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Teaching Vocabulary: 

Teaching Vocabulary Megan Broberg Brenda Daisy Dan Olsen

Vocabulary quiz: 

Vocabulary quiz Find your partner Complete the quiz at http://www.er.uqam.ca/nobel/r21270/levels/uwla.html


Vocabulary Integrated into all of the other language skills Vocabulary: Single word units OR Multiword phrases?


Collocations Pairs or groups of words that co-occur with very high frequency For example: hot chocolate Complete the collocation handout


Collocations: Assist in committing words to memory Help define the semantic area of the word

Is there a difference between collocations, idioms, and lexical phrases?: 

Is there a difference between collocations, idioms, and lexical phrases?


Idioms Multiword units that are completely fixed Meaning cannot be determined from the meanings of the component parts “You’re pulling my leg!”



Lexical Phrases: 

Lexical Phrases “Chunks” of language of varying length Type of collocation Somewhat idiomatic in meaning Serve discourse functions

Three uses of lexical phrases: 

Three uses of lexical phrases Social Interactions Greetings/closings “How are you” Politeness “Thanks so much” Requesting “Would you . . .”

Uses of lexical phrases (con’t): 

Uses of lexical phrases (con’t) Necessary topics language “How do you say . . .” time “It’s six o’clock” location “Where is . . .” Discourse Devices logical connectors “As a result . . .” relators “On the other hand . . .” exemplifiers “In other words . . .”


Lexical Phrases

Corpus Studies: 

Corpus Studies Databases of language Can search and find patterns in the language Find collocates For example: http://titania.cobuild.collins.co.uk/

Historical Overview : 

Historical Overview 1940s – 1960s Structural linguistics Generative linguistics 1970s-1990s Communicative competence Focus on vocabulary

Communicative Approach: 

Communicative Approach Focus: Implicit Learning Clues in context Monolingual dictionaries

Implicit Learning: 

Implicit Learning Mind’s focus is elsewhere Understanding a text Using language for communicative purposes Expose to authentic reading, or “book flood” Read authentic texts

Explicit Learning: 

Explicit Learning Activities focus attention on vocabulary GOALS: Large recognition vocabulary Deep processing level Variety of techniques for multiple encounters

Explicit vs. Implicit Learning: 

Explicit vs. Implicit Learning Incidental encounters is ONE method A well structured program is BALANCED Explicit → Implicit Repeated exposure = deep processing

How do we know what to teach?: 

How do we know what to teach?

What to teach?: 

What to teach? 2,000 words = 80% words seen and heard “General Service List of English Words” (GSL) http://jbauman.com/aboutgsl.html “Academic Word List” http://www.vuw.ac.nz/lals/div1/awl/


TOEFL Preparation

How do we target words???: 

How do we target words??? Try this! Find a text History of Halloween Enter it into a concordancing program

Word Families: 

Word Families Base word plus inflections/derivations One word family = one unit

Presenting Word Families: 

Presenting Word Families Explicit introduction Highlight in a text


Word Families

Meaningful Associations: 

Meaningful Associations


Picture Dictionary

Word Lists: Word Association Meaning + Hopeful = Meaningful: 

Word Lists: Word Association Meaning + Hopeful = Meaningful cough grass red salt puppy coffee blue pepper tea kitten sneeze green

Techniques and Activities for Explicit Learning: 

Techniques and Activities for Explicit Learning

Password (Word Game): 

Password (Word Game) Work in two teams. Put four chairs at the front of the room. Two chairs should face the chalkboard and two should face away from the chalkboard (towards the class). Team members should face each other. The teacher selects a word from the Word Bank and writes it on the board. Students facing the board read the work silently and alternate giving one-word clues to their teammates. The first person to guess the word wins points for their team. Students get 10 chances to guess the word. Points decrease with each turn. Students change places each time a new word is written on the board. The team with the most points at the end wins. Interpersonal


PASSWORD ghost witch goblin bat Jack o’ lantern haunted Halloween spooky

Semantic Mapping: 

Semantic Mapping - + + - + + + - - + + - - + + - - - - + - - + + - + + - + -

Vocabulary Charts: 

Vocabulary Charts Schematic Ordering Grids

Vocabulary Notebook: 

Vocabulary Notebook Word Translation Picture Concept map Pronunciation


Complete the holiday card Picture Dictionary Workbook

Sticker Stories (Kathleen A.J. Mohr): 

Sticker Stories (Kathleen A.J. Mohr) Discuss topic Option: Let students choose Model Draw pictures around stickers Write expository or narrative story Discuss pictures/stories

Word list: 

Word list ghost jack-o-lantern scary Beggar’s Night run scream boo horror candy trick costume haunt

Vocabulary Sing-Along: 

Vocabulary Sing-Along

Expression Story: 

Expression Story Apply meaningful actions to specific vocabulary words in a story As the story is read, students do the meaningful action every time they hear the special word

For discussion:: 

For discussion: From your own experience, either as a teacher or as a learner of an L2, which vocabulary learning strategies or combination of strategies do you feel would be the most effective for incidental learning? Which do you feel might be more helpful in motivating students to learn vocabulary at a faster rate while at the same time helping them to consolidate words in long term memory? (DeCarrico 298)


This is my spellbook, this is my This is my broomstick, this is my The night is black, the is high, My potion is ready, a runs by. It’s Halloween, let’s go and

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