Lyka Jean Tayag John Mark Tayag Clara Rafaela Tuazon

reporters
 LEARNING OUTCOMES
At the end of this lesson, the students should be able to:
Understand the importance of vocabulary learning.
Develop their vocabulary and speaking skills; and
Strengthen their ability to write academic papers,
essays, and oral recitations.
 introduction
Vocabulary is the body of words used in a particular language and
refers to the words we know to communicate effectively.
Vocabulary learning is the process of acquiring building blocks in
second language acquisition according to Restrepo Ramos (2015).
Vocabulary teaching has a goal supporting language use across the
skills of listening, speaking, reading, and writing.
 introduction
There has been a lot of debate about how to attain this, especially in first
language teaching. The following are common arguments against such learning.
1. Deliberate learning can only account for a small proportion of the vocabulary
knowledge of learners.
2. Deliberate learning not in a communicative context does not result in much
learning.
3. .Deliberate learning not in a communicative context does not help later
vocabulary use in communicative contexts.
 PLANNING VOCABULARY LEARNING
Vocabulary developers have long recognized that around 3,000 words are more
frequent and useful in various language uses than other words.
Focusing on other vocabulary is unnecessary unless learners have specific needs.
Various lists of these words are available, and materials developers need to be
familiar with them. As a result, learners who study for academic purposes and
deals with high frequency words should quickly become familiar with general
academic vocabulary.
four forms
of
vocabulary
and typical
coverage of
text
 academic vocabulary
It is important for learners studying for academic purposes, including
words like derive, definition, estimate, and function.
The Academic Word List, which contains 570 word families, covers
between 8.5-10% of academic text, making it an essential addition to a
learner's vocabulary.
Academic vocabulary consists of words from high and mid-frequency
levels, depending on the chosen high frequency words.
 High and low frequency words
High frequency words, mid-frequency words, and proper nouns
make up over 98% of running words in most texts.
On the other hand, low frequency words, provide only 2.8%
coverage.
Learning these words is essential for learners who want to read
and listen without external support.
 Designing vocabulary materials
When designing vocabulary materials, it is important to consider
the cost-benefit approach.
High frequency words offer more opportunities for use than low
frequency words.
Mid-frequency and low frequency words carry significant text
meaning, so learners must eventually learn them (Nation, 2006)
 Conditions for Learning
A large and expanding body of research on learning, particularly
vocabulary development, gives important suggestions for the
psychological conditions required to improve vocabulary learning.
These conditions include
Noticing
Retrieving
Continuing and to elaborate.
 noticing
Refers s to paying attention to a word as a language aspect.
It is encouraged by using typographical features that include:
italics or bold type
defining the word orally, in the text, or in a glossary
noting the word on the board or in a list at the beginning of the text
pre-teaching, asking students to write it down, or asking them to look
it up in a dictionary.
Receptive retrieval & Receptive retrieval
Once a word is recognized and remembered, retrieval can be used to reinforce
and establish learning, retrieval can be either receptive or productive.
Receptive retrieval includes recalling the meaning of a spoken or written
form when it is met, whereas productive retrieval requires recalling the form
to express a meaning.
However, retrieval does not occur when both the form and the meaning are
available to the learner.
 elaborating
This is a more successful procedure than retrieval since it both enriches and
strengthens an item's memory.
It can take the form of meeting a known word in listening or reading in a way
that stretches its meaning for the learner (receptive generative use), using a
known word in contexts that the learner has never used it in before (productive
generative use), using mnemonic tricks such as the keyword technique, or having
rich instruction on the word, which entails paying attention to several aspects of
what is involved in knowing a word.
 4 skills to promote
retrieval in materials design
Listening
Speaking
Reading
Writing
 Designing output activities to help
vocabulary learning
“Vocabulary learning is greatly helped when listening if the teacher quickly defines
unfamiliar words and notes them on the board.”
According to Nation and Wang's 1999 study on vocabulary occurrence in graded
readers, there will be many possibilities for spaced receptive retrieval of relevant
vocabulary as long as there is a respectably high amount of input (about one graded
book per week).
A rising number of free mid-frequency graded readers are now available for students
with vocabulary sizes of 4,000, to 8,000 words.
 Designing output activities to help
vocabulary learning
The link between the input and the output can have a significant impact
on vocabulary learning in a variety of tasks where input becomes a source
of output, such as reading a document and then having to provide answers.
The condition of elaboration is likely to occur if the questions that
follow a hearing text take up target language or the use of target
vocabulary from a text and ask the student to modify it or expand its
application in any way.
 Designing output activities to help
vocabulary learning
Here is a brief example from a literature addressing the heavy school
backpacks that pupils carry:
“School children may be suffering harm to their bodies as a result of
the heavy weights they carry on a daily basis. These weights can reach
up to twice the maximum amount that is permitted for adults. They
carry heavy books, sports equipment, drinking water, musical
instruments, and occasionally a computer in their school bags.”
 main points
The most effective glosses, according to research, are those that appear
at the side of the text, exactly where the glossed word appears.
According to Long, 1997, examining a gloss like this draws a lot of
attention to a word. After seeing the word once in the text and then
again after glancing at the gloss, the student returns to the text to
focus on the word a third time.
 INTENSIVE & EXTENSIVE READING
Reading intensively may speed up vocabulary acquisition because it
frequently involves a purposeful, ongoing concentration on linguistic
elements, such as vocabulary.
The best environment for learning vocabulary can be created by extensive
reading programs that use graded readers, but they must be planned in a
way that creates the most favorable learning environments
 INTENSIVE & EXTENSIVE READING
Reading extensively can help students become more proficient and fluent
readers, reinforce previously learned grammar and vocabulary, pick up new
vocabulary, enjoy reading, and be inspired to study more by using language
successfully.
When students read extensively, they are mostly learning incidentally—that is,
they are paying attention to the tale rather than the material they need to learn.
Because of this, learning gains are typically modest, making input amount crucial.
Activities to see before and
do after reading
1. Second-hand cloze
2. Information transfer
3. Reporting to the class on words found in the
text
4. Answering questions that extend the meaning and
use of the words in the text
Deliberate language focused
learning
Deliberate language focused learning
These activities' design aspects will have a direct impact on the learning conditions that
occur. Let's look at some of the most crucial characteristics.
1. Concentrate on linguistic items. Language-focused learning activities emphasize
language aspects rather than message conveyance. Deliberate attention to language
accelerates learning.
2. Engage learners in activities like word part tables, spelling rules, and reading aloud
to highlight the systematic features of the language, aiding in vocabulary
processing.
 Deliberate language focused
learning
1. Group work allows learners to provide new input and negotiate, fostering
elaboration and learning. For instance, finding collocates as a group task offers
numerous opportunities for learning.
2. Data gathering and gap filling activities allow learners to suggest answers from
their previous experiences, allowing for retrieval and elaboration. When combined
with group work, this expands the range of associates for a particular