order to understand it
satisfactorily.
Wrong.85% not only does not ensure understanding the main ideas: it also does not provide
sufficient evidence to help guess the unknown words (Laufer, 1997a).In order to understand
a text successfully, you need to know between 95-98% of the words (Schmitt, 2008).

17 Extract from Obama’s speech

That is the work we began last year. Since the day I took office, we renewed our focus on
the __________ who __________ our nation. We have made substantial __________ in our
homeland __________ and disrupted _________ that threatened to take American
____________.

18 Extract from Obama’s speech

That is the work we began last year. Since the day I took office, we renewed our focus on
the _________ who threaten our nation. We have made substantial __________ in our
homeland security and disrupted plots that threatened to take American lives.

19 Extract from Obama’s speech

That is the work we began last year. Since the day I took office, we renewed our focus on
the terrorists who threaten our nation. We have made substantial investments in our
homeland security and disrupted plots that threatened to take American lives.

20 The most efficient way to learn new words is through extensive reading.
Wrong.(Zahar et al., 2001; Schmitt, 2008).We learn new items very slowly through extensive
reading (about one for each 1000 words read).The value of extensive reading is mainly in
recycling common items and in increasing reading fluency.

21 It helps you remember if you learn items in lexical. sets (e. g

It helps you remember if you learn items in lexical sets (e.g. colors, animals)Wrong.It is
better to teach words in ‘horizontal’ combinations than in ‘vertical’ lists (e.g. teach blue with
sky and not blue with red, yellow etc.)

22 Research on learning semantic sets

Question:Does it help learners to master a new set of lexical items if they are all connected
to a central topic (e.g. clothes, animals)?

23 Learners were presented with two sets of items from an artificial language, and told their
‘meanings’; one set all related to the same domain, the other did not.shirt = mosheejacket =
umausweater = blaikelrain = achencar = nalofrog = kawvas

24 RESULT The learners consistently learned the unrelated items better.

The research was replicated five years later with the same results.

25 It helps students remember a word if they first found it out through ‘inferencing’ from
context.
Wrong, from the point of view of vocabulary learning.Inferencing is a useful reading skill;
but it does not help the learning of the ‘inferenced’ word.Inferencing is not reliable (Laufer,
1997; Nassaji, 2003)Inferencing does not aid retention (Mondria,2003)

26 Research on inferencing
One group was asked to learn words through inferencing from a ‘pregnant’ context and
verifying with a glossary, and was then given time to memorize. The other group was simply
provided with L1 translations and given time to memorize.When tested, the two groups
achieved the same scores.So it just isn’t efficient to make students go the ‘long way round’:
doesn’t improve learning.

27 Providing translations helps learners learn and remember items

Right.Laufer and Girsai (2008): words practised using translation techniques L1 were
consistently better retained than those practised through L2-based exercises.

28 We need to review a new item about four or five times in order for our learners to
remember it.
Not enough.The evidence is that learners usually need at least TEN (maybe more)
meaningful encounters in order to acquire a new item (Webb, 2007).CAUTION:How far do
the coursebooks take care of this vital learning technique ?

29 WORKSOPS TASK 1 Emily’s lesson/ students feedback

Emily prepared her vocabulary lesson thoroughly. She taught 12 new words associated
withthe topic of ecology and prepared good questions to elicit words and check their
meaning.During the lesson, she felt things dragged a little bit. After the lesson, one of the
studentstold her in the nicest possible way that it seemed to take a long time to learn the
new words.QESTION :How could Emily have made the vocabulary lesson more interesting
for her students and improved the pace?

30 Task 1 FeedbackIt seems that Emily elicited each word individually. Twelve is quite a
largenumber of words with which to do this and it probably meant she had a verylong
teacher-fronted stage in her lesson. Because all the words were on thesame topic it might
have been better to use a student-centred worksheet forthe vocabulary. For example,
students could have matched words to definitionsor labelled a diagram or something
similar. This means that learners would bemore actively engaged in learning the words and
would determine their ownlearning rate rather than being fully dependent on the teacher.

31 IMPLICATIONSThere are 3 KEY ways of teaching vocabulary to students: 1) by means

ofteacher-fronted elicitation or explanation; 2) by means of a student-centredvocabulary
task; 3) by getting students to work out the meaning of new wordsthey find in a text using
the context to help them.

