Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages...
-
Upload
ethan-pereira -
Category
Documents
-
view
215 -
download
0
Transcript of Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages...
![Page 1: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/1.jpg)
Perspectives on Teaching and Learning Academic
Vocabulary
Keith Folse
Department of Modern Languages
University of Central Florida
keith.folse @ gmail.com
![Page 2: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/2.jpg)
An IEP CurriculumAn IEP Curriculum9:00-9:50 Grammar
10:00-10:50 Reading
11:00-11:50 Elective
1:00-1:50 Communication
2:00-2:50 Writing
![Page 3: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/3.jpg)
Another IEP Another IEP CurriculumCurriculum
9:00-10:50 Grammar/Writing
11:00-11:50 Elective
1:00-2:50 Reading/Speaking/Listening
![Page 4: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/4.jpg)
Another IEP Another IEP CurriculumCurriculum
9:00-10:50 Grammar/Speaking/Listening
11:00-11:50 Elective
1:00-2:50 Reading/Writing
![Page 5: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/5.jpg)
What is What is Academic Academic Language?Language?
![Page 6: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/6.jpg)
What is What is Academic Academic Language?Language?
(1) language that sounds academic
“according to the previous research on which this study was based, several aspects of xyz emerged…”
(2) a set of vocabulary that will enable you to understand academic texts
![Page 7: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/7.jpg)
????????
Does the AWL equal Academic Language?
Does Academic Language equal the AWL?
![Page 8: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/8.jpg)
What is the What is the Academic Word Academic Word
List?List?Coxhead (2000)
a corpus study (3.5 million words)
570 words (word families)
For a word to be designated as an AWL item, that word had to occur frequently in her corpus AND it had to appear across certain areas AND it had to appear in 15 of 28 subdisciplines
![Page 9: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/9.jpg)
Today’s Talk Today’s Talk (blurb)(blurb)
Coxhead’s Academic Word List highlights the importance of vocabulary for academic study and has inspired a host of teaching materials and similar word lists. This panel revisits the notion of academic vocabulary, exploring it from different perspectives in order to offer teaching and learning ideas for IEP programs.
![Page 10: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/10.jpg)
Categorizing WordsCategorizing Words(function: a/the/of; content:
cat/adjacent/fun)
GSL 1000: _____, _____, _____
GSL 2000: _____, _____, _____
AWL: _____, _____, _____
OFF-LIST: _____, _____, _____
![Page 11: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/11.jpg)
(1) (1) Today’s Talk Today’s Talk (blurb)(blurb)
Coxhead’s Academic Word List highlights the importance of vocabulary for academic study and has inspired a host of teaching materials and similar word lists. This panel revisits the notion of academic vocabulary, exploring it from different perspectives in order to offer teaching and learning ideas for IEP programs.
![Page 12: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/12.jpg)
Find the 6 AWL Find the 6 AWL items?items?
Coxhead’s Academic Word List highlights the importance of vocabulary for academic study and has inspired a host of teaching materials and similar word lists. This panel revisits the notion of academic vocabulary, exploring it from different perspectives in order to offer teaching and learning ideas for IEP programs. *****************************************
![Page 13: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/13.jpg)
Today’s Talk (6)Today’s Talk (6)Coxhead’s Academic Word List highlights
the importance of vocabulary for academic study and has inspired a host of teaching materials and similar word lists. This panel revisits the notion of academic vocabulary exploring it from different perspectives in order to offer teaching and learning ideas for IEP programs.
![Page 14: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/14.jpg)
What about the What about the leftovers?leftovers?
Coxhead’s Academic Word List highlights the importance of vocabulary for academic study and has inspired a host of teaching materials and similar word lists. This panel revisits the notion of academic vocabulary exploring it from different perspectives in order to offer teaching and learning ideas for IEP programs. *************
![Page 15: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/15.jpg)
Look at the Look at the GREAT LEFTOVERSGREAT LEFTOVERS
Coxhead’s _______ Word List _______ the importance of vocabulary for _______ study and has inspired a host of teaching materials and _______ word lists. This _______ revisits the _______ of _______ vocabulary exploring it from different _______ in order to offer teaching and learning ideas for IEP programs.
