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Approaches to Teaching Vocabulary

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Karoline Kaon

on 1 April 2014

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Transcript of Approaches to Teaching Vocabulary

Approaches to Teaching Vocabulary
Gina Aldrich, Sean Flaherty,
Karoline Kaon, Peter Rodriguez

Frame
What is Vocabulary?
K-12 Vocabulary
Adult Vocabulary
English for Specific Purposes (ESP)
Individual Lesson Plan
What is Vocabulary?
Vocabulary is the words in a language.
What is Vocabulary?
Each individual word in a language has two aspects:
K-12 Vocabulary
Implicit learning
Use pictures and games and brief video clips that will keep their attention
The Fill-in Task- Used for higher intermediate levels
The older the student gets, the more explicit their learning will become
Teaching Vocabulary to College ESL Students
Vocab Selection Strategy
Direct Method
- Vocabulary learned through conversation
- Vocabulary explained in Target Language
Grammar Translation method
- English words translated to Native language (Problem: Isolated words may lose meaning)
English for Specific Purposes (ESP)
Professionals in specific career field
Focus on useful vocabulary & phrases; less accurate production and formal English
Wrap Up
Individual Lesson Plans
Words can be broken into 2 classes:

Lexical Items
vs
Grammatical Items
(Closed sets) (Open sets)

Closed EX: pronouns, determiners
Open EX: nouns, verbs, adj., adverbs
Meaning
vs
Form
(Denotation) (Pronunciation, spelling)

In language learning:
Form 1st, Meaning 2nd
Words also carry:
Other important aspects that words carry:
Collocations
: words that pattern or co-occur.
e.g. write-up, make progress, save time
Connotation
: emotional or positive/negative associations of words
e.g. nag vs remind; cocky vs arrogant, crippled vs disabled
Appropriateness
: words that are used in specific contexts
e.g. weep vs cry (formal vs informal contexts)
Relationships
: how words relate to one another.
e.g. synonyms, antonyms, hyponyms
Formation
: how words are created
e.g. unkindly (
prefix
:un,
root
: kind,
suffix
: ly)

ESP Vocabulary Instruction: Investigating the Effect of Using a Game Oriented Teaching Method for Learners of English for Nursing
Nursing students taught English through game
40 female participants - senior nursing students
5 week experiment
75 words, 15 words per session
20 game method; 20 traditional methods
Incorporating games demonstrate an enhancement of vocabulary achievement
Effective and positive performance toward vocab learning
Vocabulary Traditional Methods
Relay Word Building
: 2 Teams, 1 sheet of paper and pencil; affixes, roots
Crossword Puzzles
: two teams, puzzle with affixes, roots or medical terms
Guessing Game
: four teams, one team had 10 medical terms and opposing team tried to guess terms with yes/no questions
Focused on roots and affixes relevant to organ
new vocabulary learned based on affixes
teacher lecture and students notes
Class = list new terms and memorize
Vocabulary Game Method
The Impact of Two Types of Vocabulary Preparation on Listening Comprehension, Vocabulary Learning, and Vocabulary Learning
Strategy Use
Oral output vs written output (comprehension, vocabulary learning, vocabulary strategy use)
41female Iranian students (16-24yr old)
5 exams, Questionnaire, listening test of homogeneity, vocab checklist, active and passive vocab test and listening test
Oral > written (comprehension and active learning)
Decoding: 95% - 98%

Deliberate vs Incidental Acquisition
(Recall: Krashen learning vs acquisition)

Frequency
(High to low over time)
Key Aspects: Vocabulary Acquisition
Vocab Notebooks (with words, meanings, expressions etc.)
- Students decide what to put in notebooks
- Students will feel responsible to take vocab and useful expressions
- Useful for moving to next level
Audio Lingual Method
- Vocabulary is learned through drills but very limited
- Teacher decides what Vocabulary is known
Task Based Learning
- Pre-Task useful words and expressions are given
- Vocab gained through working tasks
Peer Teaching
- Students teach other new vocabulary
ESP & College Research
Pictorial Vocabulary Teaching
Mnemonics- anything that helps the learner retain vocabulary

The Keyword method
• 1) acoustic/orthographic similarity between L1 and L2 vocabulary words
• 2)jointly learning the vocabulary
• 3) a visual image
Presenting words to first-grade Spanish dominant students
vocabulary instruction during a 30 minute daily ESL class
• Group one- through individual sentence contexts
• Group two- through words presented in meaningful narratives, dictating their own sentences using the target words, and examining picture cards with illustrations of word meanings
• Over three weeks each group learned 31 vocabulary words
•Group two learned 21 vocabulary words, and group one only learned 9
• (Vaughn-Shavuo, 1990)

Personal Word List
Semantic Processing and Vocabulary
Development of Adult ESL Learners
Effects of semantic (meaning) processing on recognition and production of L2 vocabulary
48 students, Intermediate II English students in Maryland
Control and treatment group
Pre-test and post test
Semantic mapping is a better method for vocabulary retrieval
Critical Close-up
Why is it important for ESL students to build their vocabulary?
What is the teacher's role in student vocabulary learning?
How is vocabulary taught at varying age groups/levels of proficiency?
Full transcript