1. Group E: Erin, Jack, Cloud

2.  Introduction - Why teaching Vocabulary - Incidental learning & Explicit instruction - Selecting words for instruction - Effective Vocabulary Building Techniques - Examples of vocabulary instruction  Experimental research - Related studies in Taiwan - Teachers’ Beliefs and Classroom Practices  Activities

3.  Vocabulary: background knowledge, express our ideas, communicate effectively, learn about new concepts.

4.  Word knowledge is highly related to comprehension unknown words = difficulty comprehending the ideas in texts Baumann, Kame’enui & Ash (2003)  Reading comprehension depends on a person already knowing between of the words in a text Hirsch(2003) 90-95 %

5.  Voc. Instruction is important for (1) Ss with limited or no knowledge of English. (2) Ss who do not read outside of school. (3) Ss with reading and learning disabilities. Sedita (2005)

6.  National Reading Panel (2000): (1) no one best method for vocab. instruction (2) should be taught both indirectly and directly  Indirectly instruction = Implicit instruction = Incidental instruction = Informal instruction  Directly instruction = Explicit instruction = Attentional instruction= Formal instruction

7.  Implicit instruction: 1. extensive reading ‧ incidental word learning ‧ multiple exposures to words ‧ experience words in meaningful contexts

8.  Advantages: 1. understanding the depth of the word’s meaning  Disadvantages: 1. slow process (Ss have a limited amount of time) 2. error-prone process (especially for low-level Ss) 3. guess the right meaning but not when tested later (Parry, 1993) 4. no improvement in retention of voc.( Wit de-Boer, 1991) 5. smaller increases in word acquisition without exercises (Wesche & Paribakht, 1994)

9.  Explicit instruction: ‧ teaching word structures (e.g., affixes, roots) ‧ pre-teaching vocab. prior to reading ‧ explaining meanings ‧ mapping relationship with other words ‧ using various strategies and so forth (will be introduced later)

10.  Advantages: 1. Very efficient means of acquiring vocabulary (Nation, 1995; Meara, 1995)  Disadvantages: 1. Only can provide limited elements of lexical knowledge 2. collocation, register constraints, and frequency can only be fully grasped via numerous exposures

11.  Before instruction, preview the text.  Read the passage and identify vocabulary words you think students will find unfamiliar.  Select words that are important to understanding the text.  List words you predict will be challenging for your students

12.  Determine which words are adequately defined in the text.  Consider students’ prior knowledge.  Determine the importance of the word.

13.  words taught before students read include: (1) Words that will be frequently encountered in other texts and content areas. (2) Words that are important to understanding the main ideas. (3) Words that are not a part of your students’ prior knowledge. (4) Words unlikely to be learned independently through the use of context and/or structural analysis.

14.  Word grouping  Using visual and concrete experiences  Teaching mnemonic strategies  Using dictionaries  Extensive reading and listening

15.  Word grouping is a worthwhile study. Hsia & Others(1995)  Semantic grouping V.S. Thematic grouping Which one is better? Page(2002)

16.  A strong need to relate concrete visual experiences to vocabulary development  Visual methods for developing vocabulary including using: 1. interactive video 2. student illustration of vocabulary 3. computer software packages 4. graphic organizers Bazeli & Olle. (1995)

17.  Both gifted and non-gifted students can benefit from mnemonic strategy instruction Scruggs and Others (1986)  Keyword method  Semantic mapping

18.  Dictionary work is laborious but necessary, and ESL college students should learn to use it. Gonzalez (1999)  Using dictionaries can improve vocabulary learning. Stuart & Richard (1993)

19.  Students should have exposure to authentic listening and reading materials Glisan(1988)  To build new vocabulary and enrich already known vocabulary, extensive reading is needed. Waring & Takaki (2003)