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Getting the Word Out: Large-Scale Implementations of Vocabulary Research Invited Colloquium AAAL Conference - April 2007 Tom Cobb & Marlise Horst.

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Presentation on theme: "Getting the Word Out: Large-Scale Implementations of Vocabulary Research Invited Colloquium AAAL Conference - April 2007 Tom Cobb & Marlise Horst."— Presentation transcript:

1 Getting the Word Out: Large-Scale Implementations of Vocabulary Research Invited Colloquium AAAL Conference - April 2007 Tom Cobb & Marlise Horst

2 2 Getting the Word Out T: Is went a present tense verb or a past tense verb? S: Go T: Go. Okay. Went is the past of go. So can you repeat the negative? S: They did not go to the concert. T: Good for you, they did not go to the concert S: My throat isn’t sore. T: Yes, isn’t – is not. And? S: Is my throat uh, sore? T: Yes, when we say my throat is sore – what gesture could we do, to show what that means? … Anybody know what that is? A sore throat?... Yeah – this is your throat. It’s your neck, but inside it’s your throat. Eh, when you have a cold, when you don’t feel good, often you have a sore throat. Okay?.

3 3 Getting the Word Out In hours (35,000 words) of ESL teacher talk (primary francophone learners in Quebec, intensive program) 7600 words (21%) consisted of ‘focus on language’ 182 words or structures were targeted Of these, 139 (76%) focused on vocabulary

4 When comprehensible input isn't comprehensive input Laura Collins, Joanna White, Walcir Cardoso, Marlise Horst, & Pavel Trofimovich Monday, April 23 9:25 Emerald III

5 5 Getting the Word Out Themes Primacy of vocabulary knowledge Usefulness of corpus/frequency approach Potential for direct applications of research

6 6 Getting the Word Out Topics Materials /Curriculum design Technology assisted vocabulary learning Computer games Testing

7 7 Getting the Word Out Respondent: Keith Folse Presenters: Brent Culligan & Charles Browne Tom Cobb Diane Schmitt & Norbert Schmitt Steve Neufeld & Ali Billuroglu Arthur McNeill

8 8 Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this. The colloquium brings together major research-informed undertakings in the areas of assessment, textbook development, curriculum reform and new technologies.”

9 9 Getting the Word Out “Extensive vocabulary research of recent years….”

10 10 Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this….”

11 11 Getting the Word Out “Significant-scale, principled implementations of the extensive vocabulary research of recent years appear to be rather rare. However, there are a growing number of exceptions to this. The colloquium brings together major research-informed undertakings in the areas of assessment, textbook development, curriculum reform and new technologies.”

12 12 Getting the Word Out S: My throat isn’t sore. T: Yes, isn’t – is not. And? S: Is my throat uh, sore? T: Yes, when we say my throat is sore – what gesture could we do, to show what that means? … Anybody know what that is? A sore throat?... Yeah – this is your throat. It’s your neck, but inside it’s your throat. Eh, when you have a cold, when you don’t feel good, often you have a sore throat. Okay? T: Is went a present tense verb or a past tense verb? S: Go T: Go. Okay. Went is the past of go. So can you repeat the negative? S: They did not go to the concert. T: Good for you, they did not go to the concert.


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