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Running head: VOCABULARY TEACHING AND LEARNING
Table of Contents
Introduction................................................................................................................ 2
Overview of vocabulary teaching and learning strategies through reading...............4
The key steps in vocabulary teaching and learning through reading.........................5
1) Reading material selection...................................................................................6
2) Conscious and explicit form and meaning learning of new vocabulary................6
3) Word knowledge and use enhancing through task and interactions with others..6
4) Vocabulary accumulation and learning evaluation...............................................7
Pedagogical implications for better vocabulary acquisition........................................7
Factors affecting vocabulary learning.........................................................................9
General Teaching ESL approaches to go along with QEP............................................9
Useful Toolkit for teachers in Quebec.......................................................................10
a)
Promote self-teaching:.................................................................................10
b)
c)
d)
Reading training........................................................................................... 12
e)
f)
i)
j)
k)
l)
Assessment.................................................................................................. 15
m)
A sense of community..............................................................................16
Further Research needed due to the overall change in the 21 st century learning
environment............................................................................................................. 16
Conclusion................................................................................................................ 17
References................................................................................................................ 19
Appendix: A table of studies in vocabulary acquisition..........................................22
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Running head: VOCABULARY TEACHING AND LEARNING
Introduction
Vocabulary is the building blocks of sentences and is essential for second language (L2)
learning. However, to be able to understand texts and conduct basic conversations with others,
many thousands of word families are required and learning them is a heavy burden and a
considerable challenge to learners. My English learning started at the age of 12. After three years
of cramming many grammar rules and lots of vocabulary in my head, I still couldnt speak a
word of English. I am currently working on my fourth language, French. I deeply understand
learning an L2 is not easy and sometimes can be stressful. My own learning journey makes me
wonder what the crucial factors are that contribute to better L2 vocabulary learning. Not only
me, as a learner, but also researchers, teachers, and book publishers are all eager and diligent in
finding the best methods for L2 lexicon expansion. Also, knowing words themselves (forms and
meaning of words), and knowing how to use them are two different levels of learning. The
question arises, What are the most effective ways to teach vocabulary in terms of L2
acquisition? We know vocabulary learning is incremental, not only does it need to be learned,
but it also needs to be consolidated and enhanced (Schmitt, 2008) through contextualized word
use. As a teacher and a learner myself, I would like to focus mainly on the following elements in
this paper,
1) The strategies for teachers better pedagogical planning on vocabulary teaching within the
Quebec education environment.
2) The tasks and strategies for the learners greater vocabulary acquisition development
particularly through reading material or authentic context (contextualized aspect). I
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Running head: VOCABULARY TEACHING AND LEARNING
strongly believe that We acquire vocabulary and spelling by reading (p440, Krashen,
1989).
3) How teachers and learners can cooperate in class and at home to promote vocabulary
teaching and learning through technology.
The vocabulary acquisition in this paper also includes pronunciation enhancement, and
collocations, the conventional combination of word use.
In my internship, I saw students misspell, misread and misuse many English words due to
the lack of vocabulary recycling and systematic vocabulary learning. If the teacher can
incorporate some vocabulary teaching methods in class and students/learners can apply some
vocabulary learning strategies while fulfilling tasks assigned by their teachers, they can not only
learn the vocabulary better but also use them better in their sentences. My cooperating teacher in
my first internship mentioned that vocabulary teaching was one of my strong points and she saw
me recycle and reuse the same vocabulary intensively in different activities to consolidate
students understanding of the vocabulary. I believe this project can practically benefit both
teachers and students pedagogically.
In this paper, I will first explore the most essential steps for vocabulary teaching and
acquisition and how they can be applied pedagogically and practically in learners daily lives.
Secondly, it will be followed by the TESL approaches suitable in the Quebec education
environment according to the requirements for and expectations to teachers and learners in the
QEP. Thirdly, it continues with a useful toolkit to enable teachers to incorporate the strategies for
vocabulary teaching and learning with suitable TESL approaches in Quebec. Finally, I will
propose some further research suggestions.
