1. Discussion What are the benefits of using word lists (such as GSL, AWL) and Vocab Profiler? To design a vocabulary curriculum To decide which texts to use with students To decide which words in a text would cause difficulty to students, so as to pre-teach these words or to simplify the text 1

2. Recommended sequence for learners First 2,000 words 80% of text coverage First 2,000 words + AWL 90% of text coverage of a text that a student would typically read First 2,000 words + AWL + Technical vocab 95% of text coverage of a text that a student would typically read First 2,000 words + AWL + Technical vocab + most frequently used prefixes, roots and suffixes 2

3. Strategies for learning words of different frequency levels 5,000 Word Level (general vocabulary) Training at guessing words in context Wide general reading : novels, newspapers and magazines Intensive reading of a variety of texts Advanced English Vocabulary workbooks University Word Level (specialised academic vocabulary) Learn the words on the University Word List (Nation 1990) and Academic Word List (Coxhead, 2000) Intensive reading of university texts 10,000 Word Level (a wide, general vocabulary) Activities similar to the 5,000 word level, combined with learning prefixes and roots

4. Task and Discussion: What criteria can we use in selecting words for learners? Other than frequency, what criteria can we use to decide which words our learners should learn?

5. 5 Words that learners should focus on Usefulness Frequently used (frequency); high-frequency words need to be learnt both receptively and productively whereas low- frequency words can be learnt receptively Used in a wide range of topics/domains (range) Related to the personal experience Ease of learning Words that look familiar to students, e.g. “quiet” as an adjective > “quiet” as a verb) Words made up of some familiar word parts (prefixes, roots, suffixes), e.g. prepare, predict, precede Relevance to students’ needs specialized or technical words related to a particular discipline that the student is studying

6. 6 Vocabulary teaching and learning Implict vs. Explicit learning of vocabulary A balanced approach to vocabulary teaching (Nation, 2008) Contextualized and decontextualized vocabulary learning The lexical approach to vocabulary learning & teaching Assessing vocabulary

7. Discussion 1. 1. How would you define “incidental” (or “implicit”) and “explicit” (or “deliberate”) vocabulary learning? 2. 2. What do you think are the advantages and disadvantages of these approaches? 3. 3. Can you think of possible reasons why incidental learning has been found to lead to little vocabulary gains in research studies? 4. 4. Do you believe in the benefits of extensive reading? 5. 5. What strategies do teachers in your school typically use to teach vocabulary? 7

8. 8 Can incidental learning of vocabulary (alone) lead to gains in vocabulary size (quantity) and vocabulary knowledge (quality)??? Natural exposure to language (through listening or reading) when focus is on understanding meaning of the text (not the vocabulary) A few pre-requisites L2 vocabulary size (95% coverage of texts) Knowledge about how to guess word meaning from context Reading / Listening material must be rich in contextual clues Some instruction is needed

9. 9 Pre-requisite for incidental learning of vocabulary Before learners can begin learning a language through reading texts intended for adult native speakers, they need a threshold size of 3000-5000 word families. TargetCumulative target KS1 (Pri 3)1000 1000 KS2 (Pri 6)1000 2000 KS3 (Sec 3)1500 3500 KS4 (Sec 6)1500 5000

10. 10 Extensive Reading using Graded Readers Promises Fun; pleasurable Increase exposure to language; increase comprehension Exercises help practice new vocabulary and grammar Graded: according to number of headwords (words most needed by students); word frequencies; length Resource package: exercises and keys; ideas on how the readers can be used

11. 11 To sum up…. Incidental learning of vocabulary Upside: useful for revisiting / consolidating words learnt before; improve “depth” of vocab knowledge; develop intuition for collocation Downside: massive amount of input required; intention to remember the language is usually absent More effective if accompanied by vocabulary- focused exercises / quizzes / glosses (becomes explicit learning!)

12. Words that students should learn explicitly First 2,000 words 80% of text coverage First 2,000 words + AWL 90% of text coverage First 2,000 words + AWL + Technical vocab 95% of text coverage of a text that a student would typically read First 2,000 words + AWL + Technical vocab + most frequently used prefixes, roots and suffixes 12

13. Most frequently used prefixes

14. 14 Explicit (Deliberate) learning of vocabulary Attention directly focused on learning of vocabulary Upside: greatest chance for acquisition Downside: time consuming to learn a large number of words; laborious

15. 15 Implicit vocab learning (e.g. thru extensive reading) Explicit vocab learning For revisiting learnt words to deepen word knowledge Learning low-frequency words Learning grammatical and collocational patterns Understanding the actual meaning of the word / different senses of a word  Very little deliberate attention on the words > low retention  Students may not be able to guess meaning from context Focusing students’ attention Learning high-frequency words (e.g. the GSL or AWL words) (Nation, 1990) Learning difficult, confusing words (Sokmen, 1997) Some research shows students can learn a large amount of vocab using word lists with L1 translations in a short time (Nation, 1990), so perhaps list-learning is good for initial acquisition of high-frequency words  Takes up class time

