dealing with vocabulary matsuyama may 2014 dr. rob waring notre dame seishin university

Dealing with Vocabulary Matsuyama May 2014

www.robwaring.org/presentations/

Dr. Rob WaringNotre Dame Seishin University

Quiz

How many words do students need to read to learn enough English so they can get into a good university?

a) 800,000 b) 1,000,000 c) 2,000,000 d) 5,000,000

How many different words are in a typical Junior High textbook series?

a) 1,000 b) 2,000 c) 2,500 d) 3,000

How many total words will they meet by the end of high school if they only read textbooks?

a) 100,000 b) 300,000 c) 500,000 d) 1,000,000

1/50th!!!!!

Typical vocabulary teaching

• Most vocab teaching is from context• Haphazard selection of materials• Different vocab topic in each unit• Too many words at once• Rare words are favoured over common words• Focus on single words not multi-word units and combinations• All students learn the same words• Word teaching = definition and spelling• Teachers give meanings

Typical vocabulary teaching II

• Low recycling of vocab in course books and teachers• Teachers leave vocab learning to learners• Vocab learning strategies are rarely taught• Vocab learning techniques are rarely taught• Vocabulary learning goals are rarely set • Dictionary skills are rarely taught• Vocab notebooks not encouraged• Words are kept in lists• Vocab exercises test not teach• Teachers trust the course book to deal with vocab

Principles of vocabulary teaching

Two states of vocabulary learning

Form-meaning relationship - matching the spelling and/or sound to a meaning

The ‘deeper’ aspects of vocabulary learning- multiple meaning senses / nuances of use- frequency, usefulness etc.- use in context- domain (lexical set)- restrictions on use / pragmatic values- register (polite, casual, rude), spoken, written, formal, informal- lexical access speed, fluency, automaticity- collocation and colligation- etc.


Two stages of word learning

Types of vocabulary

Individual words: book, table, life, chance, walk, airplane… Affixes: used, user, usefulness, user-friendly, disuse… Multi-part words: traffic jam, the day after tomorrow, lunch box… Lexical phrases: by the way, to and fro, a kind of,…Idioms: let the cat out of the bag, raining cats and dogs

Sentence heads: Do you mind if I…, If I were you,.. Could you…?Collocations: High season, mild cheese, blonde hair…Colligations: agree to do x, agree on X, rely on someone,

have an effect on x, x affects y...Others: SONY, Paul, twenty-seven, etc. , UNESCO…

What's a collocation?

Collocations are words which often appear together.We say We don't (usually) saybeautiful girl handsome girlblonde hair yellow hairmild cheese weak cheesebig surprise large surprisego to work go to jobcatch fire do fire / go firehigh cost expensive costdemand a response ask a responsemake a mistake do a mistake

How much to learn: collocations

How many collocations do they need to learn?

Verb uses of one word - Idea… “Abandon an idea.” abandon, absorb, accept, adjust to, advocate, amplify, advance,

back, be against, be committed/dedicated/ drawn to, be obsessed with, be struck by, borrow, cherish, clarify, cling to, come out/up with, confirm, conjure up, consider, contemplate, convey, debate, debunk, defend, demonstrate, develop, deny, dismiss, dispel, disprove, distort, drop, eliminate, encourage, endorse, entertain, explode, explore, expound, express, favor, fit, fit in with, follow up, form, formulate, foster, get, get accustomed/used to, get rid of, give up, go along with, grasp, hammer out, have, hit upon, hold, implement, imply, impose – on sb, incorporate, inculcate, instill, jot down, keep to, launch, meet, modify, negate, oppose, pick up, pioneer, plant, play with, popularize, present, promote, propose, put an end to, put forward, put – into practice, raise, refute, reinforce, reject, relish, resist, respond to, revive, ridicule, rule out, spread, squash, stick to, subscribe to, suggest, support, take to, take up, test, tinker with, toy with, turn down, warm to …

