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Instruction in vocabulary involves more than just looking up words in a dictionary. Vocabulary knowledge is something that expands and deepens over the course of a lifetime. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies.
Instruction in vocabulary involves more than just looking up words in a dictionary. Vocabulary knowledge is something that expands and deepens over the course of a lifetime. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies.
Instruction in vocabulary involves more than just looking up words in a dictionary. Vocabulary knowledge is something that expands and deepens over the course of a lifetime. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies. E-mail Print Comment
Related Choosing Words to Teach Vocabulary Development During Read-Alouds Linking the Language: A Cross-Disciplinary Vocabulary Approach Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word- learning strategies. According to Michael Graves (2000), there are four components of an effective vocabulary program: 1. wide or extensive independent reading to expand word knowledge 2. instruction in specific words to enhance comprehension of texts containing those words 3. instruction in independent word-learning strategies, and 4. word consciousness and word-play activities to motivate and enhance learning
Components of vocabulary instruction The National Reading Panel (2000) concluded that there is no single research- based method for teaching vocabulary. From its analysis, the panel recommended using a variety of direct and indirect methods of vocabulary instruction.
Intentional vocabulary teaching Specific Word Instruction Selecting Words to Teach Rich and Robust Instruction
Word-Learning Strategies Dictionary Use Morphemic Analysis Cognate Awareness (ELL) Contextual Analysis According to the National Reading Panel (2000), explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students' knowledge of word meanings, specific word instruction should be robust (Beck et al., 2002). Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning (National Reading Panel, 2000). Such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means. Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words. Research shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful. Word-learning strategies include dictionary use, morphemic analysis, and contextual analysis. For ELLs whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context. Morphemic analysis is the process of deriving a word's meaning by analyzing its meaningful parts, or morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues. Fostering word consciousness A more general way to help students develop vocabulary is by fostering word consciousness, an awareness of and interest in words. Word consciousness is not an isolated component of vocabulary instruction; it needs to be taken into account each and every day (Scott and Nagy, 2004). It can be developed at all times and in several ways: through encouraging adept diction, through word play, and through research on word origins or histories. According to Graves (2000), "If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest."
Multiple exposures in multiple contexts One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often (National Reading Panel, 2000). According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Restructuring of vocabulary tasks Findings of the National Reading Panel Intentional instruction of vocabulary items is required for specific texts. Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary. Vocabulary learning should entail active engagement in learning tasks. Computer technology can be used effectively to help teach vocabulary. Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction. Dependence on a single vocabulary instructional method will not result in optimal learning. It is often assumed that when students do not learn new vocabulary words, they simply need to practice the words some more. Research has shown, however, that it is often the case that students simply do not understand the instructional task involved (National Reading Panel, 2000). Rather than focus only on the words themselves, teachers should be certain that students fully understand the instructional tasks (Schwartz and Raphael, 1985). The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students (National Reading Panel, 2000). According to Kamil (2004), "once students know what is expected of them in a vocabulary task, they often learn rapidly."
Incidental vocabulary learning The scientific research on vocabulary instruction reveals that most vocabulary is acquired incidentally through indirect exposure to words. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences at home and at school, listening to books read aloud to them, and reading widely on their own. Reading volume is very important in terms of long-term vocabulary development (Cunningham and Stanovich, 1998). Kamil and Hiebert (2005) reason that extensive reading gives students repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts. Cunningham (2005) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students.
Instruction for English language learners (ELLs) An increasing number of students come from homes in which English is not the primary language. From 1979 to 2003, the number of students who spoke English with difficulty increased by 124 percent (National Center for Education Statistics, 2005). In 2003, students who spoke English with difficulty represented approximately 5 percent of the school populationup from 3 percent in 1979. Not surprisingly, vocabulary development is especially important for English- language learners (ELLs). Poor vocabulary is a serious issue for these students (Calderon et al., 2005). ELLs who have deficits in their vocabulary are less able to comprehend text at grade level than their English-only (EO) peers (August et al., 2005). Findings indicate that research-based strategies used with EO students are also effective with ELLs, although the strategies must be adapted to strengths and needs of ELLs (Calderon et al., 2005). Diane August and her colleagues (2005) suggest several strategies that appear to be especially valuable for building the vocabularies of ELLs. These strategies include taking advantage of students' first language if the language shares cognates with English, teaching the meaning of basic words, and providing sufficient review and reinforcement. Because English and Spanish share a large number of cognate pairs, the first instructional strategy is especially useful for Spanish-speaking ELLs. These students can draw on their cognate knowledge as a means of figuring out unfamiliar words in English. A second instructional strategy for ELLs is learning the meanings of basic wordswords that most EO students already know. Basic words can be found on lists, such as the Dale-Chall List (Chall and Dale, 1995). A third instructional strategy that ELLs particularly benefit from is review and reinforcement. These methods include read-alouds, teacher-directed activities, listening to audiotapes, activities to extend word use outside of the classroom, and parent involvement.