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Running head: VOCABULARY TEACHING AND LEARNING
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Running head: VOCABULARY TEACHING AND LEARNING
implicit exposure is for the skill of word use (Gu, 2003). Dictionary use, note-taking, rote
rehearsal, and encoding (deeper processing) are some examples to fulfill and correspond to
different sub-tasks. In order to fulfill different tasks, proper strategies should also be selected,
for example, two meta-cognitive strategies, self-initiation and selective attention, showed to be
the positive indicators of learning results (Gu & Johnson, 1996; Gu, 2003), which means learners
needs to initiate their own interests and focus on certain vocabulary and selectively pay attention
to these words during their reading. On top of all these methods and strategies, the support of the
surrounding environment and people is important too (Gu, 2003; Robert, 2008). As our lexical
range is large, both our oral and written communicative competence will increase (Mewald,
2015).
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Running head: VOCABULARY TEACHING AND LEARNING
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Running head: VOCABULARY TEACHING AND LEARNING
interaction between the words and the learners (Butler and al, 2010). Contextualized exercises,
word use in text, and decontextualized activities, word forms focusing, can be both used as tasks
to have learners fulfill and increase the familiarity both in receptive and productive knowledge
(Schmitt, 2008).
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Running head: VOCABULARY TEACHING AND LEARNING
presentation. Therefore, the role of L1 in L2 learning can be crucial. After the reading, sequential
intervention, including scaffolding questions, and intensive word-focused exercises, can be
followed. Teachers can deliberately increase the use of similar sets of vocabulary in the speech
or texts. Frequent follow-up tests, such as multiple-choice tests, writing assignment, such as
reviews of books, and oral tasks, such as presentations of books, can increase students
productive levels of word use. Occasionally, vocabulary recycling from previous themes in the
present topic is positive for word learning evaluation and accumulation.
Here are some tips for teachers to pass on to learners. Learners can apply different
strategies through reading for their vocabulary learning, such as contextual guessing, dictionary
using, note-taking, word formation focusing, contextual encoding, newly-learned word activation
(Gu & Johnson, 1996). Reading familiar information in L2 could decrease the burden of
understanding the materials (Butler and al, 2010). Chatting or discussing the issues related to
recently read materials with others in L2, actively writing reviews of the reading, and looking up
similar information in the reading online or through other books can all help enhance and retain
the newly learnt vocabulary. Constantly evaluating the learning results through different
activities in books, online or with others is helpful as well.
Proper expectation from teachers and from the learners themselves can keep the learning
process going (Gu, 2003)). Teachers and learners should both know learning vocabulary is an
endless journey, and improvement can be seen gradually, not instantly. Long-term retention can
also diminish if there is no follow-up practice and exposure to the vocabulary items. Refreshing
them constantly while learning new items can render better vocabulary accumulation and
increase communicative competence.
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Running head: VOCABULARY TEACHING AND LEARNING
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Running head: VOCABULARY TEACHING AND LEARNING
Teaching (TBLT), 3) Community Language Learning (CLL): students initiation and autonomy in
L2, 4) Strategy-based Learning, 5) Cooperative Language Learning, 6) Contrastive Analysis: the
identification of the differences between two languages for the construction and categorization of
L2, 7) Technologies, 8) Affection factors: the creation of a non-threatening environment.
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Running head: VOCABULARY TEACHING AND LEARNING
language levels. Students will do this regularly throughout the semester. Students can
complete their journals by texts, audios, videos, animations etc. Their work can be short or
long, again depending on their language levels.
b) Educational Adaptation and Differentiation: after my internships, I realized that
it would be very difficult for a teacher to get by the whole school year without any
differentiation in class. It is also useful to apply RtI, a multi-tiered intervention
strategy, including layers of instruction that increase in intensity, such as decreasing in
group size and increasing in amount of instruction (p58, Vaugn & Bos, 2012, Ch3). To
make it happen, a pre-assessment before the instruction or lesson needs to be conducted.
Proper anchor activities and various types of inputs, such as visual and kinesthetic inputs
are also necessary. After differentiating students according to their readiness and interests,
teachers should then assign them to different activities and proper instructional inputs in
order to ensure their better learning. With the inclusive education in most classes in
Quebec, the in class instructional strategies for students needs would be modified
accordingly, known as educational adaptations. For example, a syllabus/ outline/ checklist/
written direction would be offered to students to clarify requirements for assignments, and
their workload could be broken down into smaller more manageable parts due to some
students lack of organization, which echoes Vygotskys proximal zone of development.
