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APPLIED LINGUISTIC Vocabulary

UNIVERSIDAD AUTÓNOMA DE TAMAULIPAS. APPLIED LINGUISTIC Vocabulary. Natalia Serna. Alexi Zurita Daniel George Nael Vargas. What is a Vocabulary.

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APPLIED LINGUISTIC Vocabulary

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  1. UNIVERSIDAD AUTÓNOMA DE TAMAULIPAS APPLIED LINGUISTIC Vocabulary Natalia Serna. Alexi Zurita Daniel George Nael Vargas

  2. What is a Vocabulary • One of themostdifficultquestionstoanswer in vocabularystudies is “what is a word?”, and there are a variety of onlypartlysatisfactoryanswersdependingonthereasonsforasking a question. • Oftenwe are interested in howmanydifferentswordssomeoneknownsor use. Forexample, ifwe are interested in howmuchsightvocabulary a learner has, thenwewouldcounttypes. • Some of theproblemswithcountingtypesincludedecidingwhatto do with capital letters. • There is evidence (Nagy et al, 1989) thatlanguageusersseecloselyrelevantwordforms (mends, mend, mended, mending) as belongingtosamewordfamilythatdeterminatesthefamiliarity of eachword.

  3. There are somegroups of words, such as goodmorning and at theend of theday, whichseemstobeusedlike a single word. • Some of thegroupsmaybeitemsthathavenotbeenanalyzedintopartsbut are justlearned, storedanused as complete units

  4. What vocabularyshouldbelearned? • What vocabularytofocusonshouldbedeterminedbytwomajorconsiderationstheneeds of learners and theusefullness of thevocabularyitems. • Themoststrikingfeatures of theresults of a frequencybasedstudy are: • Theverywide spread of frequencies, withsomeitemsoccuringmanymanyitems and someocuringonlyone. • Therelativelysmallnumber of wordsneededtocover a v erylargeproportion of thetokens in text. • Theverylargenumber of lowfrequencyitemsthataccountfor a verysmallproportion of thetokentext.

  5. Theinformationfromfrequencystudiessuggest a cost-benefitapproachtodealingwithvocabulary, ifwe use frequencycountstodistinguishhighfrequencyfromlowfrequencywordsthenitsclearthatthehighfreqeuncywordsneedtobethefirst and mainvocabularylearners. • Thesewords are veyimportantlearninggoalforlearnerswithacademicpurposewhohavelearnedthehighfrequencywords of englishonaverage, these 30 wordsonevery page of anacademictext.

  6. Howshouldvocabularybelearned • Manyteacherswouldassumethatvocabularylearningstemsmainlyfromtheteachinclassroom. However, vocabularylearningneedstobe more broadlybasdthanthat, let bus look at thefourstrands of vocabularylearninn in turn

  7. Learning Vocabulary from Meaning-focused Output (speaking and writing)

  8. Learning from meaning-focused output Learning through speaking and writing Necessary to move receptive knowledge into productive knowledge

  9. The enhancement of vocabulary through the productive skills can occur in several ways: • Activities can be designed • Speaking activities involving group work • The learning of a particular word is a cumulative process

  10. Joe, Nation and Newton describe guidelines for the design of speaking activities and try to optimize vocabulary learning by careful design of the written input to such activities: • Predicting what parts of the written input are most likely to be used in the task • Using retelling role-play or problem-solving discussion. • Encouraging creative use of the vocabulary through having to reshape the written input to a particular purpose.

  11. Deliberate Vocabulary Learning • Deliberate learning is more focused and goal-directed than incidental learning. • There is a long history of research on deliberate vocabulary learning, which has resulted in a very useful set of learning guidelines:

  12. Learning guidelines 1- Retrieve rather than recognize: write the word to be learned on one side of a small card and its translation on the other side. 2- Use appropriately sized group of cards: at first start with small packs of cards-about 15 or 20 words. 3- Space repetitions: the best spacing is to go through the cards a few minutes after looking at them and then an hour or so later…

  13. 4- Repeat the words aloud or to yourself: this ensures you that the words have a good chance of going into long-term memory. 5- Process the words thoughtfully: for words which are difficult to learn, use depth of processing techniques like the keyword technique. 6- Avoid interference: make sure that words of similar spelling or of related meaning are not together in the same pack of cards.

  14. 7- Avoid a serial learning effect: keep changing the order of the words in the pack. 8- Use context where this help: write collocates of the word on the card too where this is helpful.