How many collocations do they need to learn? IIAdjective uses. “An idea is ………...” abstract, absurd, advanced, ambitious, arresting, basic, bizarre,

bold, bright, brilliant, classical, clear, common, commonsense, confused, controversial, convincing, crazy, diabolical, disconcerting, elusive, enlightened, entrenched, exaggerated, extravagant, extreme, false, familiar, fantastic, far-fetched, feasible, feeble, fixed, flexible, foolish, grotesque, hazy, heretical, imaginative, inflated, ingenious, ingrained, innovative, instinctive, intriguing, irresponsible, mad, misconceived, mistaken, monstrous, new-fangled, novel, original, old-fashioned, outdated, out-of-date, outrageous, peculiar, persuasive, preconceived, preposterous, prevalent, provocative, (un)real, (un)realistic, remarkable, revolutionary, ridiculous, risky, sensible, silly, splendid, strange, striking, superficial, untenable, useful, vague, valid, well-defined …

Which collocations?

Transparent 'weak' collocations – easy to learn – don't teachBeautiful flower, look out of a window, read a book, play a game

Specialized collocations – teach only if neededInsolvency act, habeas corpus, spaghetti bolognese

Infrequent collocations – don't bother teachingRancid butter, a glimmer of hope, circle of friends, by and large

Those that need attention–Highly frequent collocations (not too many of these)

make/do + noun –False friends weak tea, *thin tea; meet friends / *play with friends

What’s a colligation?

Colligations are words which often appear together grammatically

We say We don’t (usually) saydepend on someone depend of someonebe good at something be good on somethingask for something ask on somethinggive something to someone give something someone

They need thousands of Expressions, Idioms and Phrases

traffic jamlunch boxby and largeget along withput backset out onthe day before yesterdayHow's things?If you don't mind, would you…?I'd rather not … I'd like to … If it were up to me, I'd … So, what do you think? What's the matter?

Which of these would you teach?

out ofper centsuch asof coursefor examplein front ofall rightas soon asin generalin addition tonext toon top ofinstead ofin charge ofjust aboutprovided thatas good aswith a view to

in betweenby and largeat randomper seold fashionedgrown upmatter of factsq mfait accomplistraight forwardhabeas corpusself-samehaute cuisinea good deallaissez fairepersona non grata

How frequently do lexical phrases occur (BNC)?Raw Rank Word Per million

words177 out of 490222 per cent 382272 such as 321285 of course 309378 for example 238

1538 in front of 651725 all right 582159 as soon as 472491 in general 412970 in addition to 343307 next to 303755 on top of 264378 instead of 215409 in charge of 175987 just about 157396 provided that 117885 as good as 109125 with a view to 8

Raw Rank Word Per million words

11459 in between 613507 by and large 514369 at random 416684 per se 419505 old fashioned 322060 grown up 228441 matter of fact 243572 sq m 148241 fait accompli 151717 straight forward 158511 habeas corpus 174321 self-same 076170 haute cuisine 082928 a good deal 083882 laissez faire 089371 persona non grata 0

Most multi-word units aren't worth teaching individually

Collocations will always occur less frequently than the words that make them upIn the British National Corpus (100m words)

Strong occurs 213 times / 1m wordsWind occurs 73 times / 1m wordsStrong wind occurs 3.06 times / 1m words

The 'difficult' word compromise occurs 31 timesMost collocations aren't worth teaching individually


Two stages of word learningLet them pick up most phrases, collocations, colligations

Example Activities

• Explicit teaching• Dictionary work• Studying from a vocab book• Intensive reading• Language awareness

activities• Conscious word learning

• Controlled language production activities.

• Language and pronunciation drills

• Gap fill exercises• Memorized dialogs• Sentence completion tasks• Tests

• Extensive reading• Extensive listening• Watching movies• Browsing the Internet• Listening to the radio or

music

• ‘Free’ language production• activities.• Casual conversations• Debates and discussions• Email, and online chat• Diary writing• Essays

Receptive Productive

Language Study

Fluency practice

The Balanced Curriculum


Language Study

• Explicit teaching• Dictionary work• Studying from a vocab

book• Intensive reading• Language awareness

activities• Conscious word learning

• Controlled language production activities.