Extra visual cues, extended time for work completion and constant reminders should be
offered as well. According to Piagets constructivism, students construct the information
they acquire with schemes; therefore, students need to be part of the learning process. If
every teacher could offer these similar strategies to every single student for their learning,
we would have fewer students who would need extra intervention. For example, eyecontact, clarification of directions, visual cues for comprehension and completion of tasks,
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Running head: VOCABULARY TEACHING AND LEARNING
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Running head: VOCABULARY TEACHING AND LEARNING
will not feel bored because of the various information and questions. Teachers can
incorporate technology, such as animated slide shows, students own experience and the
teachers own experience together with the learning objectives. Hands-on activities can
always come in handy. In the Say and touch game, for example, one of the students in
their seats calls out loud a name of a newly learnt vocabulary word, another student goes
and reads a sheet with words and numbers on it and then clicks the right number on the
board to reveal the word. Drawing during explanation can also help students to build the
imagery concept and lexical expression. After students say the words, teachers should also
repeat the words many times, in order to give immediate feedback for students
pronunciation and to increase the repetitive rate of the words. Teacher should also
repeatedly use vocabulary in different forms and situations (listening, speaking and
reading in class, and writing as homework). Sufficient wait time and proper pause are also
crucial for students information digestion. They are also necessary for a big class, so the
information can be delivered appropriately.
f) Reading material selection: In order to make sure vocabulary repetition and
recycling happen, teachers should carefully select appropriate in-class and home reading
material to assure the focused vocabulary repetitively appears in students reading.
g) Exploring the bilingual instructions on the packages of products sold in
Canada: Among Lightbowns ten generalizations (Lightbown & Spada, 1995),
interlanguage interests me the most. When we learn a language, whether an L1 or L2, our
minds or brains tend to categorize the input and build a language process system (a
systematic interlanguage). I was amazed by seeing my own children learning their first
language and undergoing a similar learning process as my own second language learning.
(It is difficult to compare my first language learning with theirs, since it took place a long
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Running head: VOCABULARY TEACHING AND LEARNING
time ago.) The categorization helps us understand the world and the language in this case.
Before we accept or internalize a piece of new information, it interacts with our old
knowledge first and then finds a suitable place in our minds or brains. This can therefore
explain both the intralingual errors and interlingual errors that a child or an adult makes
during their L1 or L2 learning. I think a teacher can thus well use students previous
knowledge on L1 and other old existing knowledge to help them acquire their L2. For
example, although the students in Canada speak different languages, the bigger
environment around them is the same. Students can learn to use information in their
community for their own L2 learning by making good use of the bilingual information
offered everywhere in Canada, which also satisfies the broad area of learning in QEP,
citizenship and community life and media literacy; the cross-curricular competences,
use information and use information and communication technologies.
h) Offer both lexical and imagery explanation for vocabulary: According to
Paivios dual coding approach (Paivio, 1990), our memory performance is mediated by
linguistic process as well as an imagery model of thought. Teachers can offer photos, real
objects or videos during vocabulary explanation to help learners build a clear structure of
the vocabulary in their minds.
i) Digital and audio books: Most digital books can be displayed on Kindle Reader. It
comes with an immediate digital dictionary, which can make reading more pleasant. Many
digital books also come with an audio version to allow learners to work on their
pronunciation. Learners can become familiar with the vocabulary both through written and
audio inputs.
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Running head: VOCABULARY TEACHING AND LEARNING
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Running head: VOCABULARY TEACHING AND LEARNING
answer will influence whether they memorize isolated facts or strive to learn a
meaningful, integrated body of information. (Shepard, 2000) 2) Assessments as learning
experiences. Assessment can further strengthen students vocabulary acquisition.
Assessments should include different instruments to be more compatible with students
ability levels and needs. For example, multiple choice can be a good choice for testing
students knowledge on a specific word, but may not ideal for testing students skill on
putting the word to use.
m) A sense of community: Students achieve at higher levels in the classroom when they
have a sense of community that is when they have shared goals and are respectful and
supportive of one anothers efforts. (McMillan et al, 2011).
