WHY

WHY AND
AND HOW
HOW TO
TO TEACH
TEACH VOCABULARY
VOCABULARY
WITH
WITH COMPELLING,
COMPELLING, COMPREHENSIBLE
COMPREHENSIBLE
AND
AND OPTIMAL
OPTIMAL INPUT
INPUT

Vedat KIYMAZARSLAN, MA-TEFL, M.ED.

26th of September, 2020

 BACKGROUND TO THE STUDY

Vocabulary knowledge plays an important role in both efficient

second language comprehension and fluent language production.

Learners cannot express themselves well if they have insufficient

vocabulary.

Research says that input-based vocabulary teaching has gained

considerable importance.
2
 BACKGROUND TO THE STUDY
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L2 VOCABULARY

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3
 BACKGROUND TO THE STUDY

* We know that vocabulary is crucial. COMPREHENSIBLE

INPUT = input that is
so interesting and
* We have so many models, techniques and strategies. compelling that you
forget that it is in
* What is the definition of “compelling and optimal input” ? another language!
(Krashen, 2013: 15)
* Why and how should we teach vocabulary with
“comprehensible input ” (CI)?
4
 A QUICK LOOK AT SOME VOCABULARY TEACHING
MODELS, TECHNIQUES AND STRATEGIES

COMMON TECHNIQUES

DE-CONTEXTUALISING

Using context clues to guess the

CONTEXT CLUES TO GUESS
meaning of a word is important in
vocabulary learning and teaching!
FULLY CONTEXTUALISING

5
(Oxford and Crookall, 1990)
 A QUICK LOOK AT SOME VOCABULARY TEACHING
MODELS, TECHNIQUES AND STRATEGIES

decontextualized semi contextual fully contextual

LESS CONTEXT

* word lists
* monolingual word lists
* flashcards
* glosses / dictionaries
* structure / phrase lists
MORE CONTEXT
* bilingual word lists * listening (stories)
* physical resonse * reading /stories / readers)
* semantic mapping * writing
* word grouping * speaking
* imagery: aural/visual * high-freq. words in context

Figure 1 - Common Vocabulary Learning Strategies from Less Input to More Input (Oxford and Crookall, 1990)

6
A QUICK LOOK AT SOME VOCABULARY TEACHING
MODELS, TECHNIQUES AND STRATEGIES

MORE ACQUISITION OF WORDS

LESS ACQUISITION OF WORDS

BILINGUAL
STORY
MONOLINGUA WORD LISTS /
LISTENING /
L WORD LISTS SEMANTIC
READING
MAPPING

7
 A QUICK LOOK AT SOME VOCABULARY TEACHING
MODELS, TECHNIQUES AND STRATEGIES

2C 5R
CONTEXTUAL RECEIVING
CONSOLIDATING RECOGNIZING
RETAINING 2C + 5R
TEACHING PROCESS RETRIEVING model for teaching & learning vocabulary

RECYCLING
LEARNING PROCESS

8 (Shen, 2013)
 A QUICK LOOK AT SOME VOCABULARY TEACHING
MODELS, TECHNIQUES AND STRATEGIES

OTHER TECHNIQUES FOR SUCCESSFUL VOCABULARY ACQUISITION

(1) Repeating and recycling RETENTION SKILLS

(2) Noticing RECEPTIVE SKILLS
(3) Reflection MONITORING SKILLS
(4) Teaching different aspects of vocabulary knowledge e.g. COLLOCATIONS
(5) Task-induced involvement INCIDENTAL LEARNING
(Laufer and Hulstijn, 2001)
9 (Tongpoon-Patanasorn & Patanasorn, 2010)
 WHY IS COMPREHENSIBLE INPUT ESSENTIAL?

«comprehensible input is the essential environmental ingredient –

a richly specified internal language acquisition device also makes a

significant contribution to language acquisition»

(Krashen, 1989:441)
10
 COMPELLING AND COMPREHENSIBLE INPUT

Help learners build on their current understanding of vocabulary

in the target language (that is «i»)!
Expand learners’ vocabulary knowledge through compelling,
comprehensible and optimal input (that is «i+1»)!

Teach Vocabulary with Comprehensible

and Compelling Input TVCI
11
 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT

* The teacher is the major source of input that is understandable

to the learner. The teacher PROVIDES a constant flow of
compelling and comprehensible input.

