1. Teaching Reading & Vocabulary TESOL program Brett Reynolds ( 브레트 )

2. Overview Introduction Vocabulary Reading

3. Overview Vocabulary –What’s a word? –Goals of vocabulary learning –Knowing a word –Guessing vocabulary –Studying vocabulary –Teaching & explaining –Testing vocabulary Reading –Reading & the brain –Human Information processing –Beginning to read –Reading & vocabulary –Purposes for reading –Reading speed & skills –Testing reading

4. What’s a word? Senses Tokens Types Lemmas Families

5. What’s a word? Word senses Begin by teaching most common sense of a word Good dictionaries LDOCE, Simple Wiktionary Most common sense is usually overwhelmingly so Don’t teach other senses until the basic sense is well established Tokens Types Lemmas Families

6. What’s a word? Word senses Tokens any instance of a word Vocabulary helps us and puzzles us. (6 tokens) Types Lemmas Families

7. What’s a word? Word senses Tokens Types all identically spelled words are one type Vocabulary helps us and puzzles us. (6 tokens & 5 types) Lemmas Families

8. What’s a word? Word senses Tokens Types Lemmas all regularly inflected words sharing a stem and belonging to the same category jump, jumps, jumped, jumping, jumper, jumpers (2 lemmas) Families

9. What’s a word? Word senses Tokens Types Lemmas Families all regularly inflected and derived words sharing a stem and belonging to the same category jump, jumps, jumped, jumping, jumper, jumpers, do, undo, redo, doable, doing (6 lemmas, 2 families)

10. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary Idioms Korean curriculum guidelines

11. Goals of vocabulary learning How much do learners need to know –How many words are there in English It depends on what a word is OED has about half a million words About 114,000 word families (Webster’s) –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary

12. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know About 1,000 lemmas per year of life until finishing school (why does it slow down after that?) Average adult knows about 20,000 word families –High frequency vocabulary –Low frequency vocabulary

13. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary

14. Word frequencies (first 100 lemmas)

15. Word frequencies (first 1000 lemmas)

16. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary

17. Word Frequencies (first 6,300 lemmas)

18. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary Idioms

19. Idiom frequencies hit the jackpot: 0.32 (2.0 in 1940s) on a roll: 0.30 (2.21 in 1990s) ace in the hole: 0.04 (0.08 in 1940s) play(s/ed/ing): [somebody's] cards close to [somebody's] chest 0.07 (0.06 in 1960s) wild card: 0.54 (1.38 in 1990s) shoot the works: 0 (0.80 in 1930s) put(s/ting) * money down: 0.05 (0.11 in 1990s) beginner's luck: 0.04 (0.32 in 1960s) anathema: 1.42 (about the 23,800 th most common word in the British National Corpus)

20. Goals of vocabulary learning How much do learners need to know –How many words are there in English –How many words do native speakers know –High frequency vocabulary –Low frequency vocabulary Korean curriculum guidelines

21. Knowing a word Learning burden Receptive vs. productive Grammatical functions Collocations Register

22. Guessing vocabulary

23. Studying vocabulary Key principles –Choosing useful words –Spaced repetition –Depth of processing –Motivation Computer software Word cards

24. Teaching & explaining Harmer chapter Reasons for explaining a word Lower levels vs. higher levels Anti-teaching

25. Testing vocabulary Reasons for testing Motivation & review Evaluation

26. Overview Reading Reading & the brain –The role of attention & automaticity –Human Information processing Beginning to read –Phonological awareness –Phonics –Aural input Reading & vocabulary Purposes for reading –Reading as a skill –Reading as language input Reading speed & skills Testing reading

27. The role of attention & automaticity Humans have limited attention/memory Reading is hard Print is unnatural Topics are unfamiliar No opportunity for feedback Language style is formal Non-automatic processes require attention Understanding cannot be fully automatized

28. Human information processing system Sensory storeVisual – Iconic memory ↓ Auditory – echoic memory Short-term memory(Also known as working memory) ↓ Long-term memoryIncluding episodic memory & semantic memory

29. Phonological awareness The understanding that words are made of smaller sounds In English Syllable Onset–rime Phoneme In Korean Syllable Body-coda Phoneme

30. Phonological awareness EnglishKorean Syllable /koŋ/ /k//oŋ//ko//ŋ/ OnsetRimeBodyCoda Phoneme/k//o/ /ŋ//k/ /o//ŋ/

31. Phonological awareness In Korean, kindergarteners’ and second graders’ syllable and phoneme awareness predicted their real word reading skills. Korean has four syllable types: V, VC, CV, and CVC. consonants in the onset (syllable initial position) and the coda (syllable final position) are optional consonant clusters are not allowed in Korean Children’s rhyming ability contributes directly and indirectly to reading and spelling development in English even after controlling for phoneme awareness. English allows very complicated syllables syllables may begin with up to three consonants (as in string), may end with as many as four (as in prompts).

32. Phonics Teaching children to connect sounds with letters or groups of letters e.g., that the sound /k/ can be represented by c, k, or ck spellings AND teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.

33. Eye movement The distance the eye moves in each saccade (or short rapid movement) is between 1 and 20 characters with the average being 7–9 characters. Skilled readers make regressions back to material already read about 15 percent of the time.

34. Aural input

35. Reading and vocabulary

36. Interactive model of reading Visual input Letter recognition Phonological activation Word recognition Lexical activation Sense activation Textual understanding Textual meaning Sentence syntax

37. Word activation

38. Purposes for reading Information Entertainment Language learning Because teacher told me to

39. Reading for language learning Intensive reading Extensive reading

40. Intensive reading 1.Vaguely identify general topic 2.Read through to improve general understanding 3.Reread with various focuses, for example: 1.Focus on vocabulary 2.Refocus meaning (overall organisation; listen & follow) 3.Focus on grammar 4.Refocus on meaning (personal reaction/evaluation) 5.Refocus on vocabulary (cloze) 6.Refocus on grammar (sentence jumbles) 7.Refocus on meaning (read-out-loud performance)

41. Reading Speed Native speakers of English Reading for memorization: under 100 words per minute (wpm) Reading for learning: 100–200 wpm Reading for comprehension: 200–400 wpm Skimming: 400–700 wpm Non-native readers Often half the speed, even for proficient bilinguals

42. Reading strategies Reading for understanding Pre-reading During reading Post reading

43. Testing Reading