• Language and pronunciation drills• Gap fill exercises• Memorized dialogs• Sentence completion tasks• Tests

Fluency Practice

• Extensive reading• Extensive listening• Watching movies• Browsing the Internet• Listening to the radio or

music

• ‘Free’ language production activities.• Casual conversations• Debates and discussions• Email, and online chat• Diary writing• Essays

The Balanced Curriculum


Language Study

Fluency Practice

Build language knowledge and get control over it

Develop learning strategies

Build language knowledge and get control over it

Develop learning strategies

Develop a sense of how the language works

Build autonomy

Build pragmatic and cultural knowledge

Balance in Language Teaching


Language Study

Fluency Practice

- provides new knowledge about language features-raises awareness of how the language works- raises awareness of learning strategies

- Learners get a feel for how the language works- consolidates the discretely learned language features- allows learners to meet huge amounts of text

-gives practice in checking whether something is known- allows learners to actively construct language- focuses on accurate control over language features

- gives real time opportunities to experiment with language use- gives feedback on the success of language use- builds fluency of language production

What happens if they don’t do these things?


Language Study

Fluency Practice

- Fewer chances to notice new things- Hard to add new knowledge

- Can’t check the accuracy of what they learnt

- Not enough input- Few chances to develop automatic processing - Can’t develop fluent eye movements

- Can’t experiment with their knowledge fluently


Two stages of word learningWord, phrases, collocations, colligationsUnderstand the need for a balanced curriculum

How much to learn: vocabulary

Learners need 8000-9000 words to know 98% of the vocabulary in native novels, magazines and most general reading

Intermediate learners need at least a vocabulary of 2000 words receptively and 1000 productively to be able to build fluency rapidly

Advanced learners will need 4000-6000 wordsAn average high frequency word has about 8-15 common

collocationsThere are 1000-1200 common phrasal verbsThere are 1000-1500 common idiomsThere are hundreds of common sentences heads and formulaic

phrases

What do we know about vocabulary?

• Because we teach a word does not mean they learned it (i.e. teaching does not cause learning). Note* our text books assume this. Because they finished the textbook does not mean they know all the words in the book

• Written and spoken vocabulary are different. Fewer words are needed for speaking

• Initial word knowledge is very fragile. Memories of new words that are not met again soon.

What do we know about vocabulary? II

• Some words are more difficult to learn than others • Learners cannot guess new meaning from context if the

surrounding text is too difficult. About 98% coverage needed.• Words live with other words, not in isolation• Not all words are equally frequent. There is a core useful

vocabulary everyone needs (about 2000 word families). Not everyone needs the other 90% of the words in English.

• Students should learn the most frequent and useful words first, later they can specialize.


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effort

be

sad help

jump

kindly

carry

weather

hand

when

allow

likes say

few

whale

wishes during

railway

ask

pretend

parent

BookBook BeBe BuyBuy TennisTennis

AppleApple CanCan ShouldShould HappyHappy

InIn Out ofOut of ByBy DogDog

WindowWindow MustMust CarCar GoGo

SeeSee

Have toHave to BusBus

SmileSmile BlondeBlonde

YellowYellow KitchenKitchen MayMay HairHair Going toGoing to

Couldn'tCouldn't GetGet EraserEraser GovernmentGovernment

WiseWise JusticeJustice Need toNeed to DeceiverDeceiver

DiverseDiverse OughtOught ContainerContainer RadiateRadiate

MightMight

EyebrowEyebrow SpecialSpecial

CultureCulture TVTV

ThermostatThermostat Not only but…

Not only but… StatueStatue MonumentMonument

LogarithmicLogarithmic As … asAs … as HoldallHoldall ChurlishChurlish

CentralizeCentralize

The …estThe …est WatchWatch

WillWill

Many students think learning English is like building a wall

But what happens to the wall when … … the wind comes …..? … or the earthquake comes…?

… or the teacher asks a difficult question..? … or they need to read a difficult text? … or they need to talk to someone in English?