* In a CI classroom, the teacher MAINTAINS students’ attention on

“key lexical items” and “uses context” to help students.

12
 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT

Input-Based Incremental (IBI) Vocabulary Instruction Approach to Vocabulary Teaching

1. develop and implement a vocabulary acquisition plan

2. present new words frequently and repeatedly
3. promote intentional and incidental vocabulary learning
4. use meaning-bearing comprehensible input when presenting new words
5. present new words in an enhanced manner

(Barcroft, 2012)
13
 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT

IBI Approach to Vocabulary Teaching (continued)

6. limit forced output during the initial stages

7. limit forced semantic elaboration during the initial stages
8. promote learning L2-specific word meanings and usage
9. progress from less to more demanding activities
10. apply research findings for vocabulary instruction

(Barcroft, 2012)
14
 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT

TPR (TOTAL PHYSICAL RESPONSE) TECHNIQUE TO TEACH VOCABULARY

* The teacher first gives a command.

* The teacher performs the corresponding action to demonstrate the meaning of it.
* The teacher gives the command to the learners.
* The learners act to respond to it.
* The learners are exposed to no more than three words at a time.
* If the learners respond to the first three words, three more words are introduced.

15
(Seely, 2006)
 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT
TPRS (Teaching Proficiency through Reading and Storytelling)
Approach to Vocabulary Teaching

Introduce the Vocabulary:

(1) Give the meaning (of words and phrases) in the mother tongue.
(2) Gesture (younger students require gestures)

Personalize the vocabulary:

(3) Ask questions using the new words.
(4) Show interest by asking follow-up questions.
(5) Ask the entire group about the first student.
(6) Invite reactions by the entire group.

16 (Gross, S. 2007, in Ray and Seely, 2014)

 HOW TO TEACH VOCABULARY WITH
COMPELLING & COMPREHENSIBLE INPUT
TPRS (Teaching Proficiency through Reading and Storytelling)
Approach to Vocabulary Teaching

(7) Ask similar questions of another student.

(8) Compare and contrast students.
(9) Always look for confusion (hesitation or no response) and use translation to clear it up.
(10) Make sure that every student understands everything.
(11) Show interest and enthusiasm.
(12) Capitalize on the comparison between students to make a little story about them.

17 (Adapted from Susan Gross, 2007)

 THE INCLUSION OF OPTIMAL INPUT
IN VOCABULARY TEACHING

* Knowing a foreign language is often regarded as being

equivalent to knowing its grammar rules and vocabulary.

* The focus should not be on teaching (or learning) or memorizing

rules and vocabulary.

* How to help our students acquire lexical items then?

* The answer is through the inclusion of optimal input.

18
(Krashen, Mason, 2020 / Isik & Isik 2020 )
 THE INCLUSION OF OPTIMAL INPUT
IN VOCABULARY TEACHING

SUCCESSFUL
COMPREHENSIBLE COMPELLING VOCABULARY
ACQUISITION
OPTIMAL INPUT
SUCCESSFUL
RICH AMPLE L2 ACQUISITON

19
 CONCLUSION

* Contextualization and task-induced involvement

* Lexical items in context

* Exposure to comprehensible optimal input during the acquisition of

vocabulary items

20
 CONCLUSION

* One of the major roles of the language teacher is to provide comprehensible,

compelling and optimal input as much as possible in the presentation of
new vocabulary.
* Use intelligent techniques that focus on meaning and not on form

Teach Vocabulary with Comprehensible,

Compelling and Optimal Input TVCI
21
 CONCLUSION

* Our problem is how to teach an L2 and how to help students arrive at their
ultimate target of fluency.

* Vocabulary learning and teaching tasks are only a means of reaching that
target of fluency.

* Avoid decontextualized activities. Use stories, fiction and reading to

improve students’ vocabulary power.

22
 WHY
WHY AND
AND HOW
HOW TO
TO TEACH
TEACH VOCABULARY
VOCABULARY
THROUGH
THROUGH COMPELLING,
COMPELLING, COMPREHENSIBLE
COMPREHENSIBLE
AND
AND OPTIMAL
OPTIMAL INPUT
INPUT

THANK
THANK YOU
YOU FOR
FOR YOUR
YOUR PARTICIPATION.
PARTICIPATION.
vedkiym@gmail.com
vedkiym@gmail.com

Vedat KIYMAZARSLAN, MA-TEFL, M.ED.

26th of September, 2020