Dealing with Vocabulary Matsuyama May 2014 Dr. Rob Waring Notre Dame Seishin University.
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Transcript of Dealing with Vocabulary Matsuyama May 2014 Dr. Rob Waring Notre Dame Seishin University.
Dealing with Vocabulary Matsuyama May 2014
www.robwaring.org/presentations/
Dr. Rob WaringNotre Dame Seishin University
Quiz
How many words do students need to read to learn enough English so they can get into a good university?
a) 800,000 b) 1,000,000 c) 2,000,000 d) 5,000,000
How many different words are in a typical Junior High textbook series?
a) 1,000 b) 2,000 c) 2,500 d) 3,000
How many total words will they meet by the end of high school if they only read textbooks?
a) 100,000 b) 300,000 c) 500,000 d) 1,000,000
1/50th!!!!!
Typical vocabulary teaching
• Most vocab teaching is from context• Haphazard selection of materials• Different vocab topic in each unit• Too many words at once• Rare words are favoured over common words• Focus on single words not multi-word units and combinations• All students learn the same words• Word teaching = definition and spelling• Teachers give meanings
Typical vocabulary teaching II
• Low recycling of vocab in course books and teachers• Teachers leave vocab learning to learners• Vocab learning strategies are rarely taught• Vocab learning techniques are rarely taught• Vocabulary learning goals are rarely set • Dictionary skills are rarely taught• Vocab notebooks not encouraged• Words are kept in lists• Vocab exercises test not teach• Teachers trust the course book to deal with vocab
Principles of vocabulary teaching
Two states of vocabulary learning
Form-meaning relationship - matching the spelling and/or sound to a meaning
The ‘deeper’ aspects of vocabulary learning- multiple meaning senses / nuances of use- frequency, usefulness etc.- use in context- domain (lexical set)- restrictions on use / pragmatic values- register (polite, casual, rude), spoken, written, formal, informal- lexical access speed, fluency, automaticity- collocation and colligation- etc.
Principles of vocabulary teaching
Two stages of word learning
Types of vocabulary
Individual words: book, table, life, chance, walk, airplane… Affixes: used, user, usefulness, user-friendly, disuse… Multi-part words: traffic jam, the day after tomorrow, lunch box… Lexical phrases: by the way, to and fro, a kind of,…Idioms: let the cat out of the bag, raining cats and dogs
Sentence heads: Do you mind if I…, If I were you,.. Could you…?Collocations: High season, mild cheese, blonde hair…Colligations: agree to do x, agree on X, rely on someone,
have an effect on x, x affects y...Others: SONY, Paul, twenty-seven, etc. , UNESCO…
What's a collocation?
Collocations are words which often appear together.We say We don't (usually) saybeautiful girl handsome girlblonde hair yellow hairmild cheese weak cheesebig surprise large surprisego to work go to jobcatch fire do fire / go firehigh cost expensive costdemand a response ask a responsemake a mistake do a mistake
How much to learn: collocations
How many collocations do they need to learn?