They can't put words together easilyCommunication stops

BookBook BeBe BuyBuy TennisTennisAppleApple

CanCan ShouldShould

HappyHappy

InInOffOff

AlongAlong DogDog

WindowWindow

MustMust

BushBush

TravelTravelSeeSee

Have toHave to

NeverNever

CarpetCarpet

QueenQueen

KitchenKitchen

MayMayPhotoPhoto

Going toGoing to

Couldn'tCouldn'tRentRent

EraserEraser

Gover

nmen

t

Gover

nmen

t

WiseWiseJusticeJustice

DeceiverDeceiver

OughtOught Radiate

Radiate

MightMightEyebrowEyebrow Culture

Culture

By the wayBy the way

ThermostatThermostat

Not only but…

Not only but…

StatueStatue Monument

MonumentLogarithmicLogarithmic

As … asAs … as

ChurlishChurlish


The …est

The …est WhiplashWhiplash

WillWill





SeeSee



YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to

Couldn'tCouldn't GetGet HairHair GovernmentGovernment



MightMight


CultureCulture TVTV






WillWill

There‘s no cement





SeeSee



YellowYellow KitchenKitchen MayMay PhotoPhoto Going toGoing to

Couldn'tCouldn't GetGet HairHair GovernmentGovernment



MightMight


CultureCulture TVTV






WillWill

Students need to see how words go together

To teach or not to teach?

NoNo YesYes

IntentionallyIntentionally IncidentallyIncidentally

DeductivelyDeductively InductivelyInductively

Intentional / Incidental

Intentional- aim to directly teach / learn something- e.g. textbook presentation, dictionary use, wordcards

Incidental- aim to hope them pick up or notice the target from

exposure- students are doing something else (e.g. reading a passage

for meaning) but notice something new as they do it.

Deductive vs Inductive presentation

Deductive – ‘telling’telling / explaining the rule e.g. on the board, in a text or

handout

Inductive presentation – ‘discover the rule’A: What are your plans for the weekend?B: I’m meeting my brother on Friday at 7, and then I’m

playing tennis in Yokohama on Saturday. And you?A: I’m not sure maybe I’ll stay home.

Intentional vs. Incidental learning

Intentional learning Incidental learning

Direct focus on learning when the focus is to learn words

FOCUS Learning 'by accident' - as a result of focusing on something else

wordlists, word cards, vocabulary exercises, dictionary use

E.G. from reading or listening, watching movies, listening to songs, casual conversation

•Can be learnt systematically•Meanings are learnt 16 times faster than with incidental learning•Retention high if learnt well•Decontextualized or 'local' learning level

LEARNING •Slow and fragile learning•Input tends to be random and unpredictable, unsystematized•Contextualized (chances for integrative learning)

Best for 'form-meaning' level learning USE Best for 'deeper aspects' of vocabulary learning

How are we going to teach what?

Intentional learning e.g word cards Incidental learning e.g extensive reading

Selection issues – what do we teach?Sequence issues – in what order?

Scaffolding issues – how do we consolidate previous learning?

Presentation issues – what method?

Rough gradingEnsuring recycling

Engaging textMatching input text to intentionally

learnt materials

Individual wordsImportant lexical phrasesFalse friendsLoanwordsImportant collocations and colligationsBasic grammatical patternsImportant phrasal verbs, idioms etc.Word, phrase and sentence level awareness

Register, GenrePragmatic knowledgeRestrictions on useMost collocations and collocationsA 'sense' of a word's meaning and useA 'sense' of how grammar fits with lexis - the tenses, articles etc.Discourse level awareness


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?

Notice something

Get more input

(feedback)

Try it out

Add to our knowledge

The Cycle of Learning


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learning

What happens to things we learn?

