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Edit Comment Close Premium member Presentation Transcript Teaching Vocabulary: Teaching Vocabulary Megan Broberg Brenda Daisy Dan OlsenVocabulary quiz: Vocabulary quiz Find your partner Complete the quiz at http://www.er.uqam.ca/nobel/r21270/levels/uwla.html Vocabulary: Vocabulary Integrated into all of the other language skills Vocabulary: Single word units OR Multiword phrases?Collocations: Collocations Pairs or groups of words that co-occur with very high frequency For example: hot chocolate Complete the collocation handoutCollocations:: Collocations: Assist in committing words to memory Help define the semantic area of the wordIs there a difference between collocations, idioms, and lexical phrases?: Is there a difference between collocations, idioms, and lexical phrases?Idioms: Idioms Multiword units that are completely fixed Meaning cannot be determined from the meanings of the component parts “You’re pulling my leg!”Slide8: IdiomsLexical 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 . . .” Slide12: Lexical PhrasesCorpus 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 vocabularyCommunicative Approach: Communicative Approach Focus: Implicit Learning Clues in context Monolingual dictionariesImplicit 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 processingHow 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/ Slide21: TOEFL PreparationHow do we target words???: How do we target words??? Try this! Find a text History of Halloween Enter it into a concordancing program http://132.208.224.131/ Word Families: Word Families Base word plus inflections/derivations One word family = one unitPresenting Word Families: Presenting Word Families Explicit introduction Highlight in a text Slide25: Word FamiliesMeaningful Associations: Meaningful AssociationsSlide27: Picture DictionaryWord Lists: Word Association Meaning + Hopeful = Meaningful: Word Lists: Word Association Meaning + Hopeful = Meaningful cough grass red salt puppy coffee blue pepper tea kitten sneeze greenTechniques and Activities for Explicit Learning: Techniques and Activities for Explicit LearningPassword (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. InterpersonalPASSWORD: PASSWORD ghost witch goblin bat Jack o’ lantern haunted Halloween spookySemantic Mapping: Semantic Mapping - + + - + + + - - + + - - + + - - - - + - - + + - + + - + -Vocabulary Charts: Vocabulary Charts Schematic Ordering GridsVocabulary Notebook: Vocabulary Notebook Word Translation Picture Concept map PronunciationSlide35: Complete the holiday card Picture Dictionary WorkbookSticker 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/storiesWord list: Word list ghost jack-o-lantern scary Beggar’s Night run scream boo horror candy trick costume hauntVocabulary Sing-Along: Vocabulary Sing-AlongExpression 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)Slide41: 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 You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
518 presentation Aric85 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1405 Category: Entertainment License: All Rights Reserved Like it (1) Dislike it (0) Added: November 02, 2007 This Presentation is Public Favorites: 3 Presentation Description No description available. Comments Posting comment... By: metheshivaji (29 month(s) ago) pl. share it with me Saving..... Post Reply Close Saving..... Edit Comment Close By: pnartek (35 month(s) ago) can I get your presentatıon to use in my class? Thanks Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Teaching Vocabulary: Teaching Vocabulary Megan Broberg Brenda Daisy Dan OlsenVocabulary quiz: Vocabulary quiz Find your partner Complete the quiz at http://www.er.uqam.ca/nobel/r21270/levels/uwla.html Vocabulary: Vocabulary Integrated into all of the other language skills Vocabulary: Single word units OR Multiword phrases?Collocations: Collocations Pairs or groups of words that co-occur with very high frequency For example: hot chocolate Complete the collocation handoutCollocations:: Collocations: Assist in committing words to memory Help define the semantic area of the wordIs there a difference between collocations, idioms, and lexical phrases?: Is there a difference between collocations, idioms, and lexical phrases?Idioms: Idioms Multiword units that are completely fixed Meaning cannot be determined from the meanings of the component parts “You’re pulling my leg!”Slide8: IdiomsLexical 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 . . .” Slide12: Lexical PhrasesCorpus 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 vocabularyCommunicative Approach: Communicative Approach Focus: Implicit Learning Clues in context Monolingual dictionariesImplicit 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 processingHow 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/ Slide21: TOEFL PreparationHow do we target words???: How do we target words??? Try this! Find a text History of Halloween Enter it into a concordancing program http://132.208.224.131/ Word Families: Word Families Base word plus inflections/derivations One word family = one unitPresenting Word Families: Presenting Word Families Explicit introduction Highlight in a text Slide25: Word FamiliesMeaningful Associations: Meaningful AssociationsSlide27: Picture DictionaryWord Lists: Word Association Meaning + Hopeful = Meaningful: Word Lists: Word Association Meaning + Hopeful = Meaningful cough grass red salt puppy coffee blue pepper tea kitten sneeze greenTechniques and Activities for Explicit Learning: Techniques and Activities for Explicit LearningPassword (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. InterpersonalPASSWORD: PASSWORD ghost witch goblin bat Jack o’ lantern haunted Halloween spookySemantic Mapping: Semantic Mapping - + + - + + + - - + + - - + + - - - - + - - + + - + + - + -Vocabulary Charts: Vocabulary Charts Schematic Ordering GridsVocabulary Notebook: Vocabulary Notebook Word Translation Picture Concept map PronunciationSlide35: Complete the holiday card Picture Dictionary WorkbookSticker 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/storiesWord list: Word list ghost jack-o-lantern scary Beggar’s Night run scream boo horror candy trick costume hauntVocabulary Sing-Along: Vocabulary Sing-AlongExpression 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)Slide41: 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