32 TASK 2 WHAT IS THE BEST WAY ?

Letters a to h describe different teaching or learning situations that involve vocabulary.
Decide which of the following approaches is the most suitable, and circle the correct
letter.ApproachesT = teacher fronted explanation or elicitationS = student-centred taskC =
use the context to work out the meaning

33 Teaching/learning situations
Approacha. 2 new words before a speaking activity.T S Cb. 4 words in a reading text that are
not important for an understandingof the text.c. 8 words from a listening text that are
important to an understandingd. A set of about 10 words based around a topic or theme
(e.g. crimewords).e. A couple of words that crop up unexpectedly in the lesson.f. 3 words
that are included in a grammar practice activity.g. A list of verbs and nouns that go together
(collocation) e.g. nounsthat go with ‘make and ‘do’.h. 4 words that are specific to a
particular kind of written language e.g.legal words.

34 IMPLICATIONYour approach to teaching vocabulary will vary depending on the type of

lessonyou are teaching. Course books often use student-centred tasks before readingor
listening texts. Using the context to work out meaning is often done afterreading or listening
tasks.

35 Task 3 Teacher-fronted vocabulary teaching

A teacher fronted approach is often used when the main lesson aim is toclarify a lexical set
of vocabulary. Letters a to f are steps in theprocedure for eliciting a word. Numbers i to vi
give a rationale for each step.Put the steps in their correct order in the table below, then
find the rationale that matches each step.

36 Steps for eliciting a word

a. Check that students understandthe meaning of the word byasking a concept question.b.
Write up the word on the whiteboard and provide grammarinformation.c. Drill the word.d.
Provide the word, if students donot know ite. Elicit the wordf. Convey the meaning using
apicture or an oral definition.

37 Rationale for each step

i. Students need to learn the spelling andpart of speech of the word.ii. It is easier for
students to start with theconcept rather than the word itself.iii. If the students clearly do
not know theword, then the teacher has to give it.iv. This allows students to contribute
theword if they know it.v. It is a good idea to ensure students aresure about the meaning of
the wordbefore you ask them to say it.vi. Because English spelling is often strange,it is better
for students to learn the soundof the new word before they see how it iswritten.

38 StepsRationale

39 IMPLICATIONThere is often more than one way to convey the meaning of any given
word.It’s the teacher’s job to choose the most effective method for each word.

40 Task 4 Getting the meaning across

There are different ways that the teacher can convey the meaning of aword in order to try
and elicit it. In the left-hand column below there are 8words. Letters a to h describe
different methods of getting the meaning of words across. Choose the BEST method for
each word.

41 WordsMethods1. hop (v)2. viability (n)3. exhausted (adj)4. kiwifruit (n)5. bitter (adj)6.
imitate (v)7. skyscraper (n)8. rarely (adv)

42 Methods for getting meaning across

a. Showing students a physical object of some kind – sometimes called ‘realia’.b. Doing a
mime or action.c. Explaining the meaning by giving an oral definition of the word.d. Asking
students to think about the opposite meaning of a word they already know.e. Using a cline
or diagram.f. Using a picture of something.g. Telling a short, personal story to give an
example of the meaning.h. Getting students to read a short written text that acts as a
context for the word.

43 A FOLLOW UP Thinking about your teaching …

Try different approaches to teaching vocabulary in the classroom and note how your
students respond to the different approaches. Try to evaluate each approach in terms of the
clarity for students and their motivation to learn.Taking it to the classroom …Choose one of
the approaches described in the tasks above that you are less familiar with. Try using this
approach with your students and evaluate its effectiveness.

44 CONCLUDING REMARKShelping students develop strong vocabularies is essential to

theirsuccess, both in school and beyond. Students may forget many of the specificfacts they
learn in school, but the words they learn will serve them as usefultools for a lifetime.
Effective vocabulary instruction is an attainable goal.

45 A TESTIMONY“I've come to the frightening conclusioin that I am the decisive element in

the classroom. It's my daily mood that makes the weather. As a teacher, I possess a
tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be escalated or de-escalated and a child
humanized or de-humanized.”

46 WORKSHOPTASK ONEIn groups, you are invited to addres the following question:Q: while
teaching a given vocabulary item, what needs to be taught?

47 SUGGESTIONS Splelling Pronuncition Word formation Colocation

Aspects of meaning: denotation, connotation, appropriatenessSemantic field…What can you
add ?

48 WORKSHOPTASK 2In groups you are invited to think of three words in the textbook you
use and think of how the meaning of these items would best be presented to learners.

