Dr. Rob Waring Notre Dame Seishin University

Dr. Rob Waring Notre Dame Seishin University
Dealing with Vocabulary Matsuyama May Dr. Rob Waring Notre 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.

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) say beautiful girl handsome girl blonde hair yellow hair mild cheese weak cheese big surprise large surprise go to work go to job catch fire do fire / go fire high cost expensive cost demand a response ask a response make a mistake do a mistake

How much to learn: collocations
fast / quick meal train food shower yellow / blonde hair car flower regular / normal guy fries day exercise a round / circle of friends drinks golf wagons Types Adverb + Adjective: completely satisfied (NOT downright satisfied) Adjective + Noun: excruciating pain (NOT excruciating joy) Noun + Noun: a surge of anger (NOT a rush of anger) Noun + Verb: lions roar (NOT lions shout) Verb + Noun: commit suicide (NOT undertake suicide) Verb + Expression with Preposition: burst into tears (NOT blow up in tears) Verb + Adverb: wave frantically (NOT wave feverishly)

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? II
Adjective 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 teach Beautiful flower, look out of a window, read a book, play a game Specialized collocations – teach only if needed Insolvency act, habeas corpus, spaghetti bolognese Infrequent collocations – don't bother teaching Rancid 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) say depend on someone depend of someone be good at something be good on something ask for something ask on something give something to someone give something someone

They need thousands of Expressions, Idioms and Phrases
traffic jam lunch box by and large get along with put back set out on the day before yesterday How'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 of per cent such as of course for example in front of all right as soon as in general in addition to next to on top of instead of in charge of just about provided that as good as with a view to in between by and large at random per se old fashioned grown up matter of fact sq m fait accompli straight forward habeas corpus self-same haute cuisine a good deal laissez faire persona non grata

How frequently do lexical phrases occur (BNC)?
Raw Rank Word Per million words 177 out of 490 222 per cent 382 272 such as 321 285 of course 309 378 for example 238 1538 in front of 65 1725 all right 58 2159 as soon as 47 2491 in general 41 2970 in addition to 34 3307 next to 30 3755 on top of 26 4378 instead of 21 5409 in charge of 17 5987 just about 15 7396 provided that 11 7885 as good as 10 9125 with a view to 8 Raw Rank Word Per million words 11459 in between 6 13507 by and large 5 14369 at random 4 16684 per se 19505 old fashioned 3 22060 grown up 2 28441 matter of fact 43572 sq m 1 48241 fait accompli 51717 straight forward 58511 habeas corpus 74321 self-same 76170 haute cuisine 82928 a good deal 83882 laissez faire 89371 persona non grata

Most multi-word units aren't worth teaching individually
Collocations will always occur less frequently than the words that make them up In the British National Corpus (100m words) Strong occurs 213 times / 1m words Wind occurs 73 times / 1m words Strong wind occurs 3.06 times / 1m words The 'difficult' word compromise occurs 31 times Most collocations aren't worth teaching individually

Two stages of word learning Let them pick up most phrases, collocations, colligations

Example Activities Fluency practice Receptive Productive
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 , 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 , 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 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 -gives practice in checking whether something is known - allows learners to actively construct language - focuses on accurate control over language features - Learners get a feel for how the language works - consolidates the discretely learned language features - allows learners to meet huge amounts of text - 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

Two stages of word learning Word, phrases, collocations, colligations Understand the need for a balanced curriculum

How much to learn: vocabulary
Learners need 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 words An average high frequency word has about 8-15 common collocations There are common phrasal verbs There are common idioms There 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.

