rizzo and hanks tesol 2010 expanding vocabulary: a vocabulary share focusing on classroom...
TRANSCRIPT
Rizzo and Hanks TESOL 2010
Expanding Vocabulary: a Vocabulary Share Focusing
on Classroom Application
Susanne Rizzo ([email protected])
&
Julie Hanks ([email protected])
Rizzo and Hanks TESOL 2010
Today’s Agenda
• Introduction
• Framework
• Content vs. Function and Counterbalance
• Vygotzky’s Stages to Language Acquisition
• Explanation of Activity Chart
Rizzo and Hanks TESOL 2010
Today’s Agenda
• Demonstration of Noticing Activities
• Group Share: Noticing
• Demonstration of Recognition Activities
• Group Share: Recognition
• Demonstration of Production Activities
• Group Share: Production
Rizzo and Hanks TESOL 2010
Rizzo and Hanks TESOL 2010
Resources
• Lewis, 1997
• Nattinger and DeCarrico, 1992
• Sinclair, 1991
Rizzo and Hanks TESOL 2010
Rizzo and Hanks TESOL 2010
Resources
• Nation, 1990
• Nation, 2001
• Rott, 1999
Rizzo and Hanks TESOL 2010
Approach
• Dilemma
1. Ways to include
2. Ways to recycle
• Solution = follow language acquisition process
Rizzo and Hanks TESOL 2010
Framework
• Content-based approach vs. Function-based approach
• Brinton, Snow, & Wesche, 2003
• Approaches intertwined
Rizzo and Hanks TESOL 2010
Content-Based Approach
• Vocabulary relates to theme
• Vocabulary in context more meaningful than word lists
Rizzo and Hanks TESOL 2010
Function-Based Approach
• Focuses on purpose of communication and how word operates in the overall structure of the language
• Word Forms, Word Associations, Collocations
• Word function knowledge is a key component to reading competency (Carrell et al 1988)
Rizzo and Hanks TESOL 2010
Content vs. Function
• Standard practice in communicative instruction--emphasis on content over function
• Function needs to be included—lack of word function identification is an impediment to L2 learner’s acquisition of the language
Rizzo and Hanks TESOL 2010
Counter-balance
• Lyster and Mori 2006
• Counter-balance = supplement what’s missing in content and function
• Hypothesis – learners pushed in opposite direction of classroom learning environment
• Increases word retention
• Multiple approaches needed
Rizzo and Hanks TESOL 2010
Stages of Language Acquisition
Vygotzky (1978)
• Stage 1: Noticing
• Stage 2: Recognition
• Stage 3: Production
Rizzo and Hanks TESOL 2010
Activity Chart
• Integrate 3 stages of language acquisition with the 2 approaches
• Classroom vs. independent learning
• Creative ways to include vocabulary
• Meaningful ways to recycle
Rizzo and Hanks TESOL 2010
Noticing: Content-BasedClassroom Learning
Running Dictation with Target Vocabulary• Students are in groups • Member of each group reads sentence with
targeted vocabulary• Member runs to back to group on other side of
the room• Member says sentence to group and group
writes it down• After dictation completed, students guess
meaning of target words using context
Rizzo and Hanks TESOL 2010
Noticing: Content-Based Independent Learning
Ranking Words
• Have students complete graphic organizer of the important areas of their life
• Give students list of unknown vocabulary
• Have students rank words in order of what they think is most important for them
Rizzo and Hanks TESOL 2010
Me
Ranking Words
UM Classes1. tardiness
2. grading scale
UM Life1. policies
2. forbidden
Friends1. classmates2. socializing
Free Time1. extra-curricular
2. involvement
Meeting Girls1. opportunities
2. communication
Rizzo and Hanks TESOL 2010
Noticing: Function-Based Classroom Learning
Skim and scan text
1. Look for particular word functions
i.e. parts of speech, prefix/suffixes
Rizzo and Hanks TESOL 2010
Noticing: Function-Based Independent Learning
• Students look at a list of words and identify word forms
ex. Preview vocabulary for the next chapter and students identify word
forms
Rizzo and Hanks TESOL 2010
Noticing Group Share
• Lower-mid intermediate divide newspaper into section groups choose unknown words, compare lists, ask other groups for meanings, discuss rest as a classVariation- garden teaching as a class discuss word associations
• Visual-kinesthetic prepositions (beginner) draw preps or physical objects
• Word list: students draw word meaning • Students make up short stories• Vocab cards 50/wk word front/defn back
Rizzo and Hanks TESOL 2010
Noticing Group Share Cont’d
• Dictionary use- new words from reading look up meanings write example from dictionary also example from reading and then give their own examples go over as a class
• Chart- 6 boxes from 1 never seen word to 6 know this word and how to use it writing and speaking—students can choose word or word list
Rizzo and Hanks TESOL 2010
Recognition: Content-Based Classroom Learning
Student Created Gap-fill
1. Take student sentences that they have already written
2. Blank out target word
3. Create a gap-fill – have students complete each other’s sentences
Rizzo and Hanks TESOL 2010
Recognition: Content-Based Independent Learning
Vocabulary Journal
1. Have students keep a vocabulary journal: how/when came across word and include context
Ex. healthcare Nightly newscast TVB Pearl the healthcare vote passed
Rizzo and Hanks TESOL 2010
Recognition: Function-Based Classroom Learning
Word Form Chart
1. Give students incomplete word form chart
2. Students fill in missing cells
3. Ask students to recognize spelling patterns for nouns, verbs, adjectives, adverbs
Rizzo and Hanks TESOL 2010
Noun Verb Adjective Adverb
obsession obsess X
qualify qualified X
communication X X
competition compete competitive
Word Form Chart
Rizzo and Hanks TESOL 2010
Noun Verb Adjective Adverb
obsession obsess obsessive X
qualification qualify qualified X
communication communicate X X
competition compete competitive competitively
-ion, -tion -e, -ate, -y -ive, -ed -ly
Word Form Chart
Rizzo and Hanks TESOL 2010
Recognition Group Share
• Adults & kids – cards with vocab, turn over and draw picture of word – can be abstract – Ss look at pictures and choose word
• Take new vocabulary word and write poem with the 1st letter – write sentence about word
• Game – write each word on separate card – 2 groups – competition – show representative from one team must describe word to his/her group – can’t say word – can give specific rules – get points if guess word, then other team can guess – can describe with sentences
Rizzo and Hanks TESOL 2010
Recognition Group Share Cont’d
• Variation – adapt game Cranium, put on different colored cards – so on red card, act it out, on purple card, act it out
• 4 teams – teacher say word, a representative from each team has to run to board and write word correctly in sentence
• Words on walls, do graphic representation of word – can do for their group’s words
• Jigsaw reading, mutual reading – divide text into sections, read together in groups, explain section to class as whole
Rizzo and Hanks TESOL 2010
Recognition Group Share Cont’d
• Academic vocabulary – make flashcards , one card has word, other has definition – then find picture in magazine and make flashcard from picture
Rizzo and Hanks TESOL 2010
Production: Content-BasedClassroom Learning
Story Time
1. Student #1 draws word card from pile
2. Student #1 writes one sentence with the word
3. Student #2 draws word card from pile
4. Student #2 uses vocabulary to write the next sentence in the story
5. Continue with rest of the group/class
Rizzo and Hanks TESOL 2010
Story Time
Prompt:
It was a cold and rainy day
in Boston.
