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Vocabulary Acquisition

Vocabulary Acquisition. Learning and teaching vocabulary. Coady, J and Huckin, T Second Language Vocabulary Acquisition , 1997, CUP. Historic trends Knowing words Orthographic knowledge Oral production Tracking acquisition Vocabulary enhancement strategies Mnemonic methods

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Vocabulary Acquisition

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  1. Vocabulary Acquisition Learning and teaching vocabulary

  2. Coady, J and Huckin, T Second Language Vocabulary Acquisition, 1997, CUP. • Historic trends • Knowing words • Orthographic knowledge • Oral production • Tracking acquisition • Vocabulary enhancement strategies • Mnemonic methods • Extensive reading and SLA • Lexical approach

  3. Knowing a word • What does knowing a word mean?

  4. What does ‘knowing a word mean? We need to know: • Form (pronunciation and spelling) • Structure (the root word and its inflections) • Syntactical information • Meaning: referential; affective;pragmatic • Lexical relations with other words: synonymy, antonymy etc • Common collocations (Laufer B 1997 What’s in a word….) Learners/users will often only partially know a word And this can be represented on a cline: Not at all _________________________________fully (katamuku) (shiru) (natsukashi)

  5. Factors affecting learnability • Make a list of factors which affect learnability

  6. Factors affecting learnability • Pronounceability • Orthography • Length • Morphology: inflectional complexity; derivational complexity • Synformy (similarity to other forms) • Word class (nouns easiest; adverbs most difficult) • Semantic features of the word: idiomaticity; polysemy (Laufer B 1997 What’s in a word…)

  7. How should we teach vocabulary? • Think of five strategies that a teacher has at his or her disposal

  8. How should we teach vocabulary? • Integrate new words with old • Provide a number of encounters with the word (7 occurrences in a coursebook leads to learning?) • Promote deep-level processing • Facilitate imaging and concreteness • Use a variety of techniques • Encourage independent learning (Sokmen A 1997 Current trends in teaching language vocabulary.)

  9. Criteria for selecting vocabulary to be acquired • Think of as many factors as you can that might be considered in selecting or highlighting new vocabulary.

  10. Vocabulary Syllabus Criteria for selection • Frequency: the more frequently a word is used, the sooner it should appear • Coverage: words with broader coverage should be taught first (eg go before walk or travel) • Range: words found in a variety of texts • Learnability: words which are similar, easily demonstrated meanings, which are regular. • Opportunism: words that are relevant to learners’ immediate situation. • Centres of interest: lexical sets that will interest learners in a particular group. • (adapted from, O’Dell F 1997 Incorporating Vocabulary into the Syllabus)

  11. Practical presentation This web site includes some practical ideas for developing vocabulary acquisition: http://sched.sbu.edu/courses/fb1/Presentations/Vocabulary_files/frame.htm

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