Strategies for ELLs: Take advantage of students' first language Teach the meaning of basic words Review and reinforcement Lesson model for: Word consciousness Benchmarks ability to interpret literal and figurative meanings of idioms ability to research origins of idioms Grade level Kindergarten and above Grouping whole class small group or pairs Materials small plastic toy horses drawing paper crayons or markers dictionaries Animal idioms An idiom is a phrase or expression in which the entire meaning is different from the usual meanings of the individual words within it. Idioms are fun to work with because they are part of everyday vocabulary. Students enjoy working with figurative meanings, as well as imagining possible literal meanings for the expressions. They also enjoy finding out about the origins of idiomatic expressions, some of which are very old. Introducing idioms by topic can make them easier for students to remember. This sample lesson model focuses on introducing idioms that make use of animals or animal comparisons.
Explanation Tell students that an idiom is an expression that cannot be fully understood by the meanings of the individual words that are contained within it. The meaning of the whole idiom has little, often nothing, to do with the meanings of the words taken one by one. Point out to students that idioms are often used in writing or speech to make expression more colorful and that some of the most colorful English idioms make use of animals or animal comparisons. Explain that many idioms have interesting origins that may not make literal sense to us today, but made perfectly good sense during the times in which they were coined. Tell students that the expression "to hold your horses" is an idiom. Demonstrate its literal meaning by holding a bunch of small plastic toy horses in your hand. Tell students that when someone tells you "to hold your horses" it would be silly to think that they wanted you to hold a bunch of horses in your hand. The whole expression "to hold your horses" actually means "to slow down, wait a minute, or be more patient." For example, if you were impatiently waiting for your sister to get off the phone, your sister might say to you, "Hold your horses. I'll be off the phone in a minute!" Tell students that "to be raining cats and dogs" is another idiom. Ask students whether, if someone said it's "raining cats and dogs," they would expect to look up and see animals falling from the sky. Then explain to them that "raining cats and dogs" is used to describe when it's raining really heavily or really hard. Ask volunteers to describe a time they remember when it was "raining cats and dogs." Ask students to draw pictures of the literal meaning of either "to hold your horses" or "to be raining cats and dogs." Then have them take turns showing their illustration and using the idiom correctly in a context sentence. Collaborative practice Tell students that they are going to work together in groups to make a drawing of an animal idiom's literal meaning and then act out its real, or figurative, meaning. They will see if the drawings and skits they make provide enough information for their classmates to figure out what the idiom really means. To begin, select a group of three students to demonstrate the activity. Tell this group that their idiom is "to let the cat out of the bag" and that this idiom means "to give away a secret." Divide the group tasks as follows: One student will draw the idiom the way it would look if it meant literally what it said: by drawing a sketch of a cat leaping out of a paper bag. This student labels the drawing with the idiom, "to let the cat out of the bag." The other two students develop a brief skit about the figurative meaning of the idiom: "to give away a secret." For example, they could develop a simple scene where someone finds out about a surprise birthday party, because a brother or sister gives it away beforehand. The last line could be: "You let the cat out of the bag." When the group is finished, have them show the idiom's literal meaning in the drawing, and then act out its figurative meaning in the skit. Have the group challenge their classmates to guess the idiom's figurative, or intended, meaning and then correctly use the idiom in a sentence: Nancy let the cat out of the bag when she told Nick about the surprise birthday party. When the whole class has understood how this activity works, assign a different animal idiom, with its figurative meaning, to other groups of students. Each group then works out its plan for making the drawing and acting out the skit. Have the groups take turns demonstrating their idioms to the class, so the class can guess the idiom's figurative meaning and use it in a sentence. Animal idioms to have ants in your pants to take the bull by the horns to let the cat out of the bag to have the cat get your tongue to be raining cats and dogs the straw that broke the camel's back to have a cow to wait until the cows come home to be in the doghouse to be in a fine kettle of fish to seem a little fishy to live high on the hog to look a gift horse in the mouth to eat like a horse to hear it straight from the horse's mouth to hold your horses to put the cart before the horse to change horses in midstream to let sleeping dogs lie English-language learner: Learning about idioms can be particularly helpful for ELLs because the gap between the literal meaning of individual words and the intended meaning of the expression often causes trouble in translation. Lesson model for: Word-meaning recall Benchmark ability to remember word meanings Grade level Grade 3 and above Grouping whole class small group or pairs individual Sample texts "Alaska Adventure" (Resources) "Studying the Sky" (Resources) Keyword method Mnemonic strategies are systematic procedures for enhancing memory. The word mnemonic comes from Mnemosyne, the name of Greek goddess of memory. The keyword method, a mnemonic strategy, has been shown to be effective with students who have learning difficulties and those who are at risk for educational failure. According to the National Reading Panel, the keyword method may lead to significant improvement in students' recall of new vocabulary words. This sample lesson model targets two contextualized vocabulary words. The same model can be adapted and used to enhance recall of vocabulary words in any commercial reading program. Direct Explanation Explain to students that you are going to show them how to use the keyword method, a useful strategy for remembering the meanings of vocabulary words. Tell them you are going to model the strategy twice, using the words archipelago and lunar.
