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.
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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: 2814
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: The nature of lexis
getting the message across
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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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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The Colour of Words
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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: Commonly used words
How frequent is common?
Slide 16: Lexis
The Colour of Words
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Slide 17: Lexis
ch e tle ll ds e oes ow iate ulary ond gh rity se ner ds re e
The Colour of Words
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Slide 18: Lexis
Words, words and more words
The Colour of Words
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Slide 19: Lexis
The Colour of Words
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Slide 20: Lexis
The Colour of Words
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Slide 21: http://www.lextutor.ca/vp/bnl
Lexis
The Colour of Words
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Slide 22: Lexis
The Colour of Words
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Slide 23: Lexis
The Colour of Words
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Slide 24: Lexis
The Colour of Words
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thank you