******************************************
![Page 16: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/16.jpg)
1000? 2000? AWL? 1000? 2000? AWL? OFF?OFF?
0-1000 different ideas importance learning materials offer order study teaching word
1001-2000 exploring host list programs
AWL academic highlights notion panel perspectives similar
OFF coxhead iep inspired revisits vocabulary vocabulary
![Page 17: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/17.jpg)
(2) (2) wikipedia.orgwikipedia.orgThe Academic Word List (AWL) was developed
by Averil Coxhead in New Zealand. The list contains 570 semantic fields which were selected because they appear with great frequency in a broad range of academic texts. The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus many of the words are specific to academic contexts.
![Page 18: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/18.jpg)
Find the 6 AWL Find the 6 AWL words?words?
The Academic Word List (AWL) was developed by Averil Coxhead in New Zealand. The list contains 570 semantic fields which were selected because they appear with great frequency in a broad range of academic texts. The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus many of the words are specific to academic contexts.
![Page 19: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/19.jpg)
wikipedia.orgwikipedia.orgThe Academic Word List (AWL) was developed
by Averil Coxhead in New Zealand. The list contains 570 semantic fields which were selected because they appear with great frequency in a broad range of academic texts. The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus many of the words are specific to academic contexts.
![Page 20: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/20.jpg)
What about the What about the leftovers?leftovers?
The Academic Word List (AWL) was developed by Averil Coxhead in New Zealand. The list contains 570 semantic fields which were selected because they appear with great frequency in a broad range of academic texts. The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus many of the words are specific to academic contexts.
![Page 21: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/21.jpg)
Look at the Look at the GREAT LEFTOVERSGREAT LEFTOVERS
The _______ Word List (AWL) was developed by Averil Coxhead in New Zealand. The list contains 570 semantic fields which were _______ because they appear with great frequency in a broad _______ of _______ _______ . The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus many of the words are _______ to _______ _______ . *****************************************
![Page 22: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/22.jpg)
1000? 2000? AWL? 1000? 2000? AWL? OFF?OFF?
0-1000 appear broad contains developed english fields general great include most new number service word
1001-2000 frequency list
AWL academic contexts range selected specific texts
OFF averil awl coxhead semantic zealand
![Page 23: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/23.jpg)
(3) (3) webmd.comwebmd.comWhile adults need to eat breakfast each day to perform their best, kids need it even more. Their growing bodies and developing brains rely heavily on the regular intake of food. When kids skip breakfast, they can end up going for long periods of time without food and this period of semistarvation can create a lot of physical, intellectual, and behavioral problems for them.
![Page 24: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/24.jpg)
Find examples for Find examples for
GSL 1000, GSL 2000, AWL, and GSL 1000, GSL 2000, AWL, and
OFFOFF
While adults need to eat breakfast each day to perform their best, kids need it even more. Their growing bodies and developing brains rely heavily on the regular intake of food. When kids skip breakfast, they can end up going for long periods of time without food and this period of semistarvation can create a lot of physical, intellectual, and behavioral problems for them. *********************************
![Page 25: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/25.jpg)
1000? 2000? AWL?1000? 2000? AWL?1000: best bodies day developing eat end
even food going growing heavily long more need number problems time
2000: behavioral brains breakfast lot perform regular
AWL: adults create period periods physical rely
OFF: intake intellectual kids semistarvation skip
![Page 26: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/26.jpg)
1000? 2000? AWL?1000? 2000? AWL?1. To function in an academic setting, you
need A LOT of vocabulary.
2. The AWL is good, but it is not enough.
3. I can teach you the 570 words, but the students need to practice heavily.
4. Even with these 570, it’s still not enough.
************************************
![Page 27: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/27.jpg)
In our classes…In our classes…1. Is academic vocabulary being
taught?
2. If so, how?
3. But wait… To what degree is ANY vocabulary being taught?
![Page 28: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/28.jpg)
Is explicit Is explicit vocabulary the vocabulary the
reading teacher’s reading teacher’s job?job?
Reading in a Foreign Language
April 2010, Vol. 22, No. 1, pp. 139-160
To find: Google RFL FOLSE28
![Page 29: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/29.jpg)
the studythe study
a case study
one upper intermediate class at an IEP
EVF: explicit vocabulary focus goal: number of EVFs in 1 week of classes
(25 hrs)
RQ: how many EVFs? where? who? why?
29
![Page 30: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/30.jpg)
backgroundbackground TRAIN WRECK: ELLs + “lexical plight” Ss need to know 95%-98% of the words
to comprehend a reading passage TIME CRUNCH: “Ss typically need to
know words measured in thousands, not hundreds, but receive language instruction measured in months, not years” (Cobb, 1999, p. 345)
Publications frequently conclude with “Ss need more vocab instruction,” BUT what is really happening right now?30
![Page 31: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/31.jpg)
Research QuestionsResearch Questions
1. To what extent is vocab being covered in an intensive English program?
2. Are explicit vocabulary focuses (EVFs) being initiated by the teacher, the students, or both?
3. Is there more attention to vocab in a particular course than in others? If so, why?
31
![Page 32: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/32.jpg)
Students/Students/ParticipantsParticipants
① a typical IEP at a large university in 2002
② Level 3 (upper intermediate) of a 4-level program
③ 475 on paper-based TOEFL; 4 on IELTS
④ 14 ELLs (1 Arabic; 1 French; 3 Japanese; 4 Korean; 1 Portuguese; 3 Spanish; 1 Thai)
⑤ 5 teachers of 5 classes (Communication, Composition, Grammar, Reading, TOEFL)
⑥ 1 Researcher (hid as a student in classes, multilingual)
32
![Page 33: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/33.jpg)
RQ1: To what RQ1: To what extent is vocab extent is vocab
covered in an IEP?covered in an IEP? 121 EVFs/week, 24 EVFs/day, 4.8 EVFs/class
often orally with no visual cues
rarely wrote on the board
rarely drew class attention to the word/meaning/strategy for remembering the word
problem: small number and limited quality
33
![Page 34: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/34.jpg)
An IEP CurriculumAn IEP CurriculumIs anyone teaching vocabulary?
Where?
Is it systematic (at all)?
![Page 35: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/35.jpg)
An IEP CurriculumAn IEP Curriculum9:00-9:50 Grammar
10:00-10:50 Reading
11:00-11:50 Elective
1:00-1:50 Communication
2:00-2:50 Writing
![Page 36: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/36.jpg)
Another IEP Another IEP CurriculumCurriculum
9:00-10:50 Grammar/Writing
11:00-11:50 Elective
1:00-2:50 Reading/Speaking/Listening
![Page 37: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/37.jpg)
Another IEP Another IEP CurriculumCurriculum
9:00-10:50 Grammar/Speaking/Listening
11:00-11:50 Elective
1:00-2:50 Reading/Writing
![Page 38: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/38.jpg)
Where is vocab Where is vocab taught?taught?
it depends…
“we all do that”…
in the reading class…
in the elective class…
in the TOEFL class…
![Page 39: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/39.jpg)
Vocabulary ElectiveVocabulary ElectiveUniversity of South Florida’s ELI
summer 1999
new vocabulary elective
Vocabulary in Use (McCarthy & O’Dell)
![Page 40: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/40.jpg)
In conclusion, In conclusion,
![Page 41: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/41.jpg)
In conclusion, In conclusion,
DO SOMETHING!
![Page 42: Perspectives on Teaching and Learning Academic Vocabulary Keith Folse Department of Modern Languages University of Central Florida keith.folse @ gmail.com.](https://reader036.fdocuments.us/reader036/viewer/2022081602/5515d38f55034638038b4638/html5/thumbnails/42.jpg)
Focus on Vocabulary: Mastering the Academic Word List
(Schmitt & Schmitt, Pearson)