Instructed second language vocabulary learning

Сентябрь 4, 2022

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Instructed second language vocabulary learning

Содержание

2. Discussion Question #1 When you are learning a new language, are there many unknown vocabularies during
3. Introduction II :The scope of the vocabulary learning challenge III: Issues in vocabulary acquisition and pedagogy
4. II The scope of the vocabulary learning challenge outline reasonable vocabulary learning goals. First: Determine the
5. II The scope of the vocabulary learning challenge Each word family includes several individual word forms
6. II The scope of the vocabulary learning challenge Four learning partners: 1. the willingness to be
7. II The scope of the vocabulary learning challenge Depth of vocabulary knowledge/the incremental natural of vocabulary
8. III Issues in vocabulary acquisition and pedagogy establishing an initial form in the vocabulary acquisition process.
9. The role of the L1 in L2 vocabulary learning L1 exterts a considerable influence on L2
10. Discussion Question #2 When you study L2, do you think your L1 will influence your learning
11. Engagement with vocabulary The more a learner engages with a new word, the more likely they
13. Other factors facilitating vocabulary learning increased frequency of exposure; increased attention focused on the lexical item;
14. Phrasal vocabulary very widespread used for a number of purposes allows more fluency in production highlighting
15. Intentional Learning of Vocabulary When the specific goal is to learn vocabulary, usually with an explicit
16. WHY? The main reason for an explicit focus on vocabulary is that it is effective: although
17. HOW? Explicit vocabulary exercises led to about 70% of the words being known on immediate receptive
18. Case Study Case studies into two Asian contexts show that the percentage of words taught explicitly
19. Three Principles for Selecting/Constructing Effective Learning Tasks 1. Use activities that maximize learner engagement with target
21. Incidental learning of vocabulary
22. The effectiveness of incidental vocabulary learning from reading •A one-month extensive reading case study studied by
23. To promote incidental vocabulary learning How many exposures are necessary to promote incidental vocabulary learning? Rott
24. Incidental learning from listening Low uptake rate Retaining about only 50% of vocabulary after 4-8 week
25. Extensive reading Graded readers Learning over half of the unfamiliar words they encountered in the graded
26. Inferencing from context One of the most frequent and preferred strategies. “It seems to be a
27. Glossing More difficult texts can be read Glossing provides accurate meanings for words that might not
28. Discussion Question #3 Based on the contents above, which learning strategies do you prefer to use
29. Conclusion The seven principles of Hunt and Beglar in 1998. Intentional and incidental approaches What need
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Discussion Question #1
When you are learning a new language, are there

many unknown vocabularies during your reading and speaking? How do them influence your understanding?

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Introduction
II :The scope of the vocabulary learning challenge
III: Issues in vocabulary

acquisition and pedagogy
IV: Intentional learning of vocabulary
V: Incidental learning of vocabulary

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II The scope of the vocabulary learning challenge
outline reasonable vocabulary learning

goals.

First: Determine the percentage of the lexical items.
95% to 98%-99% at least for written discourse.
Two studies for spoken discourse:
1. Bonk (2000)-----95%
2. Larson and Schmitt-----90% (under review)
Written Vocabulary: Nation(2006) calculated that 8000-9000 word families are necessary to read

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II The scope of the vocabulary learning challenge
Each word family includes

several individual word forms
Sometimes, these word family members are transparently related or guessable.
ex, nation-national
BUT, it is not always the case, and learners may have troubles with these less-transparent member.
ex, nation-nationalistically
Horst and Collins (2006): Morphological productive ability in French learner of English
Schmitt and Zimmerman (2002)

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II The scope of the vocabulary learning challenge
Four learning partners:
1. the

willingness to be active learners
2. the guidance
3. the researcher
4. the material writer

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II The scope of the vocabulary learning challenge
Depth of vocabulary knowledge/the

incremental natural of vocabulary learning

intentional learning
explicit teaching component & component that maximized repeated exposures to lexical items
receptive vs. producctive level.

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III Issues in vocabulary acquisition and pedagogy
establishing an initial form in

the vocabulary acquisition process.
the form element: downplayed or disregarded.
L2 learners always have troubles with word form.
There are many other words that have a similar form in L2.
forms is mainly acquired through exposure.
learning additional polysemous meaning senses.

The importance of word form

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The role of the L1 in L2 vocabulary learning
L1 exterts a

considerable influence on L2 learning.
nearly one-quater were judged to be attributable to L1 influence.
for verb-noun collocation errors is over 50%.
There is a clear advantage in establishing the initial form-meaning link.
Prince (1996)
Ramachandran & Rahim (2004)
Lotto and de Groot (1998)
Hall (2002)
Barcroft (2002)
a little disadvantage to using the L1 to establish initial meaning.
using different teaching methods at different stages.

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Discussion Question #2
When you study L2, do you think your L1

will influence your learning vocabulary in L2 ?

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Engagement with vocabulary
The more a learner engages with a new word,

the more likely they are to learn it.
Craik and Lockhart’s (1972) Depth/Levels of Processing Hypothesis
Hulstijn and Laufer (2001)- Need, Search, Evaluation.
Students’ motivation and attitudes.
Students’ strategic behavior.