Teach/Model Define the target word Read aloud the following sentence from "Alaska Adventure." The Aleutian archipelago stretches for more than a thousand miles. Then tell students that an archipelago is "a group of islands." Think of a keyword for the target word Say: To help me remember the meaning of the word archipelago, a group of islands, I am going to think of another word, called a "keyword." The keyword is a word that sounds like archipelagoand also is a word that can be easily pictured. My keyword for archipelago is pelican. Pelican sounds like archipelago and is the name of a water bird with a very large bill. Link the keyword with the meaning of the target word Explain to students that the next step is to create an image of the keyword pelican and the meaning of the target word archipelago interacting in some way. Tell them it is important that the keyword and the meaning actually interact and are not simply presented in the same picture. On the board, sketch a picture of a pelican flying over a group of small islands. Say: Look at the picture of the pelican flying over the group of islands. Ask: Pelican is the keyword for what word? (archipelago) Say: Yes, archipelago. To recall the meaning of the word archipelago, imagine a pelican flying over a group of small islands. Recall the meaning of the target word Tell students that when they see or hear the word archipelago, they should first think of its keyword and then try to remember the picture of the keyword and the meaning interacting. Ask: What is the keyword for archipelago? (pelican) In the sketch, where was the pelican flying? (over a group of islands) Say: Right, over a group of islands. Ask: So what does archipelago mean? (a group of islands) English Language-Learners: Point out to Spanish-speaking ELLs that archipelago and archiplago are cognates. Lesson model for: Contextual analysis Benchmarks ability to recognize types of semantic context clues ability to use context clues to infer word meanings
Grade level Grade 4 and above Prerequisite Context Clues Grouping whole class small group or pairs individual Teaching chart Types of Helpful Context Clues (Resources)
Materials copies of Types of Helpful
Context clues chart transparencies blue, red, and green overhead transparency markers
Introducing types of context clues Instruction in specific types of context clues is an effective approach for teaching students to use context to infer word meanings. Baumann and his colleagues recommend teaching five types of context clues: definition, synonym, antonym, example, and general. This sample lesson model can be adapted and used to enhance contextual analysis instruction in any commercial reading program. Direct explanation Tell students that they can sometimes use context clues to figure out the meaning of an unfamiliar word they come across in their reading. Remind them that context clues are the words, phrases, and sentences surrounding an unfamiliar word that can give hints or clues to its meaning. Caution students that although these clues can prove to be helpful, they can sometimes be misleading. Teach/Model Definition context clues Give students copies of the Types of Helpful Context Clues chart. Briefly go over the chart, identifying the types of context clues and discussing the example for each one. Tell students that they should refer to the chart as they learn more about the five different types of context clues. Explain to students that in a definition clue the author provides the reader with the specific definition, or meaning, of a word right in the sentence. Point out that words such as are, is, means, and refers to can signal that a definition clue may follow. Then print the following sentences on a transparency: A conga is a barrel-shaped drum. At night your can see constellations, or groups of stars, in the sky. Read aloud the first sentence. Say: I'm going to look for a context clue to help me understand the meaning of the word conga. Underline conga in blue. Say: In the sentence, I see the word is. The word is can signal a definition context clue. Underline is in red. Say: The phrase a barrel-shaped drum follows the word is. Underline the context clue in green. Say: A conga is a barrel-shaped drum. The author has given a definition context clue. For more vocabulary lesson plans, purchase CORE's Vocabulary Handbook For more information about vocabulary, browse the articles, multimedia, and other resources in this special section: Topics A-Z: Vocabulary. References Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.Consortium on Reading Excellence, Inc. Reproduction of this material is prohibited without permission from the publisher.
