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Teaching and Learning Academic Vocabulary

Teaching and Learning Academic Vocabulary. Iryna Zuyenok, Olena Shvets Department of Foreign Languages. Vocabulary to be learned. basic vocabulary of English technical vocabulary of the field general / core academic vocabulary, e.g. feature, illustrate, regulate, strategy.

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Teaching and Learning Academic Vocabulary

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  1. Teaching and Learning Academic Vocabulary Iryna Zuyenok, Olena Shvets Department of Foreign Languages

  2. Vocabulary to be learned • basic vocabulary of English • technical vocabulary of the field • general / core academic vocabulary, e.g. feature, illustrate, regulate, strategy

  3. Basic Vocabulary of English The General Service List - basic vocabulary of English in order of frequency - contains almost 2,300 words - divided into smaller sublists Follow this link: http://www.nottingham.ac.uk/alzsh3/acvocab/wordlists.htm

  4. Sublist 1: 1-500(examples) teach point matter low against reason hour person appear type consider best carry fact field rate report measure remain something develop

  5. Sublist 5: 2001-2284(examples) offense lately copper conquer framework niece offend hollow hook inventor Influential razor cliff persuasion obedience umbrella spill complication Imaginative avoidance rotten

  6. What is Academic Vocabulary? Academic Vocabulary is a specialised vocabulary of 570 word families that commonly appear in all academic textbooks, regardless of major field of study

  7. General Academic Vocabulary The Academic Word List (AWL) • useful academic vocabulary • divided into 10 sublists in order of frequency Follow this link for AWL: http://www.nottingham.ac.uk/alzsh3/acvocab/wordlists.htm

  8. Sublist 1 of the AWL – Most Frequent Words(examples) area factor benefitissue defineresearch environmentvary

  9. Sublist 10 of the AWL – Least Frequent Words(examples) adjacentnotwithstanding forthcomingpanel integritypersistent levyso-called

  10. AWL Families(example) analyse analysts analysed analytic analyseranalytical analysers analytically analyses analyze analysing analyzed analysisanalyzes analyst analyzing Analysis is the most common form of the word family analyse. British and American spelling is included in the word families. Follow this link: http://www.victoria.ac.nz/lals/resources/academicwordlist/publications/awlsublists1.pdf

  11. How can you use the AWL? • learning every day • studying in context • identifying words from the AWL in a text   Follow this link forthe AWL Highlighter: http://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm  - creating tests Follow this link for AWL Gapmaker: http://www.nottingham.ac.uk/alzsh3/acvocab/awlgapmaker.htm

  12. Useful links Dictionaries that Include the Academic Word List • Longman Exams Dictionary • Oxford Student's Dictionary of English Textbooks Based on the Academic Word List • Read This! (2010). Alice Savage & Daphne Mackey. Cambridge: Cambridge University Press. • Essential Academic Vocabulary (2006). Helen Huntley. Cengage Learning, • Inside Reading: The Academic Word List in Context. 2nd ed.Cheryl Boyd Zimmerman, Arline Burgmeier, Lawrence J. Zwier, Bruce Rubin & Kent Richmond, New York: Oxford University Press, 2012 • Focus on Vocabulary: Mastering the Academic Word List. 2nd ed.Diane Schmitt, Norbert Schmitt. White Plains, NY: Pearson Education 2011 • English for Academic Success SeriesHoughton Mifflin, English for Academic Success Series 2006 • Contemporary Topics. 3rd ed.Pearson Education • Academic Word PowerCengage Learning

  13. Useful links Websites with exercises on the Academic Word List • Vocabulary in EAPAndy Gillet, University of Hertfordshire, UK • Vocabulary Exercises for the Academic Word ListGerry Luton, University of Victoria, British Columbia, Canada • Vocabulary ResourcesGabriella Nuttall, Sacramento City College, California, USA • The AWL HighlighterThis site highlights AWL words in texts you cut and paste into the siteSandra Haywood, University of Nottingham, UK • The AWL GapmakerThis site creates gaps in place of AWL words in texts you cut and paste into the site.Sandra Haywood, University of Nottingham, UK

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