49 SUGGESTIONS Concise definition Detailed description

Examples ( hyponoms )Illustrations ( pictures, realia..)DemonstrationContext ( story,
sentence in which the item
occurs )SynonymsAntonymsColocationTranslationDramatization /
Demonstration(NORY)Series / systems / scales ( seasons, ordinals, measurement)Use visual
stimulusDrawing on analogies ( rain, snow, sleet)What can you add?

50 WORKSHOPSTASK 3A-Drawing up on your own professional experience in vocabulary

teaching, choose one or two words from the textbook and work out an effective practice
activityB-Discuss the factors that make it effective

51 SUGGESTIONS Word games Showing a short film / dialogue without sound

Role playWhat can you add ?
52 WORKSHOP:the context TASK 4
You certainly encourage your students to use the context as a key to determine the word
meaning though it sometimes lacks enough clues,and so it turns out to be unhelpfu.I invite
you to study the following examples and pinpoit the insights you get from them.

53 WORKSOPS: CONTEXT EXAMPLE 1

Up to this point we have been referring to the process in which light energy is used to make
foodsimply as the food-making process. But this important process has its own special
name: photosynthesis.

54 WORKSHOPS: CONTEXT EXAMPLE 2

Prince Henry started a school for sea captains. These captains were taught the science of
navigation.That is, they were taught how to figure out a ship’s location and the direction
and distance that it travels.

55 WORKSOPS : CONTEXT EXAMPLE 3

Cartier found the mouth of a large river, which he named the St. Lawrence River. He sailed
upthis river until he came to a rapid. Ships cannot pass across a rapid. Disappointed, Cartier
had to turn back.

56 WORKSHOPS : CONTEXT EXAMPLE 4

Sandra had won the dance contest, and the audience’s cheers brought her to the stage for
an encore. “Every step she takes is so perfect and graceful,” Ginny said grudgingly as she
watched Sandra dance.

57 CONCLUDING REMARKShelping students develop strong vocabularies is essential to

theirsuccess, both in school and beyond. Students may forget many of the specificfacts they
learn in school, but the words they learn will serve them as usefultools for a lifetime.
Effective vocabulary instruction is an attainable goal.

58 A TESTIMONY“I've come to the frightening conclusioin that I am the decisive element in

the classroom. It's my daily mood that makes the weather. As a teacher, I possess a
tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be escalated or de-escalated and a child
humanized or de-humanized.”

https://slideplayer.com/slide/13768148/

Presentation on theme: "Beginning Oral Language and Vocabulary

Development"— Presentation transcript:

1 Beginning Oral Language and Vocabulary Development
This publication is based on Kindergarten Teacher Reading Academy, ©2002 University of
Texas System and the Texas Education Agency, which has been reprinted and modified with
their permission.1

2 Oral Language and Vocabulary Development

“Research consistently demonstrates that the more children know about language the
better equipped they are to succeed in reading.”—Burns, Griffin, & Snow, 1999, p. 8Oral
language involves both speaking and listening and includes vocabulary
developmentChildren need opportunities to engage in frequent conversations—to talk and
listen to responsive adults and to their peers

3 Essential Language Systems

PhonologyVocabularyThe basic sound units of languageKnowledge of words and their
meaningsGrammarPragmaticsSystem for combining words into phrases and sentences that
make senseAppropriate use of language to communicate effectively (includes extended
discourse)

4 The Language-Literacy Connection

Oral LanguageReading and WritingAlphabetic principle (how sounds in spoken words are
represented by letters in written words)PhonologyListening comprehensionWord
recognitionReading comprehensionVocabularyListening comprehensionReading
comprehensionGrammarListening and reading comprehensionWritten
compositionUnderstanding what teachers sayPragmatics

5 Features of Oral Language

Typical five-year-olds are learning:VocabularyPragmatics (extended discourse skills)Oral
Language Accomplishments

6 A Language-Centered Classroom
TeachersEngage children in extended conversationsEncourage children to tell and retell
stories and eventsDiscuss a wide range of topics and word meaningsUse new and unusual
wordsAsk open-ended questionsGive explicit guidance in vocabulary, grammar, and
pronunciationEncourage language playChildrenExplore and experiment with languageName
and describe objects in the classroomAsk and answer wh- and how questionsHear good
models of language useDiscuss topics of interest to them

7 Grouping for Instruction

Provide many opportunities for children to interact with:Teachers and other adultsEach
other one-on-one, in small groups, and in the whole groupProvide activity settings that
incorporate a variety of grouping formats to encourage more language and literacy-related
interactions.