Reprints For any reprint requests, please contact the author or publisher listed. Tags: Curriculum and Instruction | Vocabulary Comments very good article Submitted by Anonymous (not verified) on January 12, 2010 - 1:19am reply Useful, rich and clear information. Submitted by Anonymous (not verified) on January 21, 2010 - 3:34am reply exellent information along with examples! Submitted by Anonymous (not verified) on February 12, 2010 - 10:40am reply Very easy to read and clearly explained Submitted by Anonymous (not verified) on March 12, 2010 - 2:01pm reply this is the best web site I have ever read. Submitted by Anonymous (not verified) on March 18, 2010 - 3:54pm reply Very easy to read and clearly explained. Submitted by Anonymous (not verified) on April 30, 2010 - 4:42pm reply simple instructions to follow and understand. Thank you. Submitted by Anonymous (not verified) on June 6, 2010 - 1:44pm reply This was perfect reference material for my assignment on "Vocabulary". Submitted by Anonymous (not verified) on June 11, 2010 - 9:31pm reply what a nice article. Submitted by Anonymous (not verified) on June 12, 2010 - 10:02am reply A very informative easy to read article. An excellent helpful website to increase my reading/language instruction. Submitted by Anonymous (not verified) on June 14, 2010 - 5:06am reply your article is very good n thanks so much because its help me to study englih teacging Submitted by Anonymous (not verified) on July 13, 2010 - 8:13am reply very informative Submitted by Anonymous (not verified) on August 3, 2010 - 4:33am reply Very well structured. Laid out beautifully. Submitted by Anonymous (not verified) on August 3, 2010 - 8:24am reply This was a very imformative article! It is so nice to be able to easily find good information on the web! Submitted by Anonymous (not verified) on August 28, 2010 - 9:31am reply I enjoyed reading your article. It was very informative. I plan on using some of these strategies to teach my 4th grade students. It also helps that the article provides strategies for teaching vocabulary to English language learners. Thank you Submitted by Anonymous (not verified) on October 3, 2010 - 8:15pm reply Amazing! I love the research based article which accompanies the lesson plan! Submitted by Anonymous (not verified) on November 7, 2010 - 10:08am reply nice references for my assignment. thanx. Submitted by Anonymous (not verified) on January 28, 2011 - 1:21am reply wonderful! Submitted by Anonymous (not verified) on February 2, 2011 - 3:41am reply Good and useful explanation.thanks. Submitted by Anonymous (not verified) on February 3, 2011 - 12:45am reply Good and useful explanation.thanks. Submitted by Anonymous (not verified) on February 3, 2011 - 12:46am reply how do we say someone has mastered a word? Submitted by Anonymous (not verified) on March 28, 2011 - 12:51pm reply I'm studying for my mtel literacy specialist test and this is one of the best sites that I have come across thus far. The information is clear and concise and the instructional applications are great and ones that I will use in my own classroom. Submitted by Anonymous (not verified) on May 11, 2011 - 1:55pm reply very informative article Submitted by Anonymous (not verified) on May 19, 2011 - 1:57pm reply very nice Submitted by Anonymous (not verified) on October 25, 2011 - 12:20am reply thanks for these information, it helps me a lot Submitted by Anonymous (not verified) on January 2, 2012 - 1:27pm reply very useful article for my assignment. thank you so much. Submitted by Anonymous (not verified) on February 17, 2012 - 4:28am reply good article,it's help me so much. thanks Submitted by Anonymous (not verified) on May 12, 2012 - 9:15am reply thank you so much for your good article. Submitted by Anonymous (not verified) on September 30, 2012 - 12:14pm reply helped me with a presentation! Thank you! Submitted by Anonymous (not verified) on October 7, 2012 - 10:30pm reply life saver.... thankyou Submitted by sajeda (not verified) on February 13, 2014 - 2:27pm reply Add comment Your name Comment *
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cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Cambridge University Press 2007 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2007 Printed in the United States of America isbn -1 3 978- 0-521-94325-3 paperback Book layout services: Page Designs International
Table of Contents 1 Lessons from the Corpus How many words are there and how many do we need to teach? 1 What can a corpus tell us about vocabulary? 2 Frequency 4 Differences in speaking and writing 4 Contexts of use 5 Collocation 5 Grammatical patterns 6 Strategic vocabulary 8 Teaching strategic vocabulary: Fundamentals for a syllabus 14 2 Lessons for the Classroom What do we need to teach about vocabulary? 18 How can we help learners learn vocabulary? 19 3 Concluding Remarks 26 4 Appendices
Top 200 spoken words 27 Further reading 28 References 1 Lessons from the Corpus How many words are there and how many do we need to teach? Its almost impossible to say exactly how many words there are in English. The Global Language Monitor, which tracks language trends, especially in the media, has counted up to almost a million at 988,968. Websters Third New International Dictionary, Unabridged, together with its 1993 Addenda Section, includes around 470,000 entries. Counting words is a complicated business. For a start, what do we mean by a word? Look at these members of the word family RUN: run, runs, running, ran, runner, and runners. Should we count these as one word or six? How do we count different uses of the same word? For example, is the verb run the same in run a marathon as in run a company ? Is it the same as the noun a run ? How do we deal with idiomatic uses like run out of gas, feel run down, or a run of bad luck ? And, of course, new words are being added to the language all the time; the Internet especially has given us lots of new words like podcast, netizen, and blog, as well as new meanings such as surf as in surf the web. Despite such