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort

railway help sad be jump weather likes say ask when pretend whale few carry allow kindly hand parent wishes during

Many students think learning English is like building a wall
The …est Logarithmic As … as Holdall Churlish Watch Centralize Thermostat Not only but… Statue Monument Culture Diverse Ought Container Radiate TV Might Wise Justice Need to Deceiver Eyebrow Couldn't Get Eraser Government Special Yellow Kitchen May Hair Going to Smile Window Must Car Go Blonde See In Out of By Dog Have to Apple Can Should Happy Bus Book Be Buy Tennis Will

But what happens to the wall when … … the wind comes …
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 easily Communication stops
Book Be Buy Tennis Apple Can Should Happy In Off Along Dog Window Must Bush Travel See Have to Never Carpet Queen Kitchen May Photo Going to Couldn't Rent Eraser Government Wise Justice Deceiver Ought Radiate Might Eyebrow Culture By the way Thermostat Not only but… Statue Monument Logarithmic As … as Churlish Centralize The …est Whiplash Will

There‘s no cement The …est Logarithmic As … as Holdall Churlish Watch
Centralize Thermostat Not only but… Statue Monument Culture Diverse Ought Container Radiate TV Might Wise Justice Need to Deceiver Eyebrow Couldn't Get Hair Government Special Yellow Kitchen May Photo Going to Smile Window Must Car Go Blonde See In Out of By Dog Have to Apple Can Should Happy Bus Book Be Buy Tennis Will

Students need to see how words go together
The …est Logarithmic As … as Holdall Churlish Watch Centralize Thermostat Not only but… Statue Monument Culture Diverse Ought Container Radiate TV Might Wise Justice Need to Deceiver Eyebrow Couldn't Get Hair Government Special Yellow Kitchen May Photo Going to Smile Window Must Car Go Blonde See In Out of By Dog Have to Apple Can Should Happy Bus Book Be Buy Tennis Will

Yes To teach or not to teach? No Intentionally Incidentally
Deductively Inductively

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 Individual words Important lexical phrases False friends Loanwords Important collocations and colligations Basic grammatical patterns Important phrasal verbs, idioms etc. Word, phrase and sentence level awareness Register, Genre Pragmatic knowledge Restrictions on use Most collocations and collocations A 'sense' of a word's meaning and use A 'sense' of how grammar fits with lexis - the tenses, articles etc. Discourse level awareness Selection issues – what do we teach? Sequence issues – in what order? Scaffolding issues – how do we consolidate previous learning? Presentation issues – what method? Rough grading Ensuring recycling Engaging text Matching input text to intentionally learnt materials

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study?

Get more input (feedback)
The Cycle of Learning Notice something Add to our knowledge Get more input (feedback) Try it out

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional 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 Knowledge The Forgetting Curve Time

Leitner’s Memory System
Spaced, expanded retrieval Image source:

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the Forgetting Curve

A linear structure to our syllabuses
Unit 1 Be verb Simple adjectives Unit 2 Simple present Daily routines Unit 3 Present continuous Sporting activities Unit 4 can Abilities Unit 5 …. ….. Each unit has something new Little focus on the recycling of vocabulary, grammar and so on The theory is “We’ve done that, they have learnt it, so we can move on.” i.e. teaching causes learning

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
Unit 1 Be verb Unit 2 Simple present Unit 3 Present continuous Unit 4 can Unit 5 …. Introducing language Consolidating and deepening language knowledge Extensive Reading

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.

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the forgetting curve We 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 50+ 24 39 68 37 64 124 310 271 492 31-49 20 72 55 93 127 131 191 20-30 23 57 75 53 71 172 138 139 199 10-19 81 159 261 207 282 536 279 348 394 5-9 182 266 380 422 686 685 291 393 409 1-4 792 713 802 1225 996 497 625 567 1122 1273 1648 1560 2383 2606 1642 1907 2252 2.1% 3.1% 4.1% 2.4% 2.7% 4.8% 18.9% 14.2% 21.8% 1.8% 4.4% 2.5% 2.3% 3.6% 7.7% 6.9% 8.5% 2.0% 4.5% 4.6% 3.4% 3.0% 6.6% 8.4% 7.3% 8.8% 7.2% 12.5% 15.8% 13.3% 11.8% 20.6% 17.0% 18.2% 17.5% 16.2% 20.9% 23.1% 27.1% 28.8% 26.3% 17.7% 70.6% 56.0% 48.1% 51.4% 38.2% 30.3% 32.8% 25.2% 100% 100.0% 476 925 1276

Course books plus reading
Number of words met Japan Korea Mexico Course books only JH 14,066 23,483 126,043 JH & SH 35,043 61,433 232,536 Course books plus reading 35,989 45,405 147,966 219,242 245,632 416,735

