introducing a lexical syllabus for jhs
DESCRIPTION
The lexical syllabus:Sets numerical lexical targetsIncludes suggestions to facilitate the transition from receptive knowledge to productive use of target vocabularyTRANSCRIPT
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Targeting Vocabulary for Junior High School
Intro
duci
ng a
Lex
ical
Syl
labu
s
Chemda Benisty
ETAI InternationalJuly, 2010
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The Lexical Syllabus:
• Sets numerical lexical targets• Includes suggestions to facilitate
the transition from receptive knowledge to productive use of target vocabulary
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Presentation Outline
• Some insights from the literature • The situation in Israel• Syllabus design• Presentation of the syllabus• Pedagogical recommendations• Questions
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Some Insights from the Literature
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Why Focus on Vocabulary ?
• It is the basis of language and crucial for the functioning of the four skills• It is closely tied to comprehension
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A New Perception of Vocabulary
• Vocabulary acquisition includes the learning of lexical chunks• Corpus linguistics provides support
for this claim
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Two main complementary processes for acquiring new vocabulary:
• Explicit learning• Implicit learning
More Research Insights
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Explicit LearningDeliberate decontextualized attention:• Establishes the form meaning link
(Schmitt 2008)• Facilitates acquisition within a limited
time• Results in higher gains in acquisition• Better for the most frequently used
words
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Implicit Learning
Enhances vocabulary knowledge and the acquisition of new vocabulary while engaging in different language activities:• Depends on 8-15 exposures• Exposures must be in frequent intervals
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Nine aspects of word knowledge• Form: spelling, sound, and word parts• Meaning: concepts and referents, and
associations• Use: grammatical functions, collocations,
frequency and register
Nation 2005
Research Insights
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• Each aspect impacts both receptive knowledge and productive use
• Productive learning involves deeper processing of vocabulary
• Productive learning necessitates deliberate attention
Research Insights
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• Depth of knowledge is as important as vocabulary size.• Unfortunately, most learning stops
following the provision of a translation (Schmitt, 2008).
Research Insights
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The Situation in Israel
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The Situation in Israel
The Israeli English Curriculum for All Grades (2001) does not incorporate a lexical syllabus.
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Consequences• Teachers make decisions about
vocabulary. • Teachers rely on textbooks.• Textbooks don’t necessarily have clear
criteria for vocabulary selection. • Vocabulary is often marginalized in favor
of a focus on grammar.
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The Need for a Lexical Syllabus• To set numerical goals for vocabulary
instruction• To standardize vocabulary instruction in Israel• To inform and improve the quality of
vocabulary instruction• To enable the assessment of students’
progress
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Syllabus Design
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Learning burdenUsefulness for
TEFL
Selection Criteria
Relevance to the
learners’ worldFrequency
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Setting Numerical Goals
This basic lexis: 2000 word families for less proficient students by the end of JHS
Note: This basic high frequency lexis is essential for a variety of spoken and written texts.
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Example of an Entry from the GSL ADOPT
· adopted · adopting · adoption · adoptions · adopts
1st list
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Exclusions from the lists• All inflections of verbs, adjectives
and nouns• Items familiar to learners from
elementary school• Irrelevant items for Israeli students
Exclusions
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The Format of the Lexical Syllabus
• Divided into two lists • American English spelling preferred
with references to British spelling• Headwords alphabetized and bolded • Other parts of speech underlined
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The Format of the Lexical Syllabus• Examples italicized• Verbs proceeded by to• Multiple meanings differentiated by
the use of lower case letters
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• Spoken language given special attention• Lexical chunks added to most entries• On a disc
The Format of the Lexical Syllabus
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Presentation of Lexical Syllabus
1st list 2nd list
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Examples
(to) categorize (categorise), category: divide sb/ sth into categories, group sb/ sth under categories, put sb/ sth in/ into categories, create categories, categories of
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Examples(to) approve/ disapprove: (a) like sb/ sth: strongly/ very much approve of sth/ sb, (b) agree to sth: formally approve, approval/ disapproval: need/ receive/ give/ show full/ final/ written/ formal approval
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The Transition fromReceptive Knowledgeto Productive Use
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• Collocations- crucial for developing productive aspects of language
• Collocational competence contributes to fluency
Note: Not all can be explicitly taught;
consider level (tracking)
From Receptive Knowledge to Productive Use
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• Allotting time to productive aspects • Recycling • Pushing learners to produce and
make use of newly taught lexical items
From Receptive Knowledge to Productive Use
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• Production contributes to vocabulary acquisition: The need The search The evaluation
Hulstijn and Laufer, 1995, cited in Schmitt, 2008.
From Receptive Knowledge to Productive Use
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• Successful production increases the likelihood of memorization • Successful production impacts
motivation
From Receptive Knowledge to Productive Use
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Thank You!Questions ?