Vocabulary Issues In L2 Reading

Vocabulary ISSUES in L2 Reading : 

Vocabulary ISSUES in L2 Reading Christina Yang, Hanwool Heo, Karen Jury

Supercalifragilisticexpialidocious : 

Supercalifragilisticexpialidocious Form: super- "above", cali- "beauty", fragilistic- "delicate", expiali- "to atone", and docious- "educable" Meaning: Atoning for educability through delicate beauty Use: Say it when you don't know what to say!

Why Vocabulary? : 

Why Vocabulary? Productive and receptive Critical to reading! 98% rule for comprehension Fluency/automaticity Academic reading

Vocabulary teaching and learning : 

Vocabulary teaching and learning

Studying Decontextualized Lexis1. Acquiring New Vocabulary : 

Studying Decontextualized Lexis1. Acquiring New Vocabulary - Corpus and word list: Collins COBUILD Bank of English Corpus, the British National Corpus, West’s General Service List (GSL), and Academic Word List (AWL) Pre-reading activities Vocabulary cards: individual word + multiword units Negotiation of unknown word meaning during in-class discussion

Studying Decontextualized Lexis 2. Consolidating Previously Met Vocabulary : 

Studying Decontextualized Lexis 2. Consolidating Previously Met Vocabulary Long-term retention of vocabulary Post-reading activities Vocabulary cards: distributed practice effect Keyword technique

Studying Decontexualized Lexis 3. Elaborating Vocabulary Knowledge : 

Studying Decontexualized Lexis 3. Elaborating Vocabulary Knowledge Depth of lexical knowledge Orthographic decoding Word formation through affixation Collocations and lexical phrases Secondary and abstract vocabulary meanings

Using Dictionaries : 

Using Dictionaries A. Types 1. Bilingual 2. Monolingual 3. Bilingualized: more efficient B. Forms 1. Paper 2. Electronic: software, pocket electronic, and online dictionary The Free Dictionary

Inferring Vocabulary Meaning from Context : 

Inferring Vocabulary Meaning from Context Difficulty: lack of vocabulary Analysis of the inferential clues Confirmation of inferences with the dictionary

Slide 10: 

Implicit instruction

Controversy Why Explicit/Direct? : 

Controversy Why Explicit/Direct? Has gotten a bad wrap (e.g. Krashen) But enhances noticing and provides opportunities for recycling (->memory) “Beginners Paradox” Ultimately: Combine both explicit and implicit

Other Controversies! : 

Other Controversies! When to teach vocabulary (pre-/during/post-reading)? What does it mean to “know” a word? Should we teach semantically related words? Dictionary use High frequency or academic word lists

Activity demonstration : 

Activity demonstration Group TOEFL Preparation Elementary High school

Discussion : 

Discussion Purposes / Advantages of the activities Cautions of the activities Other activities

Reference List : 

Reference List Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. In Journal of Adolescent & Adult Literacy (pp. 528-537). Crooks, Rick & Pu, Jian. (2006). TOEFL Reading 120, vol. I. Taipei: Jinni. Erten, I. H. & Tekin, M. Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. In Science Direct (pp. 407-422). doi: 10.1016/j.system.2008.02.005 Folse, K. F. (2004). Vocabulary Myth: Applying Second Language Research to Classroom Teaching. Ann Arbor: The University of Michigan Press. Hunt, A. & Beglar, D. (2005). A framework for developing EFL reading vocabulary. In Reading in a Foreign Language. 17 (1). Hyland, K. & Tse, P. (2007). Is there an “academic vocabulary”? TESOL Quarterly 41 (2): 235-253. Jacobson, J., Lapp, D., & Flood J. (2007). A seven-step instructional plan for teaching English-language learners to comprehend and use homonyms, homophones, and homographs. In Journal of Adolescent & Adult Literacy (pp. 98-111). doi: 10.1598/JAAL.51.2.2 Laird, C. and Agnes, M. (1999). Webster’s New World Roget’s A-Z THESAURUS. Cleveland: Wiley. Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In Vocabulary, N.Schmitt & M. McCarthy, (eds.). Cambridge: Cambridge U. Press. 140-155. Peet, K. (2000). Teaching vocabulary to L2 learners. Developing teachers. Retrieved April 3, 2009, from http://www.developingteachers.com/articles_tchtraining/vocabularypf_kendall.htm Sinclair, John. (Ed.). (2006). Collins COBUILD Advanced Learner’s English Dictionary (5th ed.). Glasgow: Harper Collins. The Free Dictionary. (2009). Retrieved April 3, 2009, from http://www.thefreedictionary.com/

Thank you! : 

Thank you!