| A | B |
|---|
| collocations | words that tend to appear in the company of other words. Examples: reason for, account four, rely on...*helpful to identify those collocations that a learner with a particular L1 background "knows already. Help students identify the differences for a chosen group or semantically equivilant L1/L2 pair. |
| More examples of teaching collocations | Following a presentation of collocations in context, perhaps by highlighting them in a text, (in order to aid in the process of discerning the range of collocational patterns) word match activities. Give a noun such as "intellect" with a list of adjectives which it does or does not co-occur, direct students to circle appropriate collocates and then check answers with an answer key on back of handout. |
| principle for teaching vocab 1 | allocate specific class time for vocab learning. Explicit. |
| Vocab principle 2 | Help students to learn vocab in context. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will learn to associate new words with a meaningful context to which they apply. |
| Vocab principle 3 | Play down the role of bilingual dictionaries. |
| vocab principle 4 | encourage students to develop strategies for determing the meaning of words. Such as guessing at vocabulary in context |
| Vocab principle 5 | Engage in uplanned vocab teaching. Example: Ask if anyone knows what clumsy means. Give it in context. Allow students to guess, help them to make the connections. Write synonyms on the board when the activity is over |
| Word building example- Suffixes | Word tables can be useful here. Example: (good)+ness=N(goodness, adj (gloom)+ly=Adv. (gloomily. Practice suffixes in word formation through exercises in which the student adds and subtracts suffixes. The student fills in the appropriate forms of a word by manipulating suffixes. |
| Definition clues | Practice in using the clue. "the principla (main) reason for wearing clothes is to keep warm. What is the meaning of principal in the sentence?" |
| Emily Bushta's presentation on Lrng Vocab: Collocation and meaning | All collocations were comprised of high-frequency words that participants were likely to know. Results: Collocations can be learned incidentally, but the learning process is slow. Minimum eight encounters needed in order to learn a word's meaning. Receptive and productive tasks effective for gaining knowledge and meaning. |
| Kate Ohrborn's presentation | Keywords: Intentional vs Incidentatl instruction. Results: Meaning-based intentional vocabulary words were recalled the most . Both forms of intententional instruction had better retention rates than incidental instruction. Use intentional teaching strategies, but don't pass up an oppurtunity to use incidental methods. AND Isolated FFI scored highest in retention, use EXPLICIT INSTRUCTION. |
| Intentional Instruction | learning words through the study of their meaning and/or etymology |
| Incidental instruction | learning words as a by-product of communicative activities. |
| Isolated FFI | meaning-based instruction seperate from the context of the lesson or text |
| Integrated FFI | meaning-based instruction of vocab in context |
| What to teach: how many words | learners should intially be taught a large productive vocab of at least 2,00 words (now 3,000). A vocab of 500 is relatively useless, but 2,000 goes a long way. Learners with special goals (such as being a university student) even more (1,000+) words. |
| Can maximize voab considerably by: | teaching word families instead of individual words that includes a base word plus its inflection and or derivations. |
| New words: | should not be presented in isolation and should not be learned by simple rote memorization. Practice with a variety of contexts both written and spoken. |
| Word association activities | word-match lists. Ask students to draw lines from words in the left colum those that seem most closely rleated in the right column. The pairs should have a clear associative link. Be careful, these words can often be cross associated because their semantic units might be similar. The best way to avoid cross association is to integrate new words with the words that have already bee learned. And also by teaching most frequent use of word first and then moving to less frequent use (unmarked to marked as example) |
| Teaching word families | you can introduce a word family and provide definitions (example: act, action, active, actively, etc). Or, you can isolate word families in a text by HIGHLIGHTING or underlining that occur in a particular text. Highlighting passages in text has the advantage of providing a more natural context in which students can trace words through discourse. |
| Promote a deep level of processing | the more students manipulate and think about a word, the more likely it is that the word will be transferred into long-term memory. Practice using meaningful, reoccuring encounters with a word over time. |
| Adding to the variety of teaching techniques | alternate other activities with language games, example: scrable, word bingo, concentration. |
| Implicit vocab tchg suggestions | expose students to extensive reading, "book flood" approach, in which reading is done consistently over a period of time. |
| Guessing meaning from context | The key is to learn what to look for and where to find it. look closely at the unkown word and then at its immediate context. determine the part of speech, then examine the context of the clause. Example. once the unknown word is guessed, replace the unkown word with the guessed word and if the sentence still makes sense the guess would be a good candidate. |
| Pictoral clues | A visual image is constructed to combine the references of the keyword and the target word, preferably an odd or bizaar image will help make it more memorable. The student must learn to remember the image with the keyword. |
| Other learning strategies: | Teachers can encourage students to check for LI cognates, study and practice in peer groups, connect a word to personal experience, etc. |
| Collocations | researchers agree, are not best suited for beggining and intermediate levels. |
| Lexical phrases | "chunks of language" "by the way, how do you do?, give me a break" classify them according to function (greeting/request/ polite/ necessary language) These are good to teach for promote motivation and a sense of fluency, good for teaching conversation methods. |
| Teaching lexicals | practice with a few phrases in appropriate context, follow with pattern drills, also practicing by using controlled variiation: Exampl: "i'm (really/so) (very) sorry to hear (that/about) X." Then followed by substitution dirlls with more expanded patterns "I'm very sorry to hear that there was a death in your family" |
| Conclusion Deccarcio | Lexical competence is a central part of communicative competence, and teaching vocab is a central part of teaching language. |
