STARTALK 2017

EFFECTIVE STRATEGIES TO INTRODUCE VOCABULARY IN THE TARGET

LANGUAGE:

STARTALK Spring Conference 2017

Brian Baer / Theresa Minick / Tatyana Bystrova / Hui Yu

Kent State University

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Purpose

• The purpose for this session is to explore strategies and target language input techniques to effectively introduce vocabulary and language chunks.

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Outcomes

• Session Can-Do Statements – I can identify several strategies that allow me to introduce

vocabulary and language chunks in the target language.– I can use authentic materials that will support learners

establishing meaning of new vocabulary and language chunks.

– I can sequence several activities in a learning plan that allow learners to process and practice using new vocabulary and language chunks.

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STARTALK PRINCIPLE

• Using the Target Language and Providing Comprehensible Input for Instruction– The teacher demonstrates and models to make input

comprehensible. Students learn vocabulary from using it in language-rich contexts such as stories, hands-on experiences, picture descriptions, or subject matter content. (3)

– The teacher avoids the use of translation by using verbal and nonverbal strategies and also avoids eliciting translation from students. (3)

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TELL Criteria

• P7c. I plan activities that provide students with comprehensible input.

• LE4b. I minimize my use of English by carefully and deliberately determining when and if I use English in the classroom.

• LT1b. My students and I use realia, props, manipulatives and other resources to make input comprehensible.

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NORMS FOR FOCUS SESSION

MONITOR YOUR SIDE CONVERSATIONS and questions in order to maximize focused input: you will be able to share your expertise during the Reflective Collaboration session.

BE OPEN MINDED: respect new perspectives and information

PROCESS THE INPUT: take notes, draw visuals, etc.

LAW OF TWO FEET: if you realize this topic is not one you want to explore, this is the only opportunity to change strands.

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Why this Focus Session?

What issue or problem of practice does this presentation seek to address?

• Challenge of• staying in the target language and avoiding translation when

introducing vocabulary,• using authentic materials in tasks to support vocabulary

acquisition,• sequencing and scaffolding activities to practice vocabulary in

meaningful contexts.

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Preview of the Strategies and/or Products to Meet the Can-do StatementsHow to promote acquisition of vocabulary without resorting to translation into English:• Thematic organizing (chunking) of vocabulary• Using authentic materials (texts, images, videos, etc.)• Using manipulatives, props, graphic organizers, and Venn

diagrams • Using lexical analysis to promote vocabulary acquisition

(cognates, mnemonic devices)• Using learning tools

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What We Know From the Research

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Researching Vocabulary Development• Until recently vocabulary building in FLA and SLA was under-

studied in favor of grammar/structures

• “The teaching and learning of vocabulary have been undervalued in the field of second language acquisition througout its varying stages and up to the present day” (Zimmerman 1997, 5)

• Nevertheless, there is now a body of research to guide our pedagogy as it relates to vocabulary building

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Researching Vocabulary Development

• Debates over context alone approaches (Krashen) vs. systematic vocabulary instruction

• Some combination of instruction and the natural approach are most effective with:– Adult learners– Academically oriented students

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• Meta-learning strategies– Identify words with shared cognates– Share mnemonic strategies with students– Encourage students to use a variety of learning strategies

involving all four skills

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Researching Vocabulary Development

• “The studies by Paribakht and Wesche, and by Zimmerman, seem to demonstrate that systematic vocabulary instruction in addition to learning through reading is a more successful approach than simply learning through context alone” (Coady 1997, 288)

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Key Concept #1

• Vocabulary is best learned (stored and retrieved) not as isolated units but organized into clusters or chunks (5-7 items):

• “Chunking is the process of placing words into categories based on semantic relationships” (Angell 2009, 93).

• “Each category represents a major concept or chunk of meaning that, as language develops, continues to be refined and subdivided to include all possible meanings” (Angell 2009, 93).

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Key Concept #1

• Chunking aids in both the organization and storage of new words but also in their efficient retrieval and use

• “Proper or effective organization and storage is required for efficient retrieval and use of language” (Angell 2009, 93).

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Key Concept #1

• Effective chunking of words enhances the “priming effect”

• “The priming effect is defined as the individual’s ability to recall words that relate to a specific topic” (Angell 2009, 93).

• “The expectation of that topic allows the individual to recall all words associated with that topic” (Angell 2009, 93).

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Key Concept #2

Learners need to see and hear a new word multiple times (between 10 and 15 times) in meaningful contexts

• Meaning-focused input and output are the most effective ways of developing vocabulary

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What is a Meaningful Context?

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What is Context?

• The etymology of the word context, from the Latin contextus, meaning ‘to weave together’

• The Oxford dictionary defines context as “the circumstances that form the setting of an event, statement, or idea, and in terms of which it can be fully understood and assessed.”

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What is Meaningful ?

• Non-didactic / real-world

• Communication (purposeful) vs. talk: “We acquire language by understanding messages” (Krashen and Terrell 1983).

• Comprehensible (n+1) / connects with learners’ schemata, or previous knowledge

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What is Meaningful?