difficulties, researchers have tried to estimate how many words native speakers know in order to assess the number of words learners need to learn. Estimates for native speakers vary between 12,000 and 20,000 depending on their level of education. One estimate is that a native speaker university graduate knows about 20,000 word families (Goulden, Nation, and Read, 1990), not including phrases and expressions. Current learners diction - aries such as the Cambridge Dictionary of American English include more than 40,000 frequently used words and phrases . . . This huge number of items presents a challenge that would be impossible for most English language learn - ers, and even for many native speakers. Fortunately, it is possible to get along in English with fewer than 20,000 words. Another way of deciding the number of words learners need is to count how many different words are used in an average spoken or written text. Because some high-frequency words are repeated, it is said that learners can understand a large proportion of texts with a relatively small vocabulary. So, for example, learners who know the most frequent 2,000 words should be able to understand almost 80 percent of the words in an average text, and a knowl - edge of 5,000 words increases learners understanding to 88.7 percent (Francis and Kucera 1982). For spoken language, the news is even better since about 1,800 words make up over 80 percent of the spoken corpus (McCarthy 2004;
2 Teaching Vocabulary OKeeffe, McCarthy, and Carter 2007). While learning up to 5,000 words is still a challenge, it represents a much more achievable learning goal for most learners than 20,000 words. So far there are two lessons to be learned from all of this. First, it seems important to identify what the most frequent 2,000 to 5,000 vocabu - lary items are and to give them priority in teaching. Second, students need to become self sufficient learners. It is unlikely that teachers can cover in class the huge number of vocabulary items that students will need to use or understand, so it is equally important to help students with how to learn vocabulary as well as with what to learn. What can a corpus tell us about vocabulary? What is a corpus? A corpus is basically a collection of texts which is stored in a computer. The texts can be written or spoken language. Written texts like newspapers and magazines can be entered into the computer from a scanner, a CD, or the Internet. Spoken texts, like conversations, are recorded and then the recordings are transcribed; that is, they are written down word for word, so that the texts of these conversations can be fed into the computer database. It is then possible to analyze the language in the corpus with corpus software tools to see how people really speak or write. [For more information, see Michael McCarthys booklet Touchstone: from Corpus to Course Book (2004) in this series.] What kind of corpus do we need to use? A large corpus is often divided into sections, or subcorpora, which contain dif - ferent types of English. For example, there are subcorpora of different varieties such as North American English and British English, or different types of lan - guage like conversation, newspapers, business English, and academic English. To use a corpus in designing a syllabus, the first thing to decide is what kind of English we want to base our material on, because different corpora will give us different words and often different uses of words to teach. For example, the speaker feels is new information for the listener, as in Example
Lessons from the Corpus Example 1 Someone describes his relationship with his neighbors to a stranger: You see I have neighbors that Im good friends with, as far as neighbor-wise. So our choice of corpus may affect which words we will include in our materials and which meanings of those words we will teach. For most students in general English courses, the priority is speaking, so for these students it makes sense to base much of the syllabus on a spoken corpus. Many students also have to write in English, especially for examinations, so again it makes sense to look at a corpus that includes the kinds of texts students will have to write. Most of the examples in this booklet are taken from conversations found in the North American spoken corpus, which is part of the Cambridge International Corpus (referred to as the Corpus hereafter). So what can we learn from the Corpus about vocabulary? Essentially it can tell us about: J Frequency: Which words and expressions are most frequent and which are rare J Differences in speaking and writing: Which vocabulary is more often spoken and which is more often written J Contexts of use: The situations in which people use certain vocabulary J Collocation: Which words are often used together J Grammatical patterns: How words and grammar combine to form patterns J Strategic use of vocabulary: Which words and expressions are used to organize and manage discourse Corpus tools help us analyze the huge amount of data in the Corpus, which can consist of millions of words. But in addition to providing the more statistical kinds of information (a quantitative analysis), the Corpus also gives us access to hundreds of texts which we can read in order to observe how people use vocabulary in context a qualitative analysis. For example, it is pos - sible to see what kinds of vocabulary people use to talk about a topic like music or celebrities, or how they repeat words, or avoid repeating words by using synonyms. The Corpus, however, cannot tell us exactly what to teach or how to teach, and it has nothing to tell us with respect to how students learn best. It cannot replace the expertise of teachers, or of students themselves, on how best to teach and learn vocabulary. It is a tool. It is not the only too