We forget them over time unless they are recycled and memories of them strengthened

Our brains are designed to forget most of what we meet - not to remember it

Time

Knowledge

The Forgetting Curve

Leitner’s Memory System

Image source: www.lexxica.com

Spaced, expanded retrieval


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the Forgetting Curve

A linear structure to our syllabuses

Each unit has something newLittle focus on the recycling of vocabulary, grammar and so onThe theory is “We’ve done that, they have learnt it, so we can move

on.” i.e. teaching causes learning

Unit 1

Be verb

Simple adjectives

Unit 2

Simple present

Daily routines

Unit 3

Present continuous

Sporting activities

Unit 4

can

Abilities

Unit 5

….

…..

What will naturally happen to the learning?

Unit 1

Be verb

Simple adjectives

Unit 2

Simple present

Daily routines

Unit 3

Present continuous

Sporting activities

Unit 4

can

Abilities

Unit 5

….

…..

Course work and Graded Readers work together

Consolidating and deepening language knowledge

Extensive Reading

Unit 1

Be verb

Unit 2

Simple present

Unit 3

Present continuous

Unit 4

can

Unit 5

…. Introducing language

What does this imply?A linear course structure

-is focused on introducing new words and grammatical features-does not fight against the forgetting curve -by its very design cannot provide enough repetitions of words and grammar features for long-term acquisition to take place-is not focused on deepening and consolidating older knowledge because the focus is always on new things

This is NOT a criticism of course books. They can’t do everything even though we might expect them to. Course books are only part of what students need.


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the forgetting curveWe need to scaffold the learning vs linear delivery

How well are our courses presenting the language students need?

Research suggests a typical language courses:• do not systematically recycle the grammatical forms outside

the presentation unit / lesson• have an almost random vocabulary selection (mostly based

on topic) without much regard to frequency or usefulness • rarely, if ever, recycle taught words either later in the unit,

the book, or the series• provide little additional practice in review units or workbooks• have an overwhelming focus on new material in each lesson

words met vs number of words probably learnt (>10 meetings) in various course books

Japanese Korean Mexico#

meetings JH SH Both JH SH Both JH SH Both50+ 24 39 68 37 64 124 310 271 492

31-49 20 39 72 39 55 93 127 131 19120-30 23 57 75 53 71 172 138 139 19910-19 81 159 261 207 282 536 279 348 394

5-9 182 266 380 422 686 685 291 393 4091-4 792 713 792 802 1225 996 497 625 567

1122 1273 1648 1560 2383 2606 1642 1907 2252

50+ 2.1% 3.1% 4.1% 2.4% 2.7% 4.8% 18.9% 14.2% 21.8%31-49 1.8% 3.1% 4.4% 2.5% 2.3% 3.6% 7.7% 6.9% 8.5%20-30 2.0% 4.5% 4.6% 3.4% 3.0% 6.6% 8.4% 7.3% 8.8%10-19 7.2% 12.5% 15.8% 13.3% 11.8% 20.6% 17.0% 18.2% 17.5%

5-9 16.2% 20.9% 23.1% 27.1% 28.8% 26.3% 17.7% 20.6% 18.2%1-4 70.6% 56.0% 48.1% 51.4% 51.4% 38.2% 30.3% 32.8% 25.2%

100% 100% 100% 100% 100% 100% 100.0% 100.0% 100.0%

476476 925925 12761276

Number of words met

Japan Korea MexicoCourse books

onlyJH 14,066 23,483 126,043

JH & SH 35,043 61,433 232,536

Course books plus reading

JH 35,989 45,405 147,966JH & SH 219,242 245,632 416,735

Course book plus a book a week = ?Japan Korea Mexico

# meetingsJH course book

Plus ERF1-3 (90 Books)

JH & SH course books Plus ERF 1-6 (180 books)

Middle course books Plus ERF1-3 (90 Books)

Middle & SH course

books plus ERF 1-6

(180 books)

Middle course books plus

ERF1-3 (90 Books)

Middle and SH course books plus

ERF 1-6 (180 books)