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Meaningful Contexts in the Classroom

• Thematic lessons (lexical webs/chunks)

• Task-based lessons

• Storytelling

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Meaningful Contexts in the Classroom

• Visuals provide contextual support

• Visuals allow you to avoid translation!!!

• But visuals may contain more or less context

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No Meaningful Context

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More Context

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Even More Context

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Most Context

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Learning Tools (examples)• Visual Organizers• Brainstorming Tools• MindMapping• PhotoMovies• WordClouds• Timelines• Blogs• Learning Management Systems

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Application

• STARTALK Classroom Videos– https://startalk.umd.edu/public/resources/classroom-video-

collection?st=1

• Kent State STARTALK Hindi Foreign Language Academy– https://startalk.umd.edu/public/resources/classroom-video-

collection/kent-hindi

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Model Task: Theme – FamilyLet’s meet our host families!• Task: Students are traveling to India and will stay with host

families. Before departure, students will publish a PhotoMovieso that the host families can learn about them and their families.

Pre-Task Activities (in class)• Learners brainstorm vocabulary related to family.• In pairs, learners match images of vocabulary with target

language.• Learners listen and view a video in Hindi and, using a

vocabulary checklist, select family-related vocabulary words that they recognized/heard.

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• Learners listen and view a PowerPoint presentation by the teacher about the Nehru dynasty and the concept of a multi-generational family. Using cut-out images of family members, learners organize the Nehru family tree. (Family relationships are labeled in Hindi.) Using a bingo sheet format, learners ask questions of classmates to find out who has brothers, etc., and writes the classmate’s name in the square.

• Learners create their own family tree, using a mindmap.

• In pairs, students share details about their family trees.

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• Learners create a script in preparation for their photomovie.

• Using images and audio narration, learners create a photomovieabout themselves and their family, which they will publish online for their host families.

Post-Task Activities

• Learners will read emails from the host families. After reading, they will determine which family(ies) are similar / different from their own.

• Based on the original video, the presentation of the Nehru family, the emails from their Hindi peers, learners will use a graphic organizer to indicate similarities and differences in U.S. / Hindi families.

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Tips for Implementation/Application

• Participants will design a task– Tip: focus on real-world and meaningful,– Tip: select vocabulary necessary for successful completion of

task (5-7 words), – Tip: engage students with authentic materials.

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Potential Pitfalls

• Be careful not to modify the authentic materials (modify the task based on learners’ cognitive and proficiency level),

• Be careful not to expect active use of new vocabulary immediately (provide sufficient opportunities for processing),

• Be careful to not be overly ambitious with the number of new words introduced.

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IMPLICATION

• Teachers and learners will be able to stay in the target language,

• Learner acquisition of new vocabulary will be tied to real-world contexts and purposes,

• Learners will acquire metacognitive strategies for building vocabulary.

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In Preparation . . .

• Think Application: How much of this topic already applies? How much do you want to implement this year?

• Think Growth: What topics relate to your problem of practice or continuous improvement goal?

• Think Collaboration: What experiences can you share? or What additional questions can you pose?

GIVE ONE/GET ONEThis activity will set up participants for the Reflective Collaboration Time

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Table Topics• Avoiding English translation when introducing vocabulary• Beyond the flashcard: designing more engaging vocabulary

tasks• Planning vocabulary acquisition with the brain in mind• Vocabulary strategies for elementary aged students• Vocabulary strategies for middle & high school aged students• My idea is . . . • Another idea is . . .• Ask the Presenters. . . Have further questions? See us at our

table!

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Linguafolio OnlineAs you work throughout the day, remember you will be responsible for uploading evidence to Linguafolio Online.• I can contribute to the development of an action plan based on a

problem of practice or continuous improvement goal.• I can contribute to the learning of others.• I can learn from others.• I can act on insights gained from self-reflection and the

reflection of others. • I can receive and act on feedback to improve a plan, product, or

performance.

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NORMS FOR REFLECTIVE COLLABORATIONLAW OF TWO FEET: if you are not learning or contributing to the learning of someone else, use your feet and find a new table.SHARE IDEAS, but pay attention to how you are impacting the table and how others are responding.REMAIN OPEN-MINDED and assume that comments, questions or statements from others are coming from a positive collegial place. PAUSE BEFORE RESPONDING to allow others enough time to think, and paraphrase to check for understandingBALANCE between advocating for your ideas and learning from the ideas and experiences of others.GROUP YOURSELF THOUGHTFULLY with colleagues you can learn from and learn with.

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LET’S LEARN TOGETHER!

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Additional Resources

• http://tinyurl.com/STARTALK-vocabulary

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Model Task : Pack your bags!

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Pack your bags!

• Pre-task 1: In pairs, learners separate clothing into summer / winter, formal / informal, men’s / women’s, specifically Russian or Chinese clothes

• Pre-task 2: Teacher models task by packing his/her bag with help from students based on the destination (project a picture of the destination on the screen)

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Sochi in August

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Pack your bags!

• Task 3: Students in pairs pack a bag based on the destination described by the teacher (e.g., Moscow in December; Hong Kong in July)

• Task 4: Write an email to a Russian / Chinese pen pal telling them what clothes to bring if they are going to visit you in summer, winter, etc.