Teaching Vocabulary Less ons from the Corpus Lesso ns for the Classroom Jeanne McCarten cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Cambridge University Press 2007 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2007 Printed in the United States of America isbn -1 3 978- 0-521-94325-3 paperback Book layout services: Page Designs International Table of Contents 1 Lessons from the Corpus How many words are there and how many do we need to teach? 1 What can a corpus tell us about vocabulary? 2 Frequency 4 Differences in speaking and writing 4 Contexts of use 5 Collocation 5 Grammatical patterns 6 Strategic vocabulary 8 Teaching strategic vocabulary: Fundamentals for a syllabus 14 2 Lessons for the Classroom What do we need to teach about vocabulary? 18 How can we help learners learn vocabulary? 19 3 Concluding Remarks 26 4 Appendices Top 200 spoken words 27 Further reading 28 References 28 Lessons from the Corpus 1 1 1 Lessons from the Corpus How many words are there and how many do we need to teach? Its almost impossible to say exactly how many words there are in English. The Global Language Monitor, which tracks language trends, especially in the media, has counted up to almost a million at 988,968. Websters Third New International Dictionary, Unabridged, together with its 1993 Addenda Section, includes around 470,000 entries. Counting words is a complicated business. For a start, what do we mean by a word? Look at these members of the word family RUN: run, runs, running, ran, runner, and runners. Should we count these as one word or six? How do we count different uses of the same word? For example, is the verb run the same in run a marathon as in run a company ? Is it the same as the noun a run ? How do we deal with idiomatic uses like run out of gas, feel run down, or a run of bad luck ? And, of course, new words are being added to the language all the time; the Internet especially has given us lots of new words like podcast, netizen, and blog, as well as new meanings such as surf as in surf the web. Despite such difficulties, researchers have tried to estimate how many words native speakers know in order to assess the number of words learners need to learn. Estimates for native speakers vary between 12,000 and 20,000 depending on their level of education. One estimate is that a native speaker university graduate knows about 20,000 word families (Goulden, Nation, and Read, 1990), not including phrases and expressions. Current learners diction - aries such as the Cambridge Dictionary of American English include more than 40,000 frequently used words and phrases . . . This huge number of items presents a challenge that would be impossible for most English language learn ers, and even for many native speakers. Fortunately, it is possible to get along in English with fewer than 20,000 words. Another way of deciding the number of words learners need is to count how many different words are used in an average spoken or written text. Because some high-frequency words are repeated, it is said that learners can understand a large proportion of texts with a relatively small vocabulary. So, for example, learners who know the most frequent 2,000 words should be able to understand almost 80 percent of the words in an average text, and a knowl - edge of 5,000 words increases learners understanding to 88.7 percent (Francis and Kucera 1982). For spoken language, the news is even better since about 1,800 words make up over 80 percent of the spoken corpus (McCarthy 2004; 2 Teaching Vocabulary OKeeffe, McCarthy, and Carter 2007). While learning up to 5,000 words is still a challenge, it represents a much more achievable learning goal for most learners than 20,000 words. So far there are two lessons to be learned from all of this. First, it seems important to identify what the most frequent 2,000 to 5,000 vocabu - lary items are and to give them priority in teaching. Second, students need to become self sufficient learners. It is unlikely that teachers can cover in class the huge number of vocabulary items that students will need to use or understand, so it is equally important to help students with how to learn vocabulary as well as with what to learn. What can a corpus tell us about vocabulary? What is a corpus? A corpus is basically a collection of texts which is stored in a computer. The texts can be written or spoken language. Written texts like newspapers and magazines can be entered into the computer from a scanner, a CD, or the Internet. Spoken texts, like conversations, are recorded and then the recordings are transcribed; that is, they are written down word for word, so that the texts of these conversations can be fed into the computer database. It is then possible to analyze the language in the corpus with corpus software tools to see how people really speak or write. [For more information, see Michael McCarthys booklet Touchstone: from Corpus to Course Book (2004) in this series.] What kind of corpus do we need to use? A large corpus is often divided into sections, or subcorpora, which contain dif - ferent types of English. For example, there are subcorpora of different varieties such as North American English and British English, or different types of lan - guage like conversation, newspapers, business English, and academic English. To use a corpus in designing a syllabus, the first thing to decide is what kind of English we want to base our material on, because different corpora will give us different words and often different uses of words to teach. For example, the word nice is in the top fifteen words in conversation, but it is rare in written academic English, occurring mainly in quotations of speech from literature or interviews. Another example is the word see, which has the same frequency in conversation and written academic English, but different uses. In academic English, see is mostly used to refer the reader to other books and articles, as in see McCarthy, 2004 the way it was used at the end of the last paragraph. In conversation, see has a greater variety of uses including the expression I see, which means I understand, and See and You see, which introduce what the speaker feels is new information for the listener, as in Example 1. Lessons from the Corpus Example 1 Someone describes his relationship with his neighbors to A