50+ 101 523 121 568 354 780

31-49 63 182 90 229 165 258

20-30 77 182 103 204 149 228

10-19 162 300 288 467 291 411

5-9 267 372 368 593 323 404

1-4 564 771 767 824 562 605

1234 2330 1737 2885 1844 2686

50+ 8.2% 22.4% 7.0% 19.7% 19.2% 29.0%

31-49 5.1% 7.8% 5.2% 7.9% 8.9% 9.6%

20-30 6.2% 7.8% 5.9% 7.1% 8.1% 8.5%

10-19 13.1% 12.9% 16.6% 16.2% 15.8% 15.3%

5-9 21.6% 16.0% 21.2% 20.6% 17.5% 15.0%

1-4 45.7% 33.1% 44.2% 28.6% 30.5% 22.5%

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

11871187 1677167714681468

Likely uptake (words met more than 10 times from reading 30 texts at each level)

Japan Korea MexicoCourse books

onlyJH 147 184 854

JH & SH 476 925 1,276

Course books plus reading

JH 403 +174% 602 +227% 959 +12%JH & SH 1,187 +149% 1,468 +59% 1,677 + 31%

How long will it take to teach them?An average word needs 8-50 meetings for it to be learnt

receptively from reading (more for productive use)An average word's meaning takes 10-15 meetings to learn from

word cards or word listsTo learn the collocations and 'deeper' aspects of language

learning takes MUCH longer.There's little research into the rate learning of collocation,

colligation or lexical phrases from readingWe know nothing at all about how long it takes to master a

particular grammatical form e.g. a tense, the comparatives, relative clauses


Two stages of word learningLet them pick up most phrases, collocations, colligationsUnderstand the need for a balanced curriculumLots to learn – it’s going to take time and effortIntentional vs incidental study?Go through the cycle of learningFight the forgetting curveWe need to scaffold the learning vs linear deliveryTextbooks can’t do everything - Massive exposure needed

Why can’t Japanese students read, listen, speak and write well?

Their language knowledge is often abstract, separated, discrete and very fragile so they forget

There’s too much work on “the pieces-of-language” and not enough comprehensible, meaningful , connected discourse

They haven’t met the words and grammar enough times to feel comfortable using them

They CANNOT speak until they feel comfortable using their knowledgeThey haven’t developed a ‘sense’ of language yet

So what needs to happen?

We have to ensure our curriculums and courses:• build in recycling and repetition of words and grammar structures• give students chances to see how the grammar and vocabulary are

used together in real discourse• give students chances to deepen and consolidate the language they

learn in their course books (or they forget it)• allow students to develop their own ‘sense’ of how the language

works• give students chances to use language rather than just study it

Principles of Vocabulary Learning

• There is not enough class time to teach everything about a word• We don’t need to teach every word in the book• Select the vocabulary carefully - Useful and frequent words first• Single words as well as phrases and collocations• Learners must be set vocabulary learning goals • They need massive input to build vocabulary knowledge to deepen

vocabulary connections• We should teach words the students need • Forgetting will happen - > revise, use it or lose it• We should not expect things we teach to be known tomorrow• The most important vocabulary to teach is yesterday’s vocabulary

Principles II

Principles III

• Language focus work needed• Give opportunities for developing fluency and automaticity• Not everything can be learn intentionally• Initial meetings should be followed by deeper level processing • Opportunities for elaborating word knowledge• Let them experiment (force them to think)• We do not need to teach all words to be available for use• Concept check understanding• Understand the task requirements of vocabulary exercises• Give opportunities to develop the pronunciation

Thank you for your time

www.robwaring.org/presentations/

The components of a language focus lesson

Engagement – get the students interested in the topicContextualization – embed the forms within a larger contextCheck understanding – of the contextPresentation – to notice the new form and its behaviourAssess – to assess they understand the new formActivate – controlled productionIntegrate and personalize – freer production and personalization

Engagement

Aim: To motivate students to become interested in the topicTo prime them for the topic reading / listening

Example activities:Discussions of the topic – general or personalWatching a short video about the topicResearching the topic before classBrainstorm vocabulary that might be usedGuess information that might occur in the textMake questions you want answered in the text

Contextualization

Aim: To embed the target language within a context so students

can be primed to notice itTo create (help them notice) a gap in their knowledgeTo raise interest in the topic

Example activities:A reading text containing the targetA listening text containing the target

Checking understanding of the context for use

Aim: To ensure the context within which the target form is

embedded is understood‘Comprehension first’

Example activities:Comprehension questionsGive a short summary of the textCheck with a partnerTrue and false questionsetc.