Student #1: significant
Student #2: impact
Rizzo and Hanks TESOL 2010
Production: Content-BasedIndependent Learning
Semantic Map
1. Have students put vocabulary word in the center
2. Have students link target word to related vocabulary they already know
Rizzo and Hanks TESOL 2010
Flood
water
basement
float
rain
boat
Semantic Map
bootsmold
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Production: Function-Based Independent Learning
Flashcards1. Have students create flashcards (make
sure cards are large enough to write multiple things)
2. Have student write word on one side.3. On opposite side, have student write part
of speech, definition, sentence using word correctly, synonyms, collocations, etc.
Rizzo and Hanks TESOL 2010
Flashcard
success
Nounwhen you achieve what you want
or intendSucsessful (adj); successfully
(adv)I hope we do well at TESOL and
our presentation is a success.
Synonym: a hitAntonym: a failure
Collocations:• be a success• become a success• a roaring success
Rizzo and Hanks TESOL 2010
Production Group Share
• Apples to apples – 2 sets of cards, one all adjectives, other all nouns – choose adjective card, this is the judge – choose noun cards that go best with the adjective card – use adjective card to learn definitions – then play game again when understand meaning better – and explain why cards go together
Rizzo and Hanks TESOL 2010
Production Group Share Cont’d
• Cut out interesting pictures – S chooses picture, write down related words – ask to categorize words – T can get sense of S level
• Give Ss a pile of words written on piece of paper – all synonyms, put words in order by degree – then use words to create sentences
• Introduce vocabulary, provide definitions, then have practice – then have a guest speaker to act as interviewer and have a mock interview – then choose best interview
Rizzo and Hanks TESOL 2010
Rizzo and Hanks TESOL 2010
Conclusion
• Vocabulary teaching requires a dual approach that is connected to the stages of language acquisition
• To be most effective, vary the types of activities used both in and out of the classroom
Rizzo and Hanks TESOL 2010
Resources• Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-based
second language acquisition. Ann Arbor, MI: University of Michigan Press.
• Carrell, P., J. Devine, and D. E. Eskey. (Eds.) (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press.
• Carrell, P. and J. Eisterhold. (1988). Schema theory and ESL reading pedagogy. In P. Carrell, J. Devide and D. Eskey (Eds.) Interactive approaches to second language reading. Cambridge: Cambridge University Press.
• Ellis, N.C. (1997).Vocabulary acquisition: word structure, collocation, word-class and meaning. In N. Schmidt and M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy. (pp. 122-139). Cambridge: Cambridge University Press.
• Hirsh, D. & Nation, I. S. P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a
Foreign Language, 8, 689-696.
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Resources, continued• Laefer, B. (1997). The lexical plight in second language reading:
Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.),
Second language vocabulary acquisition (pp. 20-34). Cambridge: Cambridge University Press.
• Lyster, R. (2007). Learning and teaching languages through content: a counterbalanced approach: Vol. 18. Language Learning & Language Teaching Amsterdam/Philadelphia: John
Benjamins Publishing Company.• Lewis, M. (1997) Implementing the lexical Approach. Hove:
Language Teaching Publications.• Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston:
Heinle & Heinle• Nation, I. S. P. (2001). Learning vocabulary in another language.
Cambridge: Cambridge University Press.• Nattinger, J. R. and DeCarrico, J. (1992) Lexical Phrases and
Language Teaching. Oxford: Oxford University Press• Acquisition, 21, 589-619.
Rizzo and Hanks TESOL 2010
Resources, continued
• Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and
retention through reading. Studies in Second Language• Ryan, A. (1997) Learning the orthographical form of L2
vocabulary – a receptive and productive process. In N. Schmidt and M. McCarthy (Eds.), Vocabulary: description, acquisition and
pedagogy. (pp. 181-198). Cambridge: Cambridge University Press.
• Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
• Vygotzky, L.S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge, Mass.: Harvard
University Press.• Zimmerman, C. B. (2009). Word Knowledge.: a vocabulary
teacher’s handbook. New York: Oxford UP.
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Questions?