Verb uses of one word - Idea… “Abandon an idea.” abandon, absorb, accept, adjust to, advocate, amplify, advance,
back, be against, be committed/dedicated/ drawn to, be obsessed with, be struck by, borrow, cherish, clarify, cling to, come out/up with, confirm, conjure up, consider, contemplate, convey, debate, debunk, defend, demonstrate, develop, deny, dismiss, dispel, disprove, distort, drop, eliminate, encourage, endorse, entertain, explode, explore, expound, express, favor, fit, fit in with, follow up, form, formulate, foster, get, get accustomed/used to, get rid of, give up, go along with, grasp, hammer out, have, hit upon, hold, implement, imply, impose – on sb, incorporate, inculcate, instill, jot down, keep to, launch, meet, modify, negate, oppose, pick up, pioneer, plant, play with, popularize, present, promote, propose, put an end to, put forward, put – into practice, raise, refute, reinforce, reject, relish, resist, respond to, revive, ridicule, rule out, spread, squash, stick to, subscribe to, suggest, support, take to, take up, test, tinker with, toy with, turn down, warm to …
How many collocations do they need to learn? IIAdjective uses. “An idea is ………...” abstract, absurd, advanced, ambitious, arresting, basic, bizarre,
bold, bright, brilliant, classical, clear, common, commonsense, confused, controversial, convincing, crazy, diabolical, disconcerting, elusive, enlightened, entrenched, exaggerated, extravagant, extreme, false, familiar, fantastic, far-fetched, feasible, feeble, fixed, flexible, foolish, grotesque, hazy, heretical, imaginative, inflated, ingenious, ingrained, innovative, instinctive, intriguing, irresponsible, mad, misconceived, mistaken, monstrous, new-fangled, novel, original, old-fashioned, outdated, out-of-date, outrageous, peculiar, persuasive, preconceived, preposterous, prevalent, provocative, (un)real, (un)realistic, remarkable, revolutionary, ridiculous, risky, sensible, silly, splendid, strange, striking, superficial, untenable, useful, vague, valid, well-defined …
Which collocations?
Transparent 'weak' collocations – easy to learn – don't teachBeautiful flower, look out of a window, read a book, play a game
Specialized collocations – teach only if neededInsolvency act, habeas corpus, spaghetti bolognese
Infrequent collocations – don't bother teachingRancid butter, a glimmer of hope, circle of friends, by and large
Those that need attention–Highly frequent collocations (not too many of these)
make/do + noun –False friends weak tea, *thin tea; meet friends / *play with friends
What’s a colligation?
Colligations are words which often appear together grammatically
We say We don’t (usually) saydepend on someone depend of someonebe good at something be good on somethingask for something ask on somethinggive something to someone give something someone
They need thousands of Expressions, Idioms and Phrases
traffic jamlunch boxby and largeget along withput backset out onthe day before yesterdayHow's things?If you don't mind, would you…?I'd rather not … I'd like to … If it were up to me, I'd … So, what do you think? What's the matter?
Which of these would you teach?
out ofper centsuch asof coursefor examplein front ofall rightas soon asin generalin addition tonext toon top ofinstead ofin charge ofjust aboutprovided thatas good aswith a view to
in betweenby and largeat randomper seold fashionedgrown upmatter of factsq mfait accomplistraight forwardhabeas corpusself-samehaute cuisinea good deallaissez fairepersona non grata
How frequently do lexical phrases occur (BNC)?Raw Rank Word Per million
words177 out of 490222 per cent 382272 such as 321285 of course 309378 for example 238
1538 in front of 651725 all right 582159 as soon as 472491 in general 412970 in addition to 343307 next to 303755 on top of 264378 instead of 215409 in charge of 175987 just about 157396 provided that 117885 as good as 109125 with a view to 8
Raw Rank Word Per million words
11459 in between 613507 by and large 514369 at random 416684 per se 419505 old fashioned 322060 grown up 228441 matter of fact 243572 sq m 148241 fait accompli 151717 straight forward 158511 habeas corpus 174321 self-same 076170 haute cuisine 082928 a good deal 083882 laissez faire 089371 persona non grata 0
Most multi-word units aren't worth teaching individually
Collocations will always occur less frequently than the words that make them upIn the British National Corpus (100m words)
Strong occurs 213 times / 1m wordsWind occurs 73 times / 1m wordsStrong wind occurs 3.06 times / 1m words
The 'difficult' word compromise occurs 31 timesMost collocations aren't worth teaching individually
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligations
Example Activities
• Explicit teaching• Dictionary work• Studying from a vocab book• Intensive reading• Language awareness
activities• Conscious word learning
• Controlled language production activities.
• Language and pronunciation drills
• Gap fill exercises• Memorized dialogs• Sentence completion tasks• Tests
• Extensive reading• Extensive listening• Watching movies• Browsing the Internet• Listening to the radio or
music
• ‘Free’ language production• activities.• Casual conversations• Debates and discussions• Email, and online chat• Diary writing• Essays
Receptive Productive
Language Study
Fluency practice
The Balanced Curriculum
Receptive Productive
Language Study
• Explicit teaching• Dictionary work• Studying from a vocab
book• Intensive reading• Language awareness
activities• Conscious word learning
• Controlled language production activities.