8 Vocabulary Development
Generate interest in new wordsRelate new words to children’s personal experiencesHelp
children make connections and attach meanings to new words and concepts that go beyond
a label or definition

9 Explicit Vocabulary Instruction

Naming:Name objects related to themeName objects by categoryName objects by
attributesDescribing:Name object and its categoryDescribe object’s function(s)Describe
object’s attributesCompare with other objectsBuild vocabulary and descriptive
skills.Adapted from Neuhaus Education Center, Bellaire,Texas

10 Diverse Experiences Scaffold

Adjust instruction to account for the differences in children’s knowledge and
experiences.ScaffoldTeacherAmount of SupportIndependentIntroducedLearnedKnowledge

11 Scaffolding Children’s Language

Model the use of extended languageUse questions and prompts (or cues)Restate and
expand ideas using new vocabulary and sentence patternsRequest clarification and
elaborationPromote questions among childrenProvide feedback to encourage, explain, and
evaluate responses

12 Progress MonitoringMonitor oral language development by listening to individual

children’s languageAdapt instruction to meet individual needs

13 Remember . . .

14 VocabularyThis publication is based on the K-2 Teacher Reading Academy, ©2002

University of Texas System and the Texas Education Agency, which has been reprinted and
modified with their permission.1

15 Vocabulary“. . . vocabulary is the glue that holds stories, ideas, and content together
making comprehension accessible for children.”—Rupley, Logan, & Nichols, 1998/1999, p.
339

16 Four-Square Vocabulary Map

Survey of KnowledgeFour-Square Vocabulary MapWhat are someexamples?Word(Picture
can be added)What is it?What is it like?

17 VocabularySpeakingListeningWritingReading

18 What We Know from Research

Students develop vocabulary through:wide readingexplicit vocabulary instruction— reading
a lot— reading different types of texts— focusing on specific words and their meanings

19 Planning Vocabulary Instruction

Before reading, select specific words to teach:Preview the passageList words that you
predict will be challenging for your studentsPrioritize these words by their importance

20 Explicit Vocabulary Instruction Includes . . .

Expanding word knowledge through definitions and contextsActively involving
studentsTeaching independent word-learning strategies

21 Expanding Word Knowledge

Vocabulary WordsDefinitions(what words and word parts mean)Contexts(how words are
used)Reword definitions and analyzeCreate sentences or stories using new
vocabularySynonymsExamplesDiscuss multiplemeaningsAntonymsNon-examples
22 Actively Involving Students Concept-of-Definition (Word) Maps
Help students make connectionsConcept-of-Definition (Word) MapsSemantic
MappingGraphic OrganizersContent Word Walls

23 Content Word WallsServe as a review of key concepts and spellings of content-related

words and word parts (morphemes)Encourage students to use the newly-learned words in
their reading, writing, and speaking across content areas

24 Activity Find the Content Word Wall Planner (Handout 5)

Work in groups of two or threeComplete one of the word walls:Decide on a content
areaChoose a topic and create a word listInclude two vocabulary-building activities

25 Engage in Lively Discussions

Discussions of words and related concepts help students:Learn meanings of words and word
partsModel analysis of words from word partsMake connections between concepts and
words(morphemes)

26 Word Consciousnesshelps students develop a deeper understanding of wordspromotes

an understanding of how words and concepts are related across different contextsAn
awareness of and interest in words and their meanings . . .

27 Teaching Independent Word-Learning Strategies

how to analyze meanings of word parts in multi-syllabic wordshow to determine the
meaning of words based on their contexthow to look up unknown wordshow to read and
understand a dictionary entryhow to recognize and use information about word parts to
determine meaningModel and help students learn . . .

28 Stop and Think About It Materials:

“Stop and Think About It: Vocabulary Development” handoutTeacher’s Edition of your
reading programDirections:Select one of the stories in your Teacher’s EditionComplete the
chart

29 Monitoring Students’ Progress: Vocabulary Knowledge

Students know words to varying degreesThree Levels of word
knowledge:EstablishedAcquaintedUnknown

30 Remember . . .Explicit vocabulary instruction “can deepen students’ knowledge of word

meanings” to help them “understand what they are hearing or reading” as well as “help
them use words accurately in speaking and writing.”—National Institute for Literacy, 2001,
p. 36