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Other factors facilitating vocabulary learning
increased frequency of exposure;
increased attention focused on

the lexical item;
increased noticing of the lexical item;
iincreased intention to learn the lexical item;
a requirement to learn the lexical item (by teacher, test, syllabus);
a need to learn/use the lexical item (for task or for a personal goal);
increased manipulation of the lexical item and its properties;
increased amount of time spent engaging with the lexical item;
amount of interaction spent on the lexical item.

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Phrasal vocabulary
very widespread
used for a number of purposes
allows more fluency in

production
highlighting phrasal language to learners can have an impact
Jones and Haywood (2004)
Boers et al. (2006)
bringing corpus data into classroom for learners to analyze-Kennedy and Miceli (2000)

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Intentional Learning of Vocabulary
When the specific goal is to learn vocabulary,

usually with an explicit focus.
Vocabulary requires explicit attention to learning the lexical items themselves.

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WHY?
The main reason for an explicit focus on vocabulary is that

it is effective:
although research has demonstrated that valuable learning can accrue from incidental exposure, intentional vocabulary learning almost always leads to greater and faster gains, with a better chance of retention and of reaching productive levels of mastery.

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HOW?
Explicit vocabulary exercises led to about 70% of the words being

known on immediate receptive posttests.
Although this decayed to 21–41% on two-week delayed posttests.
But, It is far better than results reported from incidental learning.

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Case Study
Case studies into two Asian contexts show that the percentage

of words taught explicitly are very low (Hong Kong: 2.79%; China: 12.24%) (Tang and Nesi, 2003).

2. Meara, Lightbown, and Halter (1997) found that teachers from both audiolingual and communicative approaches used only about 2.75 new words per 500 words of speech.

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Three Principles for
Selecting/Constructing Effective Learning Tasks
1. Use activities that maximize

learner engagement with target lexical items
2. Maximize repeated exposures to target lexical items
3. Consider which aspects of lexical knowledge to focus upon

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Incidental learning of vocabulary

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The effectiveness of incidental vocabulary learning from reading
•A one-month extensive

reading case study studied by Pigada and Schmitt found that 65% of the target words are enhanced on at least one of these word knowledge types.
•Pick-up rate: 1 out of every 1.5
•Incidental vocabulary learning from reading is more likely to push words to a partial rather than full level of mastery

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To promote incidental vocabulary learning
How many exposures are necessary to promote

incidental vocabulary learning?
Rott (1999): six
Pigada & Schmitt (2006): 10+
Waring & Takaki (2003) / Horst, Cobb, and Meara (1998) : at least eight
Webb (2007) : ten
Repetition is key to learning words!

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Incidental learning from listening
Low uptake rate
Retaining about only 50% of vocabulary

after 4-8 week lecture
Incidental learning from listening seems to be better when there is a variety of speakers and voice types

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Extensive reading
Graded readers
Learning over half of the unfamiliar words they encountered

in the graded readers they read. (Horst 2005)
The amount of reading is key

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Inferencing from context
One of the most frequent and preferred strategies.
“It seems

to be a major strategy when learners attempt to guess the meaning of phrasal vocabulary, at least for idioms.”(Cooper 1999)
25.6% successful
18.6% partially successful

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Glossing
More difficult texts can be read
Glossing provides accurate meanings for

words that might not be guessed correctly
Has minimal interruption to reading
It draws attention to words that should aid the acquisition process

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Discussion Question #3
Based on the contents above, which learning strategies do

you prefer to use when you learn new vocabulary?

Слайд 29

Conclusion
The seven principles of Hunt and Beglar in 1998.
Intentional and

incidental approaches
What need to be acknowledged for learning voecabulary.

Instructed second language vocabulary learning

Содержание

Discussion Question #1When you are learning a new language, are there

IntroductionII :The scope of the vocabulary learning challengeIII: Issues in vocabulary

II The scope of the vocabulary learning challengeoutline reasonable vocabulary learning

II The scope of the vocabulary learning challengeEach word family includes

II The scope of the vocabulary learning challengeFour learning partners:1. the

II The scope of the vocabulary learning challengeDepth of vocabulary knowledge/the

III Issues in vocabulary acquisition and pedagogyestablishing an initial form in

The role of the L1 in L2 vocabulary learningL1 exterts a

Discussion Question #2When you study L2, do you think your L1

Engagement with vocabularyThe more a learner engages with a new word,

Other factors facilitating vocabulary learningincreased frequency of exposure;increased attention focused on

Phrasal vocabularyvery widespreadused for a number of purposesallows more fluency in

Intentional Learning of VocabularyWhen the specific goal is to learn vocabulary,

WHY?The main reason for an explicit focus on vocabulary is that

HOW?Explicit vocabulary exercises led to about 70% of the words being

Case StudyCase studies into two Asian contexts show that the percentage

Three Principles for Selecting/Constructing Effective Learning Tasks1. Use activities that maximize