• Language and pronunciation drills• Gap fill exercises• Memorized dialogs• Sentence completion tasks• Tests
Fluency Practice
• Extensive reading• Extensive listening• Watching movies• Browsing the Internet• Listening to the radio or
music
• ‘Free’ language production activities.• Casual conversations• Debates and discussions• Email, and online chat• Diary writing• Essays
The Balanced Curriculum
Receptive Productive
Language Study
Fluency Practice
Build language knowledge and get control over it
Develop learning strategies
Build language knowledge and get control over it
Develop learning strategies
Develop a sense of how the language works
Build autonomy
Build pragmatic and cultural knowledge
Balance in Language Teaching
Receptive Productive
Language Study
Fluency Practice
- provides new knowledge about language features-raises awareness of how the language works- raises awareness of learning strategies
- Learners get a feel for how the language works- consolidates the discretely learned language features- allows learners to meet huge amounts of text
-gives practice in checking whether something is known- allows learners to actively construct language- focuses on accurate control over language features
- gives real time opportunities to experiment with language use- gives feedback on the success of language use- builds fluency of language production
What happens if they don’t do these things?
Receptive Productive
Language Study
Fluency Practice
- Fewer chances to notice new things- Hard to add new knowledge
- Can’t check the accuracy of what they learnt
- Not enough input- Few chances to develop automatic processing - Can’t develop fluent eye movements
- Can’t experiment with their knowledge fluently
Principles of vocabulary teaching
Two stages of word learningWord, phrases, collocations, colligationsUnderstand the need for a balanced curriculum
How much to learn: vocabulary
Learners need 8000-9000 words to know 98% of the vocabulary in native novels, magazines and most general reading
Intermediate learners need at least a vocabulary of 2000 words receptively and 1000 productively to be able to build fluency rapidly
Advanced learners will need 4000-6000 wordsAn average high frequency word has about 8-15 common
collocationsThere are 1000-1200 common phrasal verbsThere are 1000-1500 common idiomsThere are hundreds of common sentences heads and formulaic
phrases
What do we know about vocabulary?
• Because we teach a word does not mean they learned it (i.e. teaching does not cause learning). Note* our text books assume this. Because they finished the textbook does not mean they know all the words in the book
• Written and spoken vocabulary are different. Fewer words are needed for speaking
• Initial word knowledge is very fragile. Memories of new words that are not met again soon.
What do we know about vocabulary? II
• Some words are more difficult to learn than others • Learners cannot guess new meaning from context if the
surrounding text is too difficult. About 98% coverage needed.• Words live with other words, not in isolation• Not all words are equally frequent. There is a core useful
vocabulary everyone needs (about 2000 word families). Not everyone needs the other 90% of the words in English.
• Students should learn the most frequent and useful words first, later they can specialize.
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effort
be
sad help
jump
kindly
carry
weather
hand
when
allow
likes say
few
whale
wishes during
railway
ask
pretend
parent
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay HairHair Going toGoing to
Couldn'tCouldn't GetGet EraserEraser GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Many students think learning English is like building a wall
But what happens to the wall when … … the wind comes …..? … or the earthquake comes…?
… or the teacher asks a difficult question..? … or they need to read a difficult text? … or they need to talk to someone in English?
