teaching vocabulary

teaching vocabulary

PRESENTATIONlecture

INDEX

1. what is a vocabulary

8. aspects of vocabulaey

2. vocabulary is...

9. Process/data

10. need to know

3. how many words...?

4. how many owrds do you know?

11. word

5. elisiting

12. which word to learn

13. how to teach?

6. many words..?

7. types of vocabulary

14. Thanks

what is a vocabulary

Language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh (J. Harmer)

vocabulary is

the stock of words and phrases, usually imagined as fixed meanings.

Why learn more words?

• to meet our needs
• to communicate effectively
• to build thoughts
• to understand ideas
• to contribute to human knowledge

“The more words you know, the more clearly and powerfully you will think and the more ideas you will invite into your mind.” - Wilfred Funk

how many words are there in the English language?

how many words do you know?

discovering

realizing

A technique by which the teacher gets the learners to give information rather than giving it to them’.

searching

Eliciting

TIPS FOR ELICITING

drawing out

understanding

Eliciting

How to elicit answers

• Ask sensible questions
• Allow plenty of time -simply wait

• Ask a particular student
• Allow students to discuss the question in pair-then ask the groups back
• Offer an alternative answer

how many words ?

run runs runner runners running runnings

types of vocabulary

A single distinct meaningful element of speech or writing, used with others (or sometimes alone) to form a sentence and typically shown with a space on either side when written or printed.

other aspects of Vocabulary

Phrasal verbs

how many words to know

10000

5000

3000

2000

1000

Allow you to understand about 99% of most texts (Nation (1990) and Laufer (1997)

Allow you to understand about 98% of most ordinary texts (Nation (1990) and Laufer (1997)

3000 words allow you to understand about 95% of most ordinary texts (Hazenberg and Hulstijn, 1996).

Allow you to understand about 80% of written and 90% of spoken texts (Hazenberg and Hulstijn, 1996).

Allow you to understand about 80% of the language which surrounds you, as long as it is not too specialized (Hwang, 1989; Hirsh and Nation, 1992; Sutarsyah, Nation, and Kennedy, 1994)

How many words do you know, and how many do you need to know?

• 250 words constitute the essential core of a language, those without which you cannot construct any sentence. • 750 words constitute those that are used every single day by every person who speaks the language. • 2500 words constitute those that should enable you to express everything you could possibly want to say, albeit often by awkward circumlocutions. • 5000 words constitute the active vocabulary of native speakers without higher education. • 10,000 words constitute the active vocabulary of native speakers with higher education. • 20,000 words constitute what you need to recognize passively in order to read, understand, and enjoy a work of literature such as a novel by a notable author.

word

Knowing a word involves knowing its form and its meaning at the basic level. In deeper aspects, it means the ability to know it (Harmer, 1993):

Which Words to Learn?

STRATEGIES FOR TEACHING VOCABULARY

how to teach these words?

How could you most easily teach the meanings of these words?

window

elbow

Watch

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meaning of these word?

to resign

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meanings of these words?

how to teach these words?

How could you most easily teach the meanings of these words?

VIDEO

Principles of teaching vocabulary

1. Integration of teaching vocabulary and pronunciation

2. Teach both form and function

The beginning should be made with expressions concretely intelligible: formulas of greeting, short sentences about objects in the classroom, and actions that can be performed while naming them. As the work goes on to connected narrative and descriptive texts, this method must be continued. The texts, must at first be confined to very simple discourse about concretely illustrable matters. Pictures are here of great use.

Integration of teaching vocabulary and pronunciation From the very beginning the significance of the expressions that are practised should be made use of. The very first phonetic examples should be characteristic words and phrases. Bloomfield,1945

Principles of teaching vocabulary

3. An emphasis on speech awareness and self-monitoring.

4. A focus on meaningful practice

Special speech-activity experiences suited to the communication styles and needs of the learners’ real-life situations.

