We’ve looked at how we can find and identify the commonly used words in English, and why these words are essential to know. But, why use word lists? Why can’t we just use a dictionary? Well, there is an important difference between a word list and (more)
We’ve looked at how we can find and identify the commonly used words in English, and why these words are essential to know. But, why use word lists? Why can’t we just use a dictionary? Well, there is an important difference between a word list and a dictionary.
(less)
Vocabulary development seems to exist in the hinterland of EFL teaching and training. Most elements of teacher training focus on the ‘how to learn’ aspect. The ‘which words to learn’ aspect is usually left out of the equation, despite significant r (more)
Vocabulary development seems to exist in the hinterland of EFL teaching and training. Most elements of teacher training focus on the ‘how to learn’ aspect. The ‘which words to learn’ aspect is usually left out of the equation, despite significant research and developments over that last 80 years. With the arrival of the Internet, corpora analysis and lexical frequency profiling is at the fingertips of every teacher (and student) but most remain ignorant of the tools and the principles of approaches such as data-driven learning. (less)
Most teachers have been indoctrinated to believe that the only way to teach vocabulary is in context. The trouble with that argument is that you need to know the context before you can learn from it…i.e. you need to know quite a few words before yo (more)
Most teachers have been indoctrinated to believe that the only way to teach vocabulary is in context. The trouble with that argument is that you need to know the context before you can learn from it…i.e. you need to know quite a few words before you can learn more words. Researchers in applied linguistics have shown that the reader needs to know at least 9 out of 10 words to have a reasonable chance at guessing the unknown word. More recent research suggests that the readers needs to know at least 19 out or 20 words in a text for that text to be usable for instruction. (less)
From:
bnl2709
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The fact that words have colour can help us understand some of the mechanisms behind vocabulary acquisition. Fast mapping is one mechanism that contributes to the vocabulary explosion—based purely on the mathematical model.
How does knowing that words have ‘colour’ according to their frequency help teach a language? Just because there are common words, does it mean that these are essential? In fact, isn’t it a case for just the opposite? Shouldn’t we rather teach stu (more)
How does knowing that words have ‘colour’ according to their frequency help teach a language? Just because there are common words, does it mean that these are essential? In fact, isn’t it a case for just the opposite? Shouldn’t we rather teach students the really difficult and unusual words instead? After all, the students will just automatically learn the common words, won’t they? There is no need to focus on these words…everyone knows them, don’t they? Well…let’s just take a look at how important these ‘common’ words are to children when they learn their native language. (less)
From:
bnl2709
Views: 2821
Comments: 1
So, let’s take a look at some simple tools teachers can use to see the colour of words, and how they can use this information to help inject a lexical element into their lessons. The first of these we’ll look at is vocabulary profiling.
Slide 1: The Colour of Words
Steve Neufeld
Slide 2: Lexis
‘Keyness’ and concordances
The Colour of Words
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Slide 3: Lexis
The Colour of Words
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Slide 4: Lexis
The Colour of Words
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Slide 5: Lexis
The Colour of Words
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Slide 6: Lexis
The Colour of Words
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Slide 7: Lexis
The Colour of Words
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Slide 8: Lexis
The Colour of Words
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Slide 9: Lexis
The Colour of Words
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Slide 10: Lexis
The Colour of Words
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Slide 11: Lexis
The Colour of Words
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Slide 12: | glance | look | notice | see |
[001]er the picture. It said: Come in and [003]sorry,' I said. 'But I would like to [007] 'Let him sit down. I don't want to [009] you know. Lots of people want to [010] him.' 'Yes, I _____ the Elephant Man. 2 pence. I _____ him now. I have no time tomor _____ any more.' I felt ill, and th _____ him.' 'Yes, I _____ . Do you get a lot of money?' '
Lexis
[001]about twelve years old, but a second [002]ands National Park, it takes only a [003] notice us! We couldn't get him to [005propriate moments. With an occasional
_____ _____ _____ _____
showed her to be in her middl over the guardrail to get it. in our direction, no matter w at his wristwatch Mike got u
The Colour of Words
[001]ing nearer to him. Arthur seemed to [002]ole next day, very pleased. Did you [003]d we all, even Miss Pole, failed to [008] the bag out of his hand. He took no
_____ that Catherine was interested _____ her dress? So inexpensive!' 6 _____ ! I remember the morning she ca _____ , but continued down the long,
[001] man in the picture, but he did not [003] or me. The creature did not move or [004]The face could not smile or laugh or [009]u mean?' I asked. 'Why?' He did not
_____ _____ _____ _____
like you and me. He did not at us. It sat very quietly on angry or sad, because the ski at me. He put the flower on th
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Slide 13: Lexis
The Colour of Words
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Slide 14: Lexis
The Colour of Words
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Slide 15: Lexis
Language analysis
141. 142. 145. 146. 149. 210. 211. 214. 219. 221. 222. front of the shop when ve been disturbing you le disappointed before ould glance down again ion. My father says so said atics. Is that so said ati. Just someone said iling broadly. No said her thoughts. No said xcellent work. Oh said HE added with a nervous smile HE apologized as if reading h HE recovered and confided I k HE said Its unusual for someo HE went on. Not as a text but LATA shortly. Arent you going LATA severely. Courant and Ro LATA glancing back a bit anxi LATA quite kindly and rejoine LATA. She was about to go to LATA. Then realizing that the
The Colour of Words
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Slide 16: Lexis
The Colour of Words
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