They can't put words together easilyCommunication stops
BookBook BeBe BuyBuy TennisTennisAppleApple
CanCan ShouldShould
HappyHappy
InInOffOff
AlongAlong DogDog
WindowWindow
MustMust
BushBush
TravelTravelSeeSee
Have toHave to
NeverNever
CarpetCarpet
QueenQueen
KitchenKitchen
MayMayPhotoPhoto
Going toGoing to
Couldn'tCouldn'tRentRent
EraserEraser
Gover
nmen
t
Gover
nmen
t
WiseWiseJusticeJustice
DeceiverDeceiver
OughtOught Radiate
Radiate
MightMightEyebrowEyebrow Culture
Culture
By the wayBy the way
ThermostatThermostat
Not only but…
Not only but…
StatueStatue Monument
MonumentLogarithmicLogarithmic
As … asAs … as
ChurlishChurlish
CentralizeCentralize
The …est
The …est WhiplashWhiplash
WillWill
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
There‘s no cement
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
BookBook BeBe BuyBuy TennisTennis
AppleApple CanCan ShouldShould HappyHappy
InIn Out ofOut of ByBy DogDog
WindowWindow MustMust CarCar GoGo
SeeSee
Have toHave to BusBus
SmileSmile BlondeBlonde
YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to
Couldn'tCouldn't GetGet HairHair GovernmentGovernment
WiseWise JusticeJustice Need toNeed to DeceiverDeceiver
DiverseDiverse OughtOught ContainerContainer RadiateRadiate
MightMight
EyebrowEyebrow SpecialSpecial
CultureCulture TVTV
ThermostatThermostat Not only but…
Not only but… StatueStatue MonumentMonument
LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish
CentralizeCentralize
The …estThe …est WatchWatch
WillWill
Students need to see how words go together
To teach or not to teach?
NoNo YesYes
IntentionallyIntentionally IncidentallyIncidentally
DeductivelyDeductively InductivelyInductively
Intentional / Incidental
Intentional- aim to directly teach / learn something- e.g. textbook presentation, dictionary use, wordcards
Incidental- aim to hope them pick up or notice the target from
exposure- students are doing something else (e.g. reading a passage
for meaning) but notice something new as they do it.
Deductive vs Inductive presentation
Deductive – ‘telling’telling / explaining the rule e.g. on the board, in a text or
handout
Inductive presentation – ‘discover the rule’A: What are your plans for the weekend?B: I’m meeting my brother on Friday at 7, and then I’m
playing tennis in Yokohama on Saturday. And you?A: I’m not sure maybe I’ll stay home.
Intentional vs. Incidental learning
Intentional learning Incidental learning
Direct focus on learning when the focus is to learn words
FOCUS Learning 'by accident' - as a result of focusing on something else
wordlists, word cards, vocabulary exercises, dictionary use
E.G. from reading or listening, watching movies, listening to songs, casual conversation
•Can be learnt systematically•Meanings are learnt 16 times faster than with incidental learning•Retention high if learnt well•Decontextualized or 'local' learning level
LEARNING •Slow and fragile learning•Input tends to be random and unpredictable, unsystematized•Contextualized (chances for integrative learning)
Best for 'form-meaning' level learning USE Best for 'deeper aspects' of vocabulary learning
How are we going to teach what?
Intentional learning e.g word cards Incidental learning e.g extensive reading
Selection issues – what do we teach?Sequence issues – in what order?
Scaffolding issues – how do we consolidate previous learning?
Presentation issues – what method?
Rough gradingEnsuring recycling
Engaging textMatching input text to intentionally
learnt materials
Individual wordsImportant lexical phrasesFalse friendsLoanwordsImportant collocations and colligationsBasic grammatical patternsImportant phrasal verbs, idioms etc.Word, phrase and sentence level awareness
Register, GenrePragmatic knowledgeRestrictions on useMost collocations and collocationsA 'sense' of a word's meaning and useA 'sense' of how grammar fits with lexis - the tenses, articles etc.Discourse level awareness
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?
Notice something
Get more input
(feedback)
Try it out
Add to our knowledge
The Cycle of Learning
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learning
What happens to things we learn?