Conclusion
Vocabulary acquisition is very crucial for students L2 proficiency both orally and in
writing. With the limited time in class, it is crucial to plan lessons well to maximize students
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Running head: VOCABULARY TEACHING AND LEARNING
learning. Although learners have different learning abilities, attitudes and motivations and there
is only limited time in class, good vocabulary learning can still be achieved if the basic steps are
followed. Within the basic steps and the QEP regulations, there are still various options or
strategies learners or teachers can choose to go with their interests, needs, preferences, themes,
and schedule. Here are the strategies for vocabulary teaching and learning within the Quebec
education environment.
First of all, before the lesson even starts, a pre-assessment should take place for teachers
to differentiate vocabulary learning activities and reading assignments. Second, teachers can then
select appropriate home and in class reading materials both in the students L1 and L2 with the
target vocabulary in them according to students ability levels, intelligences and needs. Third,
follow-up sequential activities should then take place in class, for example, intensive wordfocused exercises and vocabulary differentiation activities (visual, audio, kinesthetic etc.). The
teacher should also strategically use the target vocabulary in the speech or texts in class. Fourth,
frequent tests/ formative assessments, oral tasks, writing assignment and extra home exploring
reading tasks should take place afterwards. Finally, teachers should also skillfully recycle
vocabulary from previous themes.
In order to make sure students cooperate and are willing to complete the assignments or
tasks, teachers should scaffold the teaching and learning process right at the beginning of the
school year so that teacher and students can cooperate for better teaching and learning through
technology. Teachers should first introduce some useful vocabulary online learning tools or
websites and arrange critical media literacy lessons to students so that students can explore
authentic online materials themselves and promote self-teaching. Second, teachers should set a
goal for students to achieve at the end of each term. For example, an online language exchange
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Running head: VOCABULARY TEACHING AND LEARNING
can be arranged in the end of each term so that students can put their vocabulary to use in real
life. Thirdly, in class reading training, such as reading fluency training and comprehension
strategies, should be taught and practised. Fourthly, teachers should try to find similar reading
materials in different versions in written, audio and even video versions to ease students stress
and challenges. Finally, different purposeful and meaningful assessments should be addressed
and explained to students to promote a sense of community and help students not only to learn in
class but also at home through technology.
Once we decide to learn or teach a new language, it is a commitment. We should respect
the responsibility of being a teacher or a learner, and put proper expectations on ourselves as well
as students. We should also know that vocabulary learning is not easy and occasional frustration
is normal, so we should not be too hard on ourselves or students. Keep this in mind and
vocabulary teaching and learning should be productive and rewarding.
References
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Running head: VOCABULARY TEACHING AND LEARNING
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Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming:
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Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on
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Running head: VOCABULARY TEACHING AND LEARNING
Woolley, G., (2010). Issues in the identification and ongoing assessment of ESL students with
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Yoshii, Makoto. 2006. L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning.
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Researchers/
Review/ Synthesis
scaffolding
Review/ Synthesis
Review/ Synthesis
Review/ Synthesis
Review/ Synthesis
Review/ Synthesis
questions
Vocabulary uptake from informal learning tasks
Maximizing sustained vocabulary engagement
A tetrahedral model on vocabulary acquisition
Learning vocabulary in another language.
We acquire vocabulary and spelling by
authors
Butler et al, 2010
Milton, 2008
Schmitt, 2008
Gu, 2003
Nation, 2001
Krashen, 1989
hypothesis.
Word Recycling in reading materials
Word Recycling in reading materials
Lexical range and communicative competence
Gardener, 2008
Gardner, 2004
Mewald, 2015
observational
Observational
Quasi-experimental
Quasi-experimental
Quasi-experimental
Roberts, 2008
Experimental
vocabulary acquisition
Incidental collocation learning through reading
while listening
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Running head: VOCABULARY TEACHING AND LEARNING
Experimental
Experimental
while listening
The effect of glosses of different types on
Yoshii 2006
Experimental
1994