Exploring and Learning Vocabulary. Exploring and Learning Vocabulary I. Introduction II. Readiness Processes III. Comprehension Processes IV. Analytic.

Exploring and

Learning Vocabulary

Exploring and Learning VocabularyExploring and Learning Vocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension

ProcessesIV. Analytic ProcessesV. Association Processes

Our work is informed by the research Our work is informed by the research of, among others,of, among others,

Keith FolsePaul NationSteven KrashenBrian Tomlinson

Folse (2004)Folse (2004) Direct vocabulary teaching/learning

is important to language acquisition.

Important issues:a) validity of the strategies that are taught b) the usefulness of the words that are

taught

Folse suggests:Folse suggests:

Use multiple approaches to teaching vocabulary.

Specific vocabulary and specific vocabulary learning strategies should be taught.

Nation (2000)Nation (2000)Systematically teach high

frequency words.Teach vocabulary learning

strategies so that students learn to control their own vocabulary acquisition.

Provide opportunities to encounter recycled vocabulary.

Incidental and deliberate learning should be Incidental and deliberate learning should be balanced:balanced:

Incidental learning in all skill areas, both productive and receptive, should be focused on meaning.

Vocabulary learning strategies need to be taught in a systematic and incremental fashion, with recycling built in.

Krashen (2004)Krashen (2004)Narrow reading

Rich Environment

Exploring and Learning Exploring and Learning VocabularyVocabulary

I. IntroductionII. Readiness ProcessesIII. Comprehension ProcessesIV. Analytic ProcessesV. Association Processes

Tomlinson (2003)Tomlinson (2003)

Mental readiness - Experiencing text is a multidimensional process:Sensory imagingInner speechEstablishment of affective and

cognitive connections

Task: Developing Task: Developing AwarenessAwareness

1. Look at the following pictures and write down as quickly as possible all the words or phrases that come to mind.

2. Do not worry about spelling or correctness.

3. Do not worry about what kind of words you write - all words are wonderful.

Task: Developing Task: Developing AwarenessAwarenessWays to finish up:• Compare your words with a partner. Write

down any words that he/she has that you do not have on your paper.

• What words do you know that are related to the words on your list such as synonyms, antonyms and different parts of speech?

• Organize words into categories such as all clothing words or emotion words.

•Make predictions about the people in the picture.

Readings: “A Country Road Readings: “A Country Road Song”Song”“Wilma Rudolf”“Wilma Rudolf”“Oscar Pistorius”“Oscar Pistorius”

Topics: running lossdisabilities overcoming difficulties thankfulness seasonsOlympics (to name just a few)

Vocabulary Instruction in the Vocabulary Instruction in the ClassroomClassroom

Implicit Instruction examples: Fluency Reading Reading Journal Group discussions

Explicit Instruction examples: Vocabulary journal (log) Dictionary Practice

Strategy building

Examples of Implicit Examples of Implicit InstructionInstructionReading fluencyComprehension questionsReading JournalsDiscussion

Our aim:Our aim:

Build confidence throughcomfort with ambiguityvocabulary learning strategies

Exploring and Learning VocabularyExploring and Learning Vocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension

ProcessesA. Implicit instruction B. Explicit instruction

IV. Analytic ProcessesV. Association Processes

Comprehension Process: Implicit Comprehension Process: Implicit Instruction Using Reading to Instruction Using Reading to Build VocabularyBuild Vocabulary

Words are embedded in a context.The context can provide clues to a word’s

meaning. A text can be used for a top-down approach

to understanding the meaning of a word. Task 1: Read each of the readings quickly

but with comprehension. What do the people in each of the readings have in common? What is different about them?

Task 2: Fill out the Venn Diagram with words or phrases (note: This could also be a springboard to a writing assignment!)