Course book plus a book a week = ?
Japan Korea Mexico # meetings JH 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 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 77 103 204 149 228 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 8.2% 22.4% 7.0% 19.7% 19.2% 29.0% 5.1% 7.8% 5.2% 7.9% 8.9% 9.6% 6.2% 5.9% 7.1% 8.1% 8.5% 13.1% 12.9% 16.6% 16.2% 15.8% 15.3% 21.6% 16.0% 21.2% 20.6% 17.5% 15.0% 45.7% 33.1% 44.2% 28.6% 30.5% 22.5% 100.0% 1187 1468 1677

Course books plus reading
Likely uptake (words met more than 10 times from reading 30 texts at each level) Japan Korea Mexico Course books only JH 147 184 854 JH & SH 476 925 1,276 Course books plus reading % % % 1, % 1, % 1, %

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 meetings to learn from word cards or word lists To 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 reading We know nothing at all about how long it takes to master a particular grammatical form e.g. a tense, the comparatives, relative clauses

Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the forgetting curve We need to scaffold the learning vs linear delivery Textbooks 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 knowledge They 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 Because time is limited, we have to teach students how to deal with new words (independent learning) thus they need vocabulary learning strategies Give opportunities for guessing words from context Teach them to use a dictionary properly Teach word learning strategies Work at both levels of vocabulary knowledge Use a systematic approach (set realistic goals) – build on old learning Intentional and incidental learning

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

The components of a language focus lesson
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

Engagement Aim: To motivate students to become interested in the topic
To prime them for the topic reading / listening Example activities: Discussions of the topic – general or personal Watching a short video about the topic Researching the topic before class Brainstorm vocabulary that might be used Guess information that might occur in the text Make questions you want answered in the text

Contextualization Aim:
To embed the target language within a context so students can be primed to notice it To create (help them notice) a gap in their knowledge To raise interest in the topic Example activities: A reading text containing the target A 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 questions Give a short summary of the text Check with a partner True and false questions etc.

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 tense Teachers elicit the rule from the students Teach guides the students to discover the rule Students 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 target No aim to be communicative Example activities: A short quiz Gap-fill activities Complete the sentence Sentence 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 language Reformulation into a different skill (e.g. extend a roleplay to where students create new situations around the target language)

Pre -teaching Pre -teaching Engagement
Contextualization of the target form Check comprehension of the context for use

Presentation of the form
Presentation of the concept Checking the form is understood Checking the concept is understood 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 Engagement Integration and personalization

Lower Elementary Aim: Consolidation of the basics
Receptive Productive Language Study Fluency Practice Alphabet Flashcards Word study Some grammar Study skills Spelling Writing simple sentences Fun tests to check understanding Simple memorized dialogs Reading very simple stories Listening to simple stories Read aloud

Elementary / Lower Intermediate Aim: Initial fluency
Receptive Productive Language Study Fluency Practice Complex spellings Some tests Controlled production Role-plays Word building Grammar Intensive reading Intensive listening Extensive reading Extensive listening Speed reading Topic controlled conversation Free chatting Journals / diaries s

Intermediate Aim: Fluency and speed
Receptive Productive Language Study Fluency Practice Intensive reading Collocation Colligation Lexical chunks Control over complex discourse markers Cohesion, coherence Extensive Reading Extensive Listening Simple movies Simple songs Speed reading Debates Essays Pushed output Speeches Discussions

Advanced Aim: High level language control
Receptive Productive Language Study Controlled production Fluency Practice Intensive reading Colligations Idioms etc. High level lexis Native texts Native movies Songs Radio, TV shows Debates Formal Essays Pushed output Complex discourse

Advantages of Inductive Disadvantages of Inductive
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 Advantages of Inductive Disadvantages of Inductive More cognitive effort – better learning Takes time Better chance for longer learning Harder to prepare / plan for teacher

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

Principles of vocabulary
Receptive Productive Language Study Form-meaning focus Fluency Practice Building depth of knowledge Scaffolding the learning Massive input Experimentation with language

Dr. Rob Waring Notre Dame Seishin University

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