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Academic Vocabulary Instruction Background on learning words Incidental Vocabulary Acquisition

Academic Vocabulary Instruction Background on learning words Incidental Vocabulary Acquisition Intentional Vocabulary Instruction Unknowns in Current Literature - Literature, tools, and activities will be discussed and reviewed throughout the presentation. Number of words

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Academic Vocabulary Instruction Background on learning words Incidental Vocabulary Acquisition

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  1. Academic Vocabulary Instruction Background on learning words Incidental Vocabulary Acquisition Intentional Vocabulary Instruction Unknowns in Current Literature - Literature, tools, and activities will be discussed and reviewed throughout the presentation.

  2. Number of words • difficulty understanding a text if less than 95% of words are known (Nation, 2001) • In Academic English, 95% coverage = about 4,000 word families (Nation, 2001) • No agreed upon number

  3. Word Families • One word family includes the base form plus all inflections and derivations. characterize characterizes characterizing characterized characteristic characteristics characteristically etc.

  4. English as a Second Language university students do not have sufficient derivational knowledge of English words. (Schmitt & Zimmerman, 2002; Ward & Chuenjundaeng, 2009)

  5. Knowing a Word • Form • Orthographic • Phonological 2. Meaning a. basic and derived b. changes in context 3. Syntactic Features 4. Idioms 5.Others (de la Fuente, 2006; Ellis, 1997, Nation, 2001)

  6. Receptive vs. Productive Knowledge • Two different cognitive processes (de la Fuente, 2006) • Direction of instruction (Webb, 2009)

  7. Orthographic vs. Phonological Form 1. Knowing the written form does not equal knowing the spoken form (Goh, 2000).

  8. Lexical Competence Defined as a “combination of different aspects of vocabulary knowledge together with vocabulary use, speed of access and strategic competence” (Laufer, 2005, p. 570).

  9. Incidental Vocabulary Acquisition • A by-product 2. Massive amounts of exposure 420 Novels = 2000 words (Hill & Laufer, 2003) 3. Rich contexts (Webb, 2008a)

  10. 1. Dictionary use a. does lead to gains in vocabulary knowledge (Knight 1994; Prichard, 2008) 1. small gains 2. Better than guessing from context b. Instruction on how to use a dictionary

  11. 2. Guessing from Context

  12. Four Assumptions (Laufer, 2003) • The noticing assumption • If they comprehend, they don’t pay attention to exact meaning • Homonyms, false cognates, similar spellings

  13. Four Assumptions (Laufer, 2003) 2. The guessing ability assumption 1. sufficient context 2. 95% of words (Nation, 2001) – not in Laufer, 2003

  14. Guessing from Context (Stahl 1999, p. 28) 1. One might expect the meaning of grudgingly to be admiringly.

  15. Four Assumptions (Laufer, 2003) 3. The ‘guessing-retention link’ assumption • Guessing does not lead to long-term retention • However, difficult words are retained

  16. Four Assumptions (Laufer, 2003) • The ‘cumulative gain’ assumption 1. Assumes that learners will encounter the word multiple times

  17. Guessing from Context: Four Assumptions • The noticing assumption • The guessing ability assumption (context) • The guessing-retention link assumption • The cumulative gain assumption

  18. Reading Strategies vs. Vocabulary Acquisition • Incidental vocabulary acquisition is slow • However, students comprehend a text and may learn a few words (Rott et al., 2002)

  19. Glosses • Noticing Assumption • Glossing leads to vocabulary acquisition (Cheng & Good, 2009; Hulstijn et al., 1996, Rott el al., 2002; Webb 2007c)

  20. Intentional Vocabulary Instruction Definition: Vocabulary acquisition is the goal. • Target Word Assessment • Depth of Processing • Repetition and Spaced Retrieval • Various tasks geared toward lexical competence

  21. Target word assessment A. Corpora B. Teacher analysis C. Knowledge rating checklist

  22. Corpora • The General Service List (GSL) (West, 1953) -Most useful 2000 words in the English Language http://www.nottingham.ac.uk/~alzsh3/acvocab /wordlists.htm#gsl

  23. Corpora • The Academic Word List (AWL) (Coxhead, 2000) a. 570 word families = 10% of total words in academic texts (excluding the GSL) b. 3.5 million running words from 28 disciplines c. with GSL, = 86% of words in academic texts

  24. Using the AWL • AWL Highlighter 2. Lists and sublists http://www.nottingham.ac.uk/~alzsh3 /acvocab/awlhighlighter.htm

  25. Criticism of AWL • science, social science, engineering texts (Hyland & Tse, 2007) • agriculture (Martinez, Beck, & Panza, 2009) -only 92 words in AWL common in agricultural field

  26. classes with students from many fields • general education classes in U.S.