Exploring and Learning VocabularyExploring and Learning Vocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension

ProcessesA. Implicit instruction B. Explicit instruction

IV. Analytic ProcessesV. Association Processes

Comprehension Process – Comprehension Process – Explicit Instruction Explicit Instruction Guessing Meaning StrategiesGuessing Meaning Strategies

When you are unfamiliar with a word, try guessing its meaning from context by answering the following questions:

1. Is the word followed (or 1. Is the word followed (or preceded) by a phrase or preceded) by a phrase or clause separated by a clause separated by a dash, parenthesis, or dash, parenthesis, or comma which defines it or comma which defines it or tells us more about it?tells us more about it?

Example: At the age of four, Wilma underwent a grueling series of illnesses – first pneumonia, then scarlet fever, and finally polio.

Doctors in Nashville, 35 miles (56 km) away…

2. Which part of speech does the word belong to: Is it a noun, a verb, an adjective, or some other part of speech? Where is it in the sentence?

Example: Back in the US, Wilma Rudolf remained a celebrity.

3. Is there a verb like 3. Is there a verb like “known” or “mean” or “is” “known” or “mean” or “is” that will signal the meaning that will signal the meaning of the word?of the word?

Example: Her basketball coach nicknamed her “Skeeter,” short for mosquito, “because she was always buzzing around.”

4. Does a relative clause 4. Does a relative clause define the word?define the word?

Example: Her basketball coach nicknamed her “Skeeter,” (which was) short for mosquito, “because she was always buzzing around.”

5. Can you think of related 5. Can you think of related words? Do you know any words? Do you know any prefixes, stems or suffixes prefixes, stems or suffixes of the word?of the word?

Example: When she regained her health at last, her left leg was paralyzed, and she was unable to walk.

6. Is the word part of a phrase or compound? Do you know some of the words in the phrase or compound?

Example: Her basketball coach nicknamed her “Skeeter,” short for mosquito, “because she was always buzzing around.”

Examples: Her father was a retired railroad porter, and her mother worked as a domestic.

When she regained her health at last, her left leg was paralyzed, and she was unable to walk.

7. Are there any surrounding words that provide clues to the meaning? Are there any surrounding sentences that define the word?

8. Is there a word that you 8. Is there a word that you know that could possibly know that could possibly replace the unknown word replace the unknown word so that it makes sense?so that it makes sense?She easily won the women’s

100-meter dash, tying the world record of 11.3 seconds.

She easily won the women’s 100-meter , tying the world record of 11.3 seconds.

Task: Task: On your handout guess the words

using one or more of the strategies. Explain which strategies were useful to guess the meaning.

Exploring and Learning Exploring and Learning VocabularyVocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension

ProcessesIV. Analytic Processes

A. Dictionary UseA. Dictionary UseB. Word FamiliesC. Word Analysis

V. Association Processes

Analytic Process - Using Analytic Process - Using Your DictionaryYour Dictionary

After you have read your text at least twice, you can use your English/English dictionary:

To look up unknown words that look important or interesting

To confirm the meaning of partly known words

To confirm guesses from context

Follow these steps:

Example: He has been the subject of much criticism because of the blades…

Decide the part of speechDecide if the word is inflected and what the base form might beGuess the general meaning of the word

1. Get information from the context where you found the word:

2. Find the dictionary entry

Example: He has been the subject of much criticism because of the blades…

Know alphabetical orderKnow the symbols for the different parts of speechKnow other places to look if you can’t find the word

3. Choose the right definition

4. Relate the meaning back to the context and decide if it fits.

Example: He has been the subject of much criticism because of the blades…

Exploring and Learning Exploring and Learning VocabularyVocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension ProcessesIV. Analytic Processes

A. Dictionary UseA. Dictionary UseB. Word FamiliesC. Word Analysis

V. Association Processes

Analytic Process: Word Analytic Process: Word FamiliesFamilies

After students are comfortable with using their dictionaries, they can begin work on word families. We instruct the students:

1. A word family is a group of words that come from the same word but have different parts of speech.

2. Sometimes one word family can have several members that are one part of speech. For example, a word family can have several nouns or several verbs.

