week-8-lecture.ppt
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1、2Discussion Task 1 In the past century, vocabulary was a neglected area of study in ESL classroom. Discuss several reasons for this period of neglect. What are the major influences that resulted in the current emphasis on vocabulary studies?3Historical overviewIn the past often neglected- vocabulary
2、 could simply be left to take care of itselfIn 70s and early 80s more voices began to challenge this view Why the neglect?Partly due to language teaching approaches based on American linguistic theories throughout 40s, 50s, and 60s.- structural linguistics emphasized grammatical and phonological str
3、ucture (grammar be the starting point)4Picture changed dramatically within the last two decades. The challenge to the status quo began in late 70s and early 80s, and by late 80s and early 90s, vocabulary studies were developing exponentially and vocabulary learning became more importantWhy the sudde
4、n surge of interest?5Computer-aided research provide vast amounts of information not previously available for analysis such as:how words behave in actual language uselarger units that function in discourse as single lexical items, differences between written and spoken communication6 Psycholinguisti
5、c studies provide insights concerning mental processes involved in vocabulary learning such as memory, storage and retrieval. Interest in these issues led to related studies concerned with developing more effective vocabulary teaching and learning strategies.7Current issues Most central Explicit (di
6、rect/overt - PLANNED) or implicit (indirect/covert NOT PLANNED) teaching of vocabulary? In the 70s and 80s communicative approach natural focus on implicit, incidental learning Currently, providing incidental encounters with words is only one method of facilitating vocabulary acquisition, and that a
7、 well-structured vocabulary program needs a balanced approach that includes explicit teaching together with activities providing appropriate contexts for incidental learning8Explicit learningStudents engage in activities that focus attention on vocabularyKey principles of explicit learning (Sokmen,
8、1997)deciding what to teach & how to teach:The goal of building a large recognition vocabulary; e.g. 500 new words by the end of the year 2. Integrating new words with old;93. Providing a number of encounters with a word; (enable students to link, build on their vocabulary)4. Promoting a deep level
9、of processing5. Facilitating imaging;6. Using a variety of techniquesEncouraging independent learning strategies10What to teach? How do we decide how many words to teach and which ones to teach? Many researchers advocate learners should be initially be taught a productive vocab of at least 2000 high
10、 frequency words. Meara (1995) argues against earlier vocab control approaches students were taught only a basic vocab of several hundred words & read restricted sorts of texts - language textbooks and graded reader.11SS should learn very large vocab when they first start to acquire language. Why?Ma
11、ny language has a small number of words that occur many times in material we see most often and a large number of words that occur only once or twice.- English a basic vocabulary of 2000 words accounts for approx 80% of what we regularly see or hear.2,Most learners expect to have to learn vocabulary
12、 it would be a mistake if we dont do so!12What are those high frequency words? The most famous list the General Service List of English Words (West, 1953) Contains about 2000 words with semantic and frequency information drawn from a very large corpus of several million words Though quite old has st
13、ill not been replaced! Still considered to be most useful because: It lists the different parts of speech and the different meaning senses Gives the frequency of the main headword plus the relative frequency of its meaning (info of collocation)13Would Wests list be enough for all learners? For certa
14、in groups of students a base of 2000 words is inadequate. University students need to acquire a further 1000 high-frequency words beyond the initial 2000 base plus strategies to deal with the low-frequency words they meet.14Implicit teaching Incidental vocabulary learning is learning that occurs whe
15、n the mind is focused elsewhere such as on understanding a text or using language for communicative purposes Researchers learners should be given explicit instruction and practice in the first 2000 to 3000 high-frequency words (i.e. word families). Beyond this level most low-frequency words will be
16、learned incidentally while reading or listening. A 2000/3000 word base a minimum threshold that enables incidental learning to take place when reading authentic texts15Tutorial TaskShould more emphasis be given to explicit or implicit vocabulary learning at the beginning level? At more advanced leve
17、ls? Why do you think so?From your own experience (as a teacher/L2 learner) which vocabulary learning strategies or combination of strategies would be the most effective for incidental learning? Which do you feel might be more helpful in motivating students to learn vocabulary at a faster rate while
18、at the same time helping them to consolidate words in long term memory? Deadline submit next week16Recent developments Corpus studies- led to major changes in language description and have greatly expanded our knowledge of collocations, idioms, and other multiword units Computers made possible a col
19、lection of huge databases of languages ranging in length short phrases or sentences up to entire books. Corpus studies allow access to a variety of samples from language as it is actually used in real-world settings in a wide range of genres, both written and spoken. COBUILD project (The Collins-Bir
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