Developing an English vocabulary curriculum for Hong Kong schools
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Developing an English vocabulary curriculum for Hong Kong schools
Arthur McNeillHong Kong Baptist University
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Outline of the presentation
1. How the project came about2. Aims of the project3. Design principles4. Procedures for compiling the
wordlists5. Some problems and issues
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PART 1How the project came about
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Evidence of low attainment in vocabulary size tests
02468
1012141618
3K AWL 5K max
Mean scores on Levels Test
HK F7
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02468
1012141618
3K AWL 5K max
Mean scores on Levels Test
MainlandHK F7
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Native/Non-native differences in vocabulary acquisition
Native English speaking students acquire about 3000 words per year at secondary school (ending up with about 20,000 word families in adulthood) .
Hong Kong secondary pupils acquire about 300 words per year.
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Vocabulary and the CGs
Lexical relations: Synonyms (e.g. happy, glad) Antonyms (e.g. bright, dark) Homonyms (e.g. catch a bus, catch a
cold) Collocation (e.g. make a wish, watch TV) Lexical sets (e.g. furniture – table, chair,
desk, cupboard)
*please refer to CG (CDC, 2004): pp. 168-171
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Vocabulary building skills recommended in CG
Word formation
Affixation (e.g. unhappy, careless) Compounding (e.g.
foot+ball=football) Conversion (e.g. cook a meal, a cook) Derivation (e.g. excite, exciting,
excited, excitement)
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Quality, YES. Quantity, NO.
Curriculum guidelines stop short of identifying lexical targets.
Main concerns about inadequate vocabulary come from the tertiary sector.
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PART 2Aims of the project
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The Vocabulary Curriculum Project
EMB/CUHK collaborative project to develop an English vocabulary curriculum for 12 years of compulsory education.
To set vocabulary targets for each KS. To identify the English words to be
known by students by the end of each KS
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Proposed Vocabulary Targets
Key Stage Stage Target CumulativeTarget
KS1
KS2
KS3
KS4
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Proposed Vocabulary Targets
Key Stage Stage Target CumulativeTarget
KS1 1000 1000
KS2 1000 2000
KS3 1500 3500
KS4 1500 5000
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Outcomes (Phase 1)
Four wordlists, each available in different formats:
1. Alphabetically arranged2. Thematically-arranged3. e-list (software which allows greater
manipulation of the content)
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Research Questions
1. How many English words should HK students know at different stages of their education?
2. Which words should they know?
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PART 3Design Principles
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“Knowing a word”? Working definition
“Ability to recognize a word (in written or spoken text) and to know its meaning”
Type ofknowledge
Details
Form Written (orthographic); spoken (phonological); most frequent morphological variations
Meaning Only one meaning introduced at a time; additional meanings added as ‘new’ items
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Sources of input?
Teachers familiar with the respective KS Frequency data about how vocabulary is
used in English: General English Academic English
Topics and themes listed in CGs Vocabulary content of the approved
textbooks
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Frequency-based lists/corpora
GSL
BNC
AWL
“General” words
“Academic” words
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GSL
BNC
AWL
Classic list of the most frequent 2000 words.Very widely used and respected.
100 million word collection of written and spoke English. A new ‘standard’.
570 words which occur frequently inacademic texts across disciplines
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Textbook Corpus(currently stored as separate files)
KS1 Textbook A Textbook B Textbook C
KS2 Textbook A Textbook B Textbook C
KS3 Textbook A Textbook B Textbook C
KS4 Textbook A Textbook B Textbook C
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Principles guiding final selections
Relevance to learners (now and later) Usefulness Combinability (collocations) Word class distribution Superordinates
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PART 4Procedures for compiling the wordlists
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Design of the vocabulary selection procedure
Frequency data from
GSL/BNC/AWL
Word samples by frequency
Teachers select words for own
KS
Initial (incomplete)
wordlist
Rejected items to be considered for next KS
Project team add remaining items
Textbook corpus
Topics from CGs
Completed wordlist
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Teacher Input
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Data gathering (from teachers)
70 schools at each KS Option of on-line task or submit hard
copy for KS1 and KS2 Secondary teachers invited to CU to
attend a seminar and “workshop”
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Teacher Seminar, plus …
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Vocabulary decision-making task
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Data analysis
1. Collation of the results of the teacher surveys.
2. Calculating a “score” for each word based on the number of times it was selected by teachers
3. Deciding on a cut-off point for each word score to determine whether it is representative of the teacher sample or not.
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PART 5Issues and Problems
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1. Basing a school curriculum on frequency data
Relating a corpus of naturally occurring L1 language to an L2 curriculum is less straightforward than it first appears.
Refer to handout for examples of BNC items which do not transfer readily to an English language curriculum for HK students.
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What is the BNC?The British National Corpus (BNC) is a 100 million word collection of samples of written and spoken
language from a wide range of sources, designed to represent a wide cross-section of British English from
the latter part of the 20th century, both spoken and written.
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Would a corpus of international English be more appropriate?
In applied linguistics, there is strong support for basing achievement standards on successful L2 users rather than on native speakers.
But, there is no corpus of “international English”. Should we encourage one?
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2. Degree of consensus among HK teachers about target language
Analysis of the data revealed variation among teachers concerning the vocabulary items which should be included.
Should we look in more depth at the patterns of selection?
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3. Should “Hong Kong words” be added?
Examples:
shroff – dim sum – dai pai dong - gweilo
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Vocabulary Curriculum Project – Phase 2
Phase 2 – Pedagogy (materials development and teacher development)
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Seed ProjectThe Magic of Words: Enhancing Effectiveness of Vocabulary Learning and Teaching at Primary Level
Aims of the project: To explore ways and pedagogies to
improve the quality of vocabulary L/T To promote the development of
vocabulary building skills To encourage the application of
vocabulary in speaking and writing To enhance pupils’ and teachers’
competence and confidence in handling vocabulary
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Seed Project Target group: Two classes of P.4 pupils
Some ideas for making use of the wordlists in lesson planning: Building on pupils’ previous knowledge (i.e. words they have learnt) Selecting words to be taught in a particular module / unit (by making reference to the relevant categories in the wordlists)
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