For example: He now has two months to achieve the standard.

Achievements: Along with his four Paralympic Gold medals Oscar is also the world record holder in the 100m, 200m, and 400m.

3. When you look up a definition in the dictionary, always check for "family members!" BE CAREFUL to read the definitions of the words because sometimes a word may LOOK the same, but the definition can be totally DIFFERENT.

Achieve ≠ ache

Task: Word FamiliesTask: Word Families

He is determined to compete against able bodied athletes at an Olympics game…

With your partner, decide if the word you receive is a family member to compete or if it is an unrelated word.

Exploring and Learning Exploring and Learning VocabularyVocabulary

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension ProcessesIV. Analytic Processes

A. Dictionary UseA. Dictionary UseB. Word FamiliesC. Word Analysis

V. Association Processes

Analytic Process: Word Analytic Process: Word AnalysisAnalysis

We introduce simple word analysis techniques so students can begin exploring this strategy for understanding and remembering vocabulary.

We do not have them memorizing the meanings of roots and affixes, nor do we test them on them. We just encourage them to start noticing parts of words.

For exampleI walked fast but without

lengthening my stride, inhaling for three steps, holding my breath for three, exhaling for three…

I wore thermal underwear……the leaves were red and yellow,

moving like benevolent flames in the air.

Exploring and Learning Vocabulary Exploring and Learning Vocabulary through Authentic Textsthrough Authentic Texts

I.I. IntroductionIntroductionII. Readiness ProcessesIII. Comprehension ProcessesIV. Analytic Processes

V. Association Processes

A. Semantic WebsA. Semantic WebsB. Semantic Relationships

Association Process: Association Process: Semantic WebSemantic Web

A group of words that are related because they pertain to one topic.

For example, train, travel, ticket, schedule, run late, whistle, conductor, passenger, board…

Exploring and Learning Vocabulary Exploring and Learning Vocabulary through Authentic Textsthrough Authentic Texts

I. IntroductionII. Readiness ProcessesIII. Comprehension ProcessesIV. Analytic ProcessesV.V. Association ProcessesAssociation Processes

A. Semantic Webs

B. Semantic B. Semantic RelationshipsRelationships

Association Process: Association Process: Semantic RelationshipsSemantic Relationships

Groups of words that are related because they have similar meanings.

Example: happy, content,

satisfied ecstatic…

Task:Task:Choose one of the readings to

identify either an activity for“Semantic Webs” (around one topic) or “Semantic Relationships” (words with similar meanings).

Share the topic or words with the group.

NotesNotesChoosing the appropriate

vocabulary is key. Here are some steps to choosing potential vocabulary for explicit practice.

Steps to choosing Steps to choosing vocabulary in a text:vocabulary in a text:

1. Read and notice words, make lists or highlight:

a. Words that students might not know.b. Teachable words that lend

themselves to strategy building.c. Familiar words used in a new way.d. Words necessary for comprehension

of the particular text.

2. Examine relationships:2. Examine relationships:

a. For meaning or category relationships

b. For types of exercises

3. Choose words:3. Choose words:

a. That are known or new to students in order to build vocabulary strategies

i. Use words that they can recognize easily

ii. Use words that will serve particular activities/exercises

3. (cont.) Choose words:3. (cont.) Choose words:

b. That are new to students

i. Use high frequency words or academically useful words

http://www.lextutor.ca/

i. Use words specific to the text that reoccur

4. Create your activity or 4. Create your activity or assignment.assignment.Try to think of new and interesting

ways to teach strategies. You don’t need to teach all the strategies at once, but you should try to cover a variety of them throughout the term.

These steps are applicable to any type of text - authentic or written for language learners, fiction or nonfiction…

Initially there is a time commitment, but it pays huge dividends.