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Vocabulary Acquisition

For the Upper Division

Sunday, Dec 4, 2011 Shaanan College, Kiryat Shmuel Haifa

By Rachel Rifkind

First Steps
Which words do we choose? Horizons Workbook Which words are most useful? http://ucrel.lancs.ac.uk/bncfreq/lists/5_2_all _rank_verb.txt How do we introduce words? For initial learning of words it is probably more efficient to use picture/translation

How to Drill Words


Word Pairs (Barcroft, 2003, Nation, 1982, cited in Schmitt& Schmitt, 1995) Games Modified STADD group work Vocabulary Acquisition PPT Build automaticity through speed reading and extensive reading

Strengthening and Enriching Vocabulary

Devote class time for vocabulary instruction


Build Vocabulary Notebooks (Schmidt. & Schmidt, 1995) may also be helpful.

By Rachel Rifkind

Integrate new words with the old


1. Organize material in such a way that the new words will be incorporated into the learner's existing semantic mapping. Last week we learned about food. What food do we need to make a cake? 2. Activating background knowledge on a particular subject while introducing new words What do you know about dolphins? They are friendly animals
By Rachel Rifkind

3. Use semantic maps


Dolphins

friendly

seem to smile

need air

4. Teach Chunks
Good Morning Stay away from strangers I dont know.
By Rachel Rifkind

Use Deep Processing


Ask students to find different kinds of connections between words and then explain them Dangerous and cold go together because if you get too cold it is dangerous Use a group of words to tell friends about an experience in the past. trip, adventure, pack, chance On our trip we had an adventure because my Mother forgot to pack the map and we got lost. That gave us a chance to see some new places
By Rachel Rifkind

Examples

Horizons p 94 Horizons p 111

Encourage independent learner strategies


Students

must realize that the ultimate responsibility for vocabulary acquisition is their own. Vocabulary Notebooks Extensive Reading Help them analyze their own learning styles and acquire appropriate techniques.
By Rachel Rifkind

References
Barcroft, J. (2003). Effects of questions about word meaning during L2 Spanish lexical learning. Modern Language Journal, 87 (4), 546-61. Barcroft, J. (2004). Effects of sentence-writing on second language lexical acquisition. Second Language Research, 20 (4), 303-334. Hiebert, E.H., Lehr, F., & Osborn, J. (2004). Focus on vocabulary, a. Honolulu: PREL.

By Rachel Rifkind

References
Lewis, M. (1993). The lexical approach. Hove, U.K: Language Teaching Publications. Nation, P. & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & P. McCarthy (Eds.) Vocabulary:

Cambridge: Cambridge University Press. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press

Description, acquisition, and pedagogy.

O'Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & P. McCarthy (Eds.) Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge University Press. Pimsleur, P. (1967). A memory schedule. Modern Language Journal 51/2 73-5 Schmidt, N. & Schmidt, D. (1995). Vocabulary notebooks: theoretical underpinnings and practical suggestions. ELT Journal 49, 2, 133-143. Sokmen, A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & P. McCarthy (Eds.)

Vocabulary: Description, acquisition, and pedagogy.


Cambridge: Cambridge University Press.

By Rachel Rifkind