  27. www.lextutor.ca

  28. Target word assessment A. Corpora B. Teacher analysis C. Knowledge rating checklist

  29. Teacher Analysis • Read the text and determine which words are (Grabe & Stoller, 2001) • necessary for text comprehension and are useful in other settings • necessary for text comprehension but not useful in other settings • neither necessary for text comprehension nor useful in other settings.

  30. 2. Note of caution a. McCrostie (2007) found that trained instructors are not necessarily good at determining frequently occurring words. b. Schmitt (2008) suggests combining frequency lists with intuition.

  31. Target word assessment A. Corpora B. Teacher analysis C. Knowledge rating checklist

  32. Knowledge Rating Checklist • Let students determine which words to focus on • Narrow down target words for the teacher

  33. (Stahl, 1999)

  34. Intentional Vocabulary Instruction • Target word assessment A. Corpora B. Teacher analysis C. Knowledge rating checklist

  35. Intentional Vocabulary Instruction Definition: Vocabulary acquisition is the goal. • Target Word Assessment • Depth of Processing • Repetition and Spaced Retrieval • Various Tasks geared toward lexical competence

  36. Depth of Processing As discussed previously, students need to know more than the form-meaning connection. Learners need to be engaged with the words.

  37. The involvement load hypothesis (Laufer & Hulstijn 2001) -based on Craik & Lockhart’s (1972) - when lexical items are semantically processed, they are being processed at a deep level

  38. The involvement load hypothesis • Three components of involvement • need • search • evaluation 2. Weak, moderate, and strong

  39. Tasks with higher levels of involvement produce better vocabulary acquisition (Kim, 2008). • Different tasks with the same level of involvement produce similar results (Kim, 2008)

  40. Generation • When a person encounters a word in ways that are different from initial contact, s/he will process the word more elaborately (Nation, 2001; Stahl, 1999).

  41. 2. Nation (2001) provides this example with the word cement (p. 69). First encounter: We cemented the path. Second encounter: We cemented our relationship with a drink.

  42. 3. Applying generation to word families. a.insufficient knowledge of word families for English L2 university students (Schmitt & Zimmerman, 2002; Ward & Chuenjundaeng, 2009)

  43. Intentional Vocabulary Instruction Definition: Vocabulary acquisition is the goal. • Target Word Assessment • Depth of Processing • Repetition and Spaced Retrieval • Various Tasks geared toward lexical competence

  44. Repetition and Spaced Retrieval a. Multiple encounters with a word are necessary for acquisition. b. Multiple contexts increase depth of understanding of the word.

  45. Repetition and Spaced Retrieval c. Ideal number is unknown. 1. Two encounters produce small gains (Rott, 1999) 2. Twenty may not be enough (Waring and Takaki, 2003) 3. Ten encounters is generally agreed upon (Schmitt, 2008; Stahl, 1999)

  46. Repetition and Spaced Retrieval d. Spaced retrieval: Words that are encountered at increasing intervals, they are more likely to be remembered (Nation, 2001; Sökman, 1997).

  47. Repetition and Spaced Retrieval 1. consciously reintroduce target words 2. note cards 3. journals

  48. Intentional Vocabulary Instruction Definition: Vocabulary acquisition is the goal. • Target Word Assessment • Depth of Processing • Repetition and Spaced Retrieval • Various Tasks geared toward lexical competence

  49. Intentional Vocabulary Instruction 4. Various tasks geared toward lexical competence a. cloze activity 1. No better than glosses (Kim, 2008) 2. A series of three cloze activities is better than one cloze or one original sentence writing activity (Folse, 2006). 3. Cloze for collocations (Webb & Kagimoto, 2009)

  50. b. Affix activities 1. (Ward & Chuenjundaeng, 2009) 2. 82% of words in AWL are of Greek or Latin origin (Coxhead, 2000). -examples 1 and 2

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