We forget them over time unless they are recycled and memories of them strengthened
Our brains are designed to forget most of what we meet - not to remember it
Time
Knowledge
The Forgetting Curve
Leitner’s Memory System
Image source: www.lexxica.com
Spaced, expanded retrieval
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the Forgetting Curve
A linear structure to our syllabuses
Each unit has something newLittle focus on the recycling of vocabulary, grammar and so onThe theory is “We’ve done that, they have learnt it, so we can move
on.” i.e. teaching causes learning
Unit 1
Be verb
Simple adjectives
Unit 2
Simple present
Daily routines
Unit 3
Present continuous
Sporting activities
Unit 4
can
Abilities
Unit 5
….
…..
What will naturally happen to the learning?
Unit 1
Be verb
Simple adjectives
Unit 2
Simple present
Daily routines
Unit 3
Present continuous
Sporting activities
Unit 4
can
Abilities
Unit 5
….
…..
Course work and Graded Readers work together
Consolidating and deepening language knowledge
Extensive Reading
Unit 1
Be verb
Unit 2
Simple present
Unit 3
Present continuous
Unit 4
can
Unit 5
…. Introducing language
What does this imply?A linear course structure
-is focused on introducing new words and grammatical features-does not fight against the forgetting curve -by its very design cannot provide enough repetitions of words and grammar features for long-term acquisition to take place-is not focused on deepening and consolidating older knowledge because the focus is always on new things
This is NOT a criticism of course books. They can’t do everything even though we might expect them to. Course books are only part of what students need.
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the forgetting curveWe need to scaffold the learning vs linear delivery
How well are our courses presenting the language students need?
Research suggests a typical language courses:• do not systematically recycle the grammatical forms outside
the presentation unit / lesson• have an almost random vocabulary selection (mostly based
on topic) without much regard to frequency or usefulness • rarely, if ever, recycle taught words either later in the unit,
the book, or the series• provide little additional practice in review units or workbooks• have an overwhelming focus on new material in each lesson
words met vs number of words probably learnt (>10 meetings) in various course books
Japanese Korean Mexico#
meetings JH SH Both JH SH Both JH SH Both50+ 24 39 68 37 64 124 310 271 492
31-49 20 39 72 39 55 93 127 131 19120-30 23 57 75 53 71 172 138 139 19910-19 81 159 261 207 282 536 279 348 394
5-9 182 266 380 422 686 685 291 393 4091-4 792 713 792 802 1225 996 497 625 567
1122 1273 1648 1560 2383 2606 1642 1907 2252
50+ 2.1% 3.1% 4.1% 2.4% 2.7% 4.8% 18.9% 14.2% 21.8%31-49 1.8% 3.1% 4.4% 2.5% 2.3% 3.6% 7.7% 6.9% 8.5%20-30 2.0% 4.5% 4.6% 3.4% 3.0% 6.6% 8.4% 7.3% 8.8%10-19 7.2% 12.5% 15.8% 13.3% 11.8% 20.6% 17.0% 18.2% 17.5%
5-9 16.2% 20.9% 23.1% 27.1% 28.8% 26.3% 17.7% 20.6% 18.2%1-4 70.6% 56.0% 48.1% 51.4% 51.4% 38.2% 30.3% 32.8% 25.2%
100% 100% 100% 100% 100% 100% 100.0% 100.0% 100.0%
476476 925925 12761276
Number of words met
Japan Korea MexicoCourse books
onlyJH 14,066 23,483 126,043
JH & SH 35,043 61,433 232,536
Course books plus reading
JH 35,989 45,405 147,966JH & SH 219,242 245,632 416,735
Course book plus a book a week = ?Japan Korea Mexico
# meetingsJH course book
Plus ERF1-3 (90 Books)
JH & SH course books Plus ERF 1-6 (180 books)
Middle course books Plus ERF1-3 (90 Books)
Middle & SH course
books plus ERF 1-6
(180 books)
Middle course books plus
ERF1-3 (90 Books)
Middle and SH course books plus
ERF 1-6 (180 books)
50+ 101 523 121 568 354 780
31-49 63 182 90 229 165 258
20-30 77 182 103 204 149 228
10-19 162 300 288 467 291 411
5-9 267 372 368 593 323 404
1-4 564 771 767 824 562 605
1234 2330 1737 2885 1844 2686
50+ 8.2% 22.4% 7.0% 19.7% 19.2% 29.0%
31-49 5.1% 7.8% 5.2% 7.9% 8.9% 9.6%
20-30 6.2% 7.8% 5.9% 7.1% 8.1% 8.5%
10-19 13.1% 12.9% 16.6% 16.2% 15.8% 15.3%
5-9 21.6% 16.0% 21.2% 20.6% 17.5% 15.0%
1-4 45.7% 33.1% 44.2% 28.6% 30.5% 22.5%
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
11871187 1677167714681468
Likely uptake (words met more than 10 times from reading 30 texts at each level)
Japan Korea MexicoCourse books
onlyJH 147 184 854
JH & SH 476 925 1,276