Teacher is the facilitator-coach and organizer of instructional activities. Here there is the need for patience and support of learners who, as they are engaged in developing their L2 pronunciation skills, may go through a period of deteriorating performance as they give up old ways and have not yet become fluent with new ways.

Principles of teaching vocabulary

6. A focus on a systematic vocabulary teaching

5. A focus on the development of the whole range of vocabulary skills

A system of activities should be applied to teaching vocabulary: from simple to complex

The teacher should find ways to help students work on all four kinds of vocabulary skills: productive, receptive, sociocultural and linguistic

Principles of teaching vocabulary

7. A focus on the uniqueness of each ESL learner.

Each has created his or her own personal pattern of spoken English, which is unlike that of anyone else and the product of influences from both the LI and the L2, the student's personal learning and communicability strategies, as well as the impact of input and instruction.

Tepes of activities

1. Roll the Dice

4. Word Pairs

2. Concentration

3. Posters

Students choose a word (from a list, from the board, from a card) and the first student rolls a dice. The student who rolls does one of the following based on the roll: 1 = Define the word. 2 = Use it in a sentence. 3 = Say a synonym for the word. 4 = Say an antonym for the word. 5 = Draw a picture example (on scratch paper or whiteboards). 6 = Act it out.

Make cards with two words on each. The cards should have words that are either related, synonyms, antonyms, or unrelated. Place the cards in a pile. One student reads the card and everyone writes what kind of relationship the words have (if any) on the whiteboard. To add an element of fun to it, have students who answer correctly take a move on a game board or even a hand-drawn Tic-Tac-Toe.

Use two different colored paper/cards. Write definitions on one color and words on the other. Place all cards face down. The first student selects a definition card and a word card. if they match, he/she takes an additional turn. If not, the cards are returned to their places and the next person takes a turn until all cards have been matched. The person with the most cards wins.

These work especially well with content area vocabulary. Students write the word in large bold or bubble letters, define the word using their own words, and add several pictures that illustrate the word.

Types of activities

5. Jigsaw

8. Acrostic Poem

6. Pictionary

7. Matching Words

Put students in small groups of 3 - 4 and assign each a vocabulary word. The student should be given time to research the word and to prepare some type of short presentation for his/her group. It might be an art piece, a rhyme, a song, a short drama, or simply an easy way to remember what the word means. Teaching vocabulary words is an excellent way to master that word too!

Acrostic poems are written with the focus word in capital letters going down the page on the left side of the paper. Students write the vocabulary word as the subject of the acrostic poem and then write short phrases that start with each letter and are related to that word, beside each letter. .

This game is played exactly like charades except students draw an example of the word on an easel or on the board while the whole class or that person's team tries to guess the vocabulary word.

Write a word on a card and its definition on the other card. Hand out a card to each student. Students walk around the room until they find their matching card. Once all have found their match, the cards may be re-shuffled and the game played again.

References

Blachowicz, C. & Fisher, P. (2002). Teaching Vocabulary in all Classrooms. Upper Saddle River, NJ: Pearson. Ellis, R. (2003). Task-Based Language Learning and Teaching. New York: Oxford University Press. Folse, K. (2007). Vocabulary Myths. Ann Arbor: The University of Michigan Press. Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. Lee, J. & VanPatten, B. (2007). Making Communicative Language Teaching Happen. Chicago: McGraw-Hill. Nation, I.S.P. (2001). LearningVocabulary in Another Language. New York: Cambridge University Press. Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge. Newton, J. (2001). Options for vocabulary learning through communication tasks. ELT Journal, 55(1), 30-37. Schmidt, N. & McCarthy, M. (1997). Vocabulary, Description, Acquisition and Pedagogy. New York: Cambridge University Press. Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. Widdowson, H.G. (1997). The context of the classroom. BELLS Barcelona English Language and Literature Studies, 8, 9-21. Willis, D. & Willis, J. (2007). Doing Task-Based Teaching. New York: Oxford University Press.

THANKS