Presentation

Aim: To ensure students notice both

a) the form and b) the use

Example activities:Teachers explain the rules / behavior of the past simple

tenseTeachers elicit the rule from the studentsTeach guides the students to discover the ruleStudents read the rule from their textbook

Assess

Aim: To assess in controlled, decontextualized ways whether the

students have understood the rule for both a) the form and b) the use of the targetNo aim to be communicative

Example activities:A short quizGap-fill activitiesComplete the sentenceSentence transformation

Integrate and personalize

Aim: To get learners to express themselves (rather than just

communicate) while using the new target

Example activities:Discussion of the topic with questions aimed at eliciting the

target languageReformulation into a different skill (e.g. extend a roleplay to

where students create new situations around the target language)

Pre -teachingPre -teachingPre -teachingPre -teaching

EngagementEngagement

Contextualization of the target formContextualization of the target form

Check comprehension of the context for useCheck comprehension of the context for use

Presentation of the form

Presentation of the form

Presentation of the concept

Presentation of the concept

Checking the form is understood

Checking the form is understood

Checking the concept is understood

Checking the concept is understood

Controlled productive persoanlization

Controlled productive persoanlization

How do they fit the Balanced Curriculum?

Engagement – get the students interested in the topic

Contextualization – embed the forms within a larger context

Check understanding – of the context

Presentation – to notice the new form and its behaviour

Assess – to assess they understand the new form

Activate – controlled production

Integrate and personalize – freer production and personalization

How do they fit the Balanced Curriculum?


Language Study

Contextualization

Presentation

Check understanding of the text

Assess understanding of the form

Controlled activation

Fluency Practice

EngagementContextualization

Integration and personalization

Lower ElementaryAim: Consolidation of the basics


Language Study

Fluency Practice

AlphabetFlashcardsWord studySome grammarStudy skills

SpellingWriting simple sentencesFun tests to check understandingSimple memorized dialogs

Reading very simple storiesListening to simple stories

Read aloud

Elementary / Lower IntermediateAim: Initial fluency


Language Study

Fluency Practice

Word buildingGrammarIntensive readingIntensive listening

Complex spellingsSome testsControlled productionRole-plays

Extensive readingExtensive listeningSpeed reading

Topic controlled conversationFree chattingJournals / diariesEmails

IntermediateAim: Fluency and speedReceptive Productive

Language Study

Fluency Practice

Intensive readingCollocation ColligationLexical chunks

Extensive ReadingExtensive ListeningSimple moviesSimple songsSpeed reading

DebatesEssaysPushed outputSpeechesDiscussions

Control over complex discourse markersCohesion, coherence

AdvancedAim: High level language control


Language Study

Controlled production

Fluency Practice

Intensive readingColligationsIdioms etc.High level lexis

Native textsNative moviesSongsRadio, TV shows

DebatesFormal EssaysPushed outputComplex discourse

Advantages of Inductive Disadvantages of Inductive

More cognitive effort – better learning Takes time

Better chance for longer learning Harder to prepare / plan for teacher

Advantages of Deductive Disadvantages of Deductive

Potentially fast, effective and more direct

Little cognitive effort for students

Controlled and planned Not always sure everyone understood

More fragile knowledge

Controlled Activities

Activate

Aim: To move the discrete knowledge from controlled receptive

understanding to controlled productive use

Example activities:Embed the form in a role-play situation leading to extension

Semi-controlled production

Principles of vocabulary


Language Study

Form-meaning focus

Fluency Practice

Building depth of knowledgeScaffolding the learningMassive input

Experimentation with language

dealing with vocabulary matsuyama may 2014 dr. rob waring notre dame seishin university

Documents

vocab slide

vocab teaching

words word teaching

different words

single words

rare words

common words

total words