Course books plus reading
JH 403 +174% 602 +227% 959 +12%JH & SH 1,187 +149% 1,468 +59% 1,677 + 31%
How long will it take to teach them?An average word needs 8-50 meetings for it to be learnt
receptively from reading (more for productive use)An average word's meaning takes 10-15 meetings to learn from
word cards or word listsTo learn the collocations and 'deeper' aspects of language
learning takes MUCH longer.There's little research into the rate learning of collocation,
colligation or lexical phrases from readingWe know nothing at all about how long it takes to master a
particular grammatical form e.g. a tense, the comparatives, relative clauses
Principles of vocabulary teaching
Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the forgetting curveWe need to scaffold the learning vs linear deliveryTextbooks can’t do everything - Massive exposure needed
Why can’t Japanese students read, listen, speak and write well?
Their language knowledge is often abstract, separated, discrete and very fragile so they forget
There’s too much work on “the pieces-of-language” and not enough comprehensible, meaningful , connected discourse
They haven’t met the words and grammar enough times to feel comfortable using them
They CANNOT speak until they feel comfortable using their knowledgeThey haven’t developed a ‘sense’ of language yet
So what needs to happen?
We have to ensure our curriculums and courses:• build in recycling and repetition of words and grammar structures• give students chances to see how the grammar and vocabulary are
used together in real discourse• give students chances to deepen and consolidate the language they
learn in their course books (or they forget it)• allow students to develop their own ‘sense’ of how the language
works• give students chances to use language rather than just study it
Principles of Vocabulary Learning
• There is not enough class time to teach everything about a word• We don’t need to teach every word in the book• Select the vocabulary carefully - Useful and frequent words first• Single words as well as phrases and collocations• Learners must be set vocabulary learning goals • They need massive input to build vocabulary knowledge to deepen
vocabulary connections• We should teach words the students need • Forgetting will happen - > revise, use it or lose it• We should not expect things we teach to be known tomorrow• The most important vocabulary to teach is yesterday’s vocabulary
Principles II
Principles III
• Language focus work needed• Give opportunities for developing fluency and automaticity• Not everything can be learn intentionally• Initial meetings should be followed by deeper level processing • Opportunities for elaborating word knowledge• Let them experiment (force them to think)• We do not need to teach all words to be available for use• Concept check understanding• Understand the task requirements of vocabulary exercises• Give opportunities to develop the pronunciation
Thank you for your time
www.robwaring.org/presentations/
The components of a language focus lesson
Engagement – get the students interested in the topicContextualization – embed the forms within a larger contextCheck understanding – of the contextPresentation – to notice the new form and its behaviourAssess – to assess they understand the new formActivate – controlled productionIntegrate and personalize – freer production and personalization
Engagement
Aim: To motivate students to become interested in the topicTo prime them for the topic reading / listening
Example activities:Discussions of the topic – general or personalWatching a short video about the topicResearching the topic before classBrainstorm vocabulary that might be usedGuess information that might occur in the textMake questions you want answered in the text
Contextualization
Aim: To embed the target language within a context so students
can be primed to notice itTo create (help them notice) a gap in their knowledgeTo raise interest in the topic
Example activities:A reading text containing the targetA listening text containing the target
Checking understanding of the context for use
Aim: To ensure the context within which the target form is
embedded is understood‘Comprehension first’
Example activities:Comprehension questionsGive a short summary of the textCheck with a partnerTrue and false questionsetc.