  15. Deliberate vocabulary learning is very important par of a vocabulary learning programme. Deliberate vocabulary teaching can have three major goals: 1- it can aim to result in well-established vocabulary learning “rich instruction”. 2- it can have the aim of simply raising learners’ consciousness of particular words so that they are noticed when they are meet again. 3- it can have the aim of helping learners gain knowledge of strategies and of systematic features of the language that will be of use in learning a large number of words.

  16. Deliberate vocabulary teaching can take a variety of forms including: • Pre-teaching of vocabulary before a language use activity • Exercises that follow a listening or reading text. • Self-contained vocabulary activities like the second-hand cloze ( Laufer and Osimo, 1991)

  17. Word detectives where learners report on words they have found. • Collocation activities • Quickly dealing with words as they occur in a lesson

  18. Developing Fluency with Vocabulary across the Four Skills - Developing fluency involves learning to make the best use of what is already known. - Fluency development activities do not usually focus specifically on vocabulary or grammar but aim at fluency in listening, speaking, reading or writing. - There are two approaches to fluency development:

  19. 1- Repetition and could be called “the well-beaten path approach’ to fluency” 2- Making many connections and associations with a known item. “The richness approach”. * Fluency can then occur because the learner is in control of the system of the language and can use variety of efficient, well-connected and well-practiced paths to the wanted item.

  20. Strategy Development There are four major strategies that help with finding the meaning of unknown words and making the words stay in memory 1-Guessing from context clues 2-Deliberately studying words on word cards 3-Using words parts 4-Dictionary use

  21. Learners need to reach such a level of skill in the use of these strategies that it seems easier to use them that NOT use them. • Teachers should provide training in the strategies so that learners can deal with these words independently.

  22. GUESSING FROM CONTEXT Guessing a meaningfor a wordfromcontextcluesis themostuseful of allthestrategies.

  23. LearningfromWORD CARDS and usingWORD PARTS Thestrategy of learningvocabularyfromsamallcardsmadebythelearners has alreadybeendescribed in thesectiononthedeliberatestudy of words, example, usingtheword“FUN FOR HAPPINESS” Usingwordpartstohelprememberthemeaning of a word is somewhat similar. THE WORD PARTS ARE LIKE KEY WORDS

  24. DICTIONARYUSE Dictionarymaybemonolingual, bilingualorbilingualized. Dictionariesmaybeusedreceptivelytosupportreading andlisteningorproductively, tosupportwriting and speaking.

  25. ASSESSING VOCABULARY KNOWLEDGE • Vocabulary test can have a range of purposes: • Tomeasurevocabularysize(usefulforplacementpurposesor as oneelement of a proficiencymeasure) • Tomeasurewhat has justbeenlearned(a short-termachievementmeasure) • Tomeasurewhat has beenlearned in a course(a longachievementmeasure) • .Todiagnoseareasof strength and weakness (a diagnosticmeasure)

  26. LIMITATIONS ON GENERALIZING VOCABULARY SIZE ESTIMATES AND STRATEGIES TO OTHER LANGUAGES

  27. The Chiefcharacteristic of Englishvocabularyisthatitisverylarge. • Englishvocabularyisbasically Anglo-Saxon in origin, butafter the Norman invansion 1066, hugenumbers of Norman FrenchwordsfoundtheirwayintoEnglish. • Englishvocabularywasagainveryheavilyinfluenced in the eighteenthcenturywhenscholarsdeliberatelyexpanded the vocabularybyintroducingwordsbasedonLatin and Greek.

  28. the Lexical bar

  29. Englsiheducationisaboutlearningthisdifficultvocabulary, whichCorson (1995) called the ‘Lexical bar’ or ‘barrier’. • Englishspeakers are expectedtoknowthesewords and tobeableto use themappropriately. • The basicproblemhereseemstobethatEnglishvocabularyconsists of a largenumber of different ‘items’, which are layaredacordingto the contexts in whichtheyappear.

  30. Native speaker develop the abilitytocreate new words as theyneedthem, and toeasilydecode new wordscreatedbyotherspeakerswhentheyhearthem.

  31. Vocabularysize and languageprofiency

  32. Thismeans the relationshipbetweenvocabularysize and overalllinguisticabilitymaydifferfromonelanguagetoanother. • Corevocabularyyou can callitSimplish and isabout 200 corewordsmakes up forthisbymakingveryextensive use of compounding. • Difficultwords in the sense of wordsthat are infrequent - wouldexist in Simplish, buttheywouldnotbe a problemforlearners.

  33. English has verydifferentvocabularyregistersforspecialareas of discourse and thismakesitimportantforlearnerstoacquireacademicvocabulary. • Sheersize of Englishvocabulary has a verymarkedeffecton the wayweteachEnglish, and severelyconstrains the level of achievementweexpect of learners.

  34. HANDS-ON-ACTIVITY

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