16. Pre-session 1 Reading A balanced approach to vocabulary teaching (Nation, 2008)* Each component should take up a quarter of the curriculum: Each component should take up a quarter of the curriculum: *Chapter One, Nation, I.S. P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle Cengage Learning. 16

17. 17 Sökmen (1997): Explicit teaching of vocabulary Build a large sight vocabulary (e.g. GSL, AWL) Build a large sight vocabulary (e.g. GSL, AWL) Integrate new words with old (e.g. gradable antonyms on a scale; from general words to precise words; semantic maps) Promote a deep level of processing Provide a number of encounters with a word (5-16 times; successful recall leads to longer retention) Facilitate imaging (e.g. mental pictures; mind maps) Making new words “concrete” by connecting them to student’s world in some way (e.g. personal feelings, personal examples, current issues, pictures, videos, real objects & situations) Use a variety of techniques (e.g. dictionary work, word parts activities, using rhymes, semantic grids, semantic maps,...etc.) Encourage independent learning strategies

18. 18 Depth of Processing Hypothesis (DOPH) Deeper analysis of stimulus  More persistent memory trace  Better recall

19. Shallow vs Deep Processing Considered to be shallow: Rote memorisation of word lists Rote memorisation of word lists Verbal / written repeitition Verbal / written repeitition Considered to be deeper: Contextual guessing Contextual guessing Association / Grouping Association / Grouping Using newly learnt words in speaking / writing (activation of newly learnt words) Using newly learnt words in speaking / writing (activation of newly learnt words) 19

20. 20 Sight vocabulary Words that students can recognize instantly in reading Do not need any decoding or pictorial clues children with a large sight vocabulary can read more fluently and comprehend texts more easily

21. For very young / elementary learners The most basic / frequent words should be taught by sight Repeated encounters in reading / wall postings ( http://abcprimaryteachingresources.co.uk/downloads/1046-200- high-frequency-words-mcnally-murray.html ) E.g. McNally & Murray’s 200 High Frequency words ( http://abcprimaryteachingresources.co.uk/downloads/1046-200- high-frequency-words-mcnally-murray.html ) http://abcprimaryteachingresources.co.uk/downloads/1046-200- high-frequency-words-mcnally-murray.html http://abcprimaryteachingresources.co.uk/downloads/1046-200- high-frequency-words-mcnally-murray.html 21

22. The Ladybird Key Words Reading Scheme (Peter and Jane books) E.g. The first book uses the 12 key words repeatedly ("Here is Peter", "Peter is here", "Here is Jane", "Jane is here", "I like Peter", "I like Jane"). http://www.theweeweb.co.uk/ladybird/key_wo rds_reading_scheme.php http://www.theweeweb.co.uk/ladybird/key_wo rds_reading_scheme.php 22

23. Using a variety of techniques in explicit teaching 23

24. Integrate new words with learnt words gradable antonyms on a scale e.g. cold …. warm e.g. rich … poor from general words to precise words; semantic maps e.g. nice e.g. important 24

25. Resources for learning synonyms The “thesaurus” function on Cambridge Dictionary Online Merriam-Webster Dictionary Online www.lexipedia.com Click on “Synonyms” on the left-hand side Hover your mouse over each word in the spider map, to see meaning, example, and pronunciation 25

26. Learning Word Parts 1. Prefix: added to the front 2. Root: carries main meaning 3. Suffix: changes part of speech Trans / port / ation prefixroot suffix

27. How many words can you make? pre- re- inter- omni- -scient -cede -tain -scribe -vene bene- con- -fit sub-

28. Some word parts and their meaning Reference: www.prefixsuffix.comwww.prefixsuffix.com Click on “root chart” & “root search”

29. Resources for learning word parts www.prefixsuffix.com www.prefixsuffix.com www.prefixsuffix.com Roots of English Free software to help you learn more about the Latin and Greek roots of English words. It gives you a test on the words you have looked up before you exit! Roots of English Free software to help you learn more about the Latin and Greek roots of English words. It gives you a test on the words you have looked up before you exit! Roots of English Roots of English 29

30. Rhyming words in songs / poems 30

31. Rhyming words in songs / poems

32. Helping students with confusing words 32

33. Emphasize the combination of words PEOPLEACTIONOBJECTPLACE doctorexaminepatientshealth centre restaurant train station park

34. Emphasize the combinability of words PEOPLEACTIONOBJECTPLACE doctorexaminepatientshealth centre customers waiters dine servecustomers restaurant train driverpull uptraintrain station gardenergrow / trimplantspark