Presentation
Aim: To ensure students notice both
a) the form and b) the use
Example activities:Teachers explain the rules / behavior of the past simple
tenseTeachers elicit the rule from the studentsTeach guides the students to discover the ruleStudents read the rule from their textbook
Assess
Aim: To assess in controlled, decontextualized ways whether the
students have understood the rule for both a) the form and b) the use of the targetNo aim to be communicative
Example activities:A short quizGap-fill activitiesComplete the sentenceSentence transformation
Integrate and personalize
Aim: To get learners to express themselves (rather than just
communicate) while using the new target
Example activities:Discussion of the topic with questions aimed at eliciting the
target languageReformulation into a different skill (e.g. extend a roleplay to
where students create new situations around the target language)
Pre -teachingPre -teachingPre -teachingPre -teaching
EngagementEngagement
Contextualization of the target formContextualization of the target form
Check comprehension of the context for useCheck comprehension of the context for use
Presentation of the form
Presentation of the form
Presentation of the concept
Presentation of the concept
Checking the form is understood
Checking the form is understood
Checking the concept is understood
Checking the concept is understood
Controlled productive persoanlization
Controlled productive persoanlization
How do they fit the Balanced Curriculum?
Engagement – get the students interested in the topic
Contextualization – embed the forms within a larger context
Check understanding – of the context
Presentation – to notice the new form and its behaviour
Assess – to assess they understand the new form
Activate – controlled production
Integrate and personalize – freer production and personalization
How do they fit the Balanced Curriculum?
Receptive Productive
Language Study
Contextualization
Presentation
Check understanding of the text
Assess understanding of the form
Controlled activation
Fluency Practice
EngagementContextualization
Integration and personalization
Lower ElementaryAim: Consolidation of the basics
Receptive Productive
Language Study
Fluency Practice
AlphabetFlashcardsWord studySome grammarStudy skills
SpellingWriting simple sentencesFun tests to check understandingSimple memorized dialogs
Reading very simple storiesListening to simple stories
Read aloud
Elementary / Lower IntermediateAim: Initial fluency
Receptive Productive
Language Study
Fluency Practice
Word buildingGrammarIntensive readingIntensive listening
Complex spellingsSome testsControlled productionRole-plays
Extensive readingExtensive listeningSpeed reading
Topic controlled conversationFree chattingJournals / diariesEmails
IntermediateAim: Fluency and speedReceptive Productive
Language Study
Fluency Practice
Intensive readingCollocation ColligationLexical chunks
Extensive ReadingExtensive ListeningSimple moviesSimple songsSpeed reading
DebatesEssaysPushed outputSpeechesDiscussions
Control over complex discourse markersCohesion, coherence
AdvancedAim: High level language control
Receptive Productive
Language Study
Controlled production
Fluency Practice
Intensive readingColligationsIdioms etc.High level lexis
Native textsNative moviesSongsRadio, TV shows
DebatesFormal EssaysPushed outputComplex discourse
Advantages of Inductive Disadvantages of Inductive
More cognitive effort – better learning Takes time
Better chance for longer learning Harder to prepare / plan for teacher
Advantages of Deductive Disadvantages of Deductive
Potentially fast, effective and more direct
Little cognitive effort for students
Controlled and planned Not always sure everyone understood
More fragile knowledge
Controlled Activities
Controlled Activities
Controlled Activities
Controlled Activities
Controlled Activities
Activate
Aim: To move the discrete knowledge from controlled receptive
understanding to controlled productive use
Example activities:Embed the form in a role-play situation leading to extension
Semi-controlled production
Semi-controlled production
Principles of vocabulary
Receptive Productive
Language Study
Form-meaning focus
Fluency Practice
Building depth of knowledgeScaffolding the learningMassive input
Experimentation with language