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: Word lists and dictionaries
Slide 3: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 3
Slide 4: Lexis
The Colour of Words
Learn words BEFORE you meet them
Pearson/Longman Conference May 2008 4
Slide 5: Lexis
The Colour of Words
Learn words BEFORE you meet them
Use AFTER you meet words you don’t know
5
Pearson/Longman Conference May 2008
Slide 6: Lexis
The Colour of Words
53,000 words
Pearson/Longman Conference May 2008
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Slide 7: Lexis
The Colour of Words
53,000 words 2,709 words
Pearson/Longman Conference May 2008 7
Slide 8: Lexis
The Colour of Words
53,000 words 2,709 words 50,000 words
Pearson/Longman Conference May 2008 8
Slide 9: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 9
Slide 10: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 10
Slide 11: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 11
Slide 12: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 12
Slide 13: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 13
Slide 14: Lexis
The Colour of Words
Pearson/Longman Conference May 2008 14
thank you
thank you