week-8-lecture.ppt

1 Week8VocabularyLearning Teaching HistoricaloverviewCurrentissues Explicitlearning direct Implicitlearning indirect Recentdevelopments Corpusstudies Lexicalapproach 2 DiscussionTask1 Inthepastcentury vocabularywasaneglectedareaofstudyinESLclassroom Discussseveralreasonsforthisperiodofneglect Whatarethemajorinfluencesthatresultedinthecurrentemphasisonvocabularystudies 3 Historicaloverview Inthepast oftenneglected vocabularycouldsimplybelefttotakecareofitselfIn70sandearly80s morevoicesbegantochallengethisviewWhytheneglect PartlyduetolanguageteachingapproachesbasedonAmericanlinguistictheoriesthroughout40s 50s and60s structurallinguistics emphasizedgrammaticalandphonologicalstructure grammarbethestartingpoint 4 Picturechangeddramaticallywithinthelasttwodecades Thechallengetothestatusquobeganinlate70sandearly80s andbylate80sandearly90s vocabularystudiesweredevelopingexponentiallyandvocabularylearningbecamemoreimportantWhythesuddensurgeofinterest 5 Computer aidedresearch providevastamountsofinformationnotpreviouslyavailableforanalysis suchas howwordsbehaveinactuallanguageuselargerunitsthatfunctionindiscourseassinglelexicalitems differencesbetweenwrittenandspokencommunication 6 Psycholinguisticstudies provideinsightsconcerningmentalprocessesinvolvedinvocabularylearning suchasmemory storageandretrieval Interestintheseissuesledtorelatedstudiesconcernedwithdevelopingmoreeffectivevocabularyteachingandlearningstrategies 7 Currentissues Mostcentral Explicit direct overt PLANNED orimplicit indirect covert NOTPLANNED teachingofvocabulary Inthe70sand80s communicativeapproach naturalfocusonimplicit incidentallearningCurrently providingincidentalencounterswithwordsisonlyonemethodoffacilitatingvocabularyacquisition andthatawell structuredvocabularyprogramneedsabalancedapproachthatincludesexplicitteachingtogetherwithactivitiesprovidingappropriatecontextsforincidentallearning 8 Explicitlearning StudentsengageinactivitiesthatfocusattentiononvocabularyKeyprinciplesofexplicitlearning Sokmen 1997 decidingwhattoteach 9 3 Providinganumberofencounterswithaword enablestudentstolink buildontheirvocabulary 4 Promotingadeeplevelofprocessing5 Facilitatingimaging 6 UsingavarietyoftechniquesEncouragingindependentlearningstrategies 10 Whattoteach Howdowedecidehowmanywordstoteachandwhichonestoteach Manyresearchers advocatelearnersshouldbeinitiallybetaughtaproductivevocabofatleast2000highfrequencywords Meara 1995 arguesagainstearlier vocabcontrol approaches studentsweretaughtonlyabasicvocabofseveralhundredwords readrestrictedsortsoftexts languagetextbooksandgradedreader 11 SSshouldlearnverylargevocabwhentheyfirststarttoacquirelanguage Why Manylanguagehasasmallnumberofwordsthatoccurmanytimesinmaterialweseemostoftenandalargenumberofwordsthatoccuronlyonceortwice English abasicvocabularyof2000wordsaccountsforapprox80 ofwhatweregularlyseeorhear 2 Mostlearnersexpecttohavetolearnvocabulary itwouldbeamistakeifwedon tdoso 12 Whatarethosehighfrequencywords Themostfamouslist theGeneralServiceListofEnglishWords West 1953 Containsabout2000wordswithsemanticandfrequencyinformationdrawnfromaverylargecorpusofseveralmillionwordsThoughquiteold hasstillnotbeenreplaced Stillconsideredtobemostuseful because ItliststhedifferentpartsofspeechandthedifferentmeaningsensesGivesthefrequencyofthemainheadwordplustherelativefrequencyofitsmeaning infoofcollocation 13 WouldWest slistbeenoughforalllearners Forcertaingroupsofstudents abaseof2000wordsisinadequate Universitystudents needtoacquireafurther1000high frequencywordsbeyondtheinitial2000baseplusstrategiestodealwiththelow frequencywordstheymeet 14 Implicitteaching Incidentalvocabularylearningislearningthatoccurswhenthemindisfocusedelsewhere suchasonunderstandingatextorusinglanguageforcommunicativepurposesResearchers learnersshouldbegivenexplicitinstructionandpracticeinthefirst2000to3000high frequencywords i e wordfamilies Beyondthislevel mostlow frequencywordswillbelearnedincidentallywhilereadingorlistening A2000 3000wordbase aminimum threshold thatenablesincidentallearningtotakeplacewhenreadingauthentictexts 15 TutorialTask Shouldmoreemphasisbegiventoexplicitorimplicitvocabularylearningatthebeginninglevel Atmoreadvancedlevels Whydoyouthinkso Fromyourownexperience asateacher L2learner whichvocabularylearningstrategiesorcombinationofstrategieswouldbethemosteffectiveforincidentallearning Whichdoyoufeelmightbemorehelpfulinmotivatingstudentstolearnvocabularyatafasterratewhileatthesametimehelpingthemtoconsolidatewordsinlongtermmemory Deadline submitnextweek 16 Recentdevelopments Corpusstudies ledtomajorchangesinlanguagedescriptionandhavegreatlyexpandedourknowledgeofcollocations idioms andothermultiwordunitsComputers madepossibleacollectionofhugedatabasesoflanguages ranginginlength shortphrasesorsentencesuptoentirebooks Corpusstudies allowaccesstoavarietyofsamplesfromlanguageasitisactuallyusedinreal worldsettingsinawiderangeofgenres bothwrittenandspoken COBUILDproject TheCollins BirminghamUniversityInternationalLanguageDatabase acorpusofmanymillionwords producedseveraldictionariesandgrammar dic ofcollocation 17 Howdocorpusstudieshelpus Provideguidanceforincorporatingcollocationsandotherpatternedphrasesintovocabularyteachingandlearning Howsuchinsightsactuallyhelpus Howtouseitinourteaching Formetoknowandyoutofindout 18 LexicalApproach Thelexicalapproach hasreceivedinterestinrecentyearsasanalternativetogrammar basedapproaches Thelexicalapproach concentratesondevelopinglearners proficiencywithlexis orwordsandwordcombinations Itisbasedontheideathatanimportantpartoflanguageacquisitionistheabilitytocomprehendandproducelexicalphrasesasunanalyzedwholes or chunks andthatthesechunksbecometherawdatabywhichlearnersperceivepatternsoflanguagetraditionallythoughtofasgrammar Lewis 1993 p 95 19 Con t Instruction focusonfixedexpressionsthatoccurfrequentlyinspokenlanguageratherthanonoriginallycreatedsentences Lewis 1997 suchas I msorry Ididn tmeantomakeyoujump or Thatwillneverhappentome 20 ANewRoleforLexis MichaelLewis 1993 whocoinedthetermlexicalapproach suggeststhefollowing Lexisisthebasisoflanguage Lexisismisunderstoodinlanguageteachingbecauseoftheassumptionthatgrammaristhebasisoflanguageandthatmasteryofthegrammaticalsystemisaprerequisiteforeffectivecommunication Thekeyprincipleofalexicalapproachisthat languageconsistsofgrammaticalizedlexis notlexicalizedgrammar Oneofthecentralorganizingprinciplesofanymeaning centredsyllabusshouldbelexis 21 TypesofLexicalUnits ThelexicalapproachmakesadistinctionbetweenvocabularyandlexisVocabulary traditionallyunderstoodasastockofindividualwordswithfixedmeaningsLexis includesnotonlythesinglewordsbutalsothewordcombinationsthatwestoreinourmentallexicons Lexicalapproachadvocates arguethatlanguageconsistsofmeaningfulchunksthat whencombined producecontinuouscoherenttext andonlyaminorityofspokensentencesareentirelynovelcreations 22 Con t Lewis 1997b suggeststhefollowingtaxonomyoflexicalitems words e g book pen polywords e g bytheway upsidedown collocations orwordpartnerships e g communityservice absolutelyconvinced institutionalizedutterances e g I llgetit We llsee That lldo IfIwereyou Wouldyoulikeacupofcoffee sentenceframesandheads e g Thatisnotas asyouthink Thefact suggestion problem dangerwas andeventextframes e g Inthispaperweexplore Firstly Secondly Finally 23 LexisinLanguageTeachingandLearning Inthelexicalapproach lexisinitsvarioustypesisthoughttoplayacentralroleinlanguageteachingandlearning Nattinger 1980 suggeststhatteachingshouldbebasedontheideathatlanguageproductionisthepiecingtogetherofready madeunitsappropriateforaparticularsituation Functional NotionalSyllabus Comprehensionofsuchunitsisdependentonknowingthepatternstopredictindifferentsituations Instruction therefore shouldcentreonthesepatternsandthewaystheycanbepiecedtogether alongwiththewaystheyvaryandthesituationsinwhichtheyoccur 24 Activitiestodeveloplearners knowledgeoflexicalchains Intensiveandextensivelisteningandreadinginthetargetlanguage Firstandsecondlanguagecomparisonsandtranslation carriedoutchunk for chunk ratherthanword for word aimedatraisinglanguageawareness Repetitionandrecyclingofactivities suchassummarizingatextorallyonedayandagainafewdayslatertokeepwordsandexpressionsthathavebeenlearnedactive Guessingthemeaningofvocabularyitemsfromcontext 25 Con t Noticingandrecordinglanguagepatternsandcollocations Workingwithdictionariesandotherreferencetools WorkingwithlanguagecorpusescreatedbytheteacherforuseintheclassroomoraccessibleontheInternet suchastheBritishNationalCorpus http thetis bl uk BNCbib orCOBUILDBankofEnglish http titania cobuild collins co uk toresearchwordpartnerships prepositionusage style andsoon 26 TheCollinsCOBUILDEnglishCourse Willis Willis 1989 themostambitiousattempttodevelopasyllabusbasedonlexicalratherthangrammaticalprinciples Willis 1990 attemptedtoprovidearationaleanddesignforlexicallybasedlanguageteaching suggeststhatalexicalsyllabusshouldbematchedwitha