stranger: You see I have neighbors that Im good friends with, as far as neighbor-wise. So our choice of corpus may affect which words we will include in our materials and which meanings of those words we will teach. For most students in general English courses, the priority is speaking, so for these students it makes sense to base much of the syllabus on a spoken corpus. Many students also have to write in English, especially for examinations, so again it makes sense to look at a corpus that includes the kinds of texts students will have to write. Most of the examples in this booklet are taken from conversations found in the North American spoken corpus, which is part of the Cambridge International Corpus (referred to as the Corpus hereafter). So what can we learn from the Corpus about vocabulary? Essentially it can tell us about: J Frequency: Which words and expressions are most frequent and which are rare J Differences in speaking and writing: Which vocabulary is more often spoken and which is more often written J Contexts of use: The situations in which people use certain vocabulary J Collocation: Which words are often used together J Grammatical patterns: How words and grammar combine to form patterns J Strategic use of vocabulary: Which words and expressions are used to organize and manage discourse Corpus tools help us analyze the huge amount of data in the Corpus, which can consist of millions of words. But in addition to providing the more statistical kinds of information (a quantitative analysis), the Corpus also gives us access to hundreds of texts which we can read in order to observe how people use vocabulary in context a qualitative analysis. For example, it is pos - sible to see what kinds of vocabulary people use to talk about a topic like music or celebrities, or how they repeat words, or avoid repeating words by using synonyms. The Corpus, however, cannot tell us exactly what to teach or how to teach, and it has nothing to tell us with respect to how students learn best. It cannot replace the expertise of teachers, or of students themselves, on how best to teach and learn vocabulary. It is a tool. It is not the only tool.
4 Teaching Vocabulary
times more frequent in academic texts than in conversation. Looking at such differences, we can see whether to present vocabulary items like these in a writ - ten or spoken context. Contexts of use The Corpus includes information about speakers and situations in which con - versations take place. It is possible to see, for example, whether an item of vocabulary is used by everyone in all kinds of situations, or mostly by people who know each other very well, or mostly in more polite situations with strang - ers or work colleagues, etc. Information like this from the Corpus enables us to present vocabulary appropriately and to point out to students examples of more formal usage such as Goodbye vs. Bye and, perhaps more importantly, very infor - mal usage such as using the word like for reporting speech ( I was like Hey! ) or the expression and stuff ( We have a lot of parties and stuff ). Collocation The term collocation generally refers to the way in which two or more words are typically used together. For example, we talk about heavy rain but not heavy sun, or we say that we make or come to a decision, but we dont do a decision. So, heavy rain and make a decision are often referred to as collocations and we say that heavy collocates with rain, or that heavy and rain are collocates of each other. With collocation software we can search for all the collocates of a particu - lar word, that is, all the words that are used most frequently with that word and especially those with a higher than anticipated frequency. This is particularly useful for finding the collocates of verbs like have, get, make, and do, which are often referred to as delexical verbs. These are verbs which dont have a (lexical) meaning of their own, but take their meaning from the words that they collocate or are used with. For example, the verb make has a different meaning in each of the expressions make a cake, make a decision, and make fun of, so it is sensible to teach verbs like these in expressions, as col - locations, instead of trying to identify and distinguish basic meanings, which is difficult and, in many cases, almost impossible. Figure 1 shows some of the most frequent collocates of the words make and do. They include words that come immediately after the word ( make sure ) and words that come two or more words after it ( make a difference , make a huge mistake ). MAKE: sure, difference, sense, decision, mistakes, decisions, money, judgments, mistake, reservations, copies, effort DO: anything, something, things, job, well, nothing, work, whatever, aerobics, gardening, stuff, homework, laundry Figure 1: Collocates of the words make and do.
Lessons from the Corpus However, when we look at the phrases Would you mind and Do you mind in the Corpus, we find that two of these patterns stand out as being more frequent. Figure 3 includes a representative selection of examples of these phrases from the Corpus. Each phrase is shown in a concordance . A concor - dance is a screen display of a word or phrase as it is used by many different speakers in the Corpus. The word or phrase we are interested in is shown in the middle of the screen, highlighted in some way, with the rest of the text if any before and after it. So, in Figure 3, each line is someone speaking and using the phrase Would you mind or Do you mind. Would you mind taking that day? Would you mind? bus driver said
Would you mind taking the seat by the window because he Would you mind seeing if Nick wants cake Joel? Would you mind . . . Would you mind talking to us just for a minute? Would you mind? Would you mind? the person says
Would you mind signing this form? And I was like
Would you mind driving us to Norris? Would you mind me asking what kind of dog is this? Would you mind answering a couple of questions real qui Do you mind if I grab this? Do you mind if I go get a drink first? Shes like
Do you mind?
Do you mind if I put some makeup on real quick? Do you mind? Do you mind if I uh take the um apple juice in the car? Do you mind if I take these pretzels? Do you mind? Do you mind if I take a picture of your chocolates? Do you mind us taping it? Do you mind if theres like white? Do you mind if I put the thing on there? Figure
: Concordances of Would you mind and Do you mind from the Cambridge International Corpus, North American Conversation. In some cases these phrases are used on their own as questions with no text following. Where the speaker continues, notice that Do you mind is mostly used in the expression Do you mind if I to ask permission to do something. However, Would you mind is mostly used as Would you mind + . ing to ask other people to do something. Notice also the more complex patterns with an 8 Teaching Vocabulary object ( Would you mind me asking . . . and Do you mind us taping ) are also much less frequent. So we can make students lives a little easier and teach the frequent patterns first, leaving the complex structures until a later level. The vocabulary of grammar In addition to seeing the grammar of individual words the grammar of vocab - ulary we can also learn about the vocabulary used with certain grammar structures the vocabulary of grammar . For example, the Corpus can tell us the most frequent verbs used in the past continuous structure was . . . ing. The top ten are going, thinking, talking, doing, saying, trying, telling, wondering, looking, working. Notice that five of these verbs describe saying and thinking. In addition, 12 percent of the uses of was going to are in the phrases was going to say or was going to ask, and 28 percent of the uses of was trying are with similar verbs of saying and thinking. So it seems that these verbs are an important part of the vocabulary of this structure. [See Carter and McCarthy (1995), which describes this as one aspect of the grammar of speech.] Shouldnt we then teach this vocabulary with this structure if we want students to learn the kind of usage they will hear from expert users and native speakers? Strategic vocabulary Teachers are familiar with the kinds of words and expressions that writers use strategically to organize written texts, from simple conjunctions like and and however, which organize ideas within and across sentences, and adverbs such as first, secondly, etc., which list ideas within a paragraph or text, to expressions such as in conclusion, which signal that the text is about to end. Written texts are easy to find in newspapers, books, on the Internet, etc., as models for teaching or our own writing. But what is the strategic vocabulary that speakers use to organize and manage conversations, and how can we find it? To help us answer these questions, we need a corpus so we can analyze many different conversa - tions. We can start by looking again at frequency lists to identify and analyze the kind of strategic vocabulary speakers use. In addition to looking at single words, we can ask the Corpus to give us frequency lists of phrases vocabulary items that contain more than one word, sometimes called chunks, lexical bundles, or clusters [see McCarthy and Carter (2002); OKeeffe, McCarthy, and Carter (2007)]. These lists contain fragments, or bits of language that dont have a meaning as expressions in their own right, such as in the, and I, and of the. However, we can remove these to find expressions that do have their own meaning, as in Figure 4.
Lessons from the Corpus 9 No. of words in phrase Examples two you know, I mean, I guess, or something three a little bit, and all that four or something like that, and things like that five you know what I mean, as a matter of fact six it was nice talking to you; and all that kind of stuff seven+ words a lot of it has to do (with) Figure 4: Expressions from frequency lists in the Cambridge International Corpus, North American Conversation. Some of these expressions are much more frequent than the every - day, basic, single words that we would expect to teach at an elementary level. Chunks such as I mean, I dont know, and or something are more frequent than words like woman, six, and black. This suggests we need to take chunks seriously as vocabulary items to teach in a basic course. Finding a vocabulary of conversation When we look at the most frequent words and phrases in conversation, we find many items that conversation shares with the written language, such as gram - matical words (articles, pronouns, prepositions, etc.), common everyday nouns, verbs, adjectives, and adverbs ( people, money; go, see; different, interesting ; still, usually ), and modal items ( can, should, maybe, probably ). As we saw earlier, some of these may be far more frequent in conversation than in writing (e.g., prob - ably ) or have different uses (e.g., see ). In addition to these grammatical and common everyday words and phrases, we also find items that distinguish the spoken language from the written, items that reflect the interactive nature of conversation and that give conversation its distinctive character. We can perhaps best describe these as a vocabulary of conversation rather than merely as vocabulary in conversa - tion. Below are examples of the types of this vocabulary with extracts from the Corpus to show how people have actually used them. Note that some of the frequent expressions have several uses and fall into more than one category. Discourse markers A discourse marker is a word or phrase that organizes or manages the dis course in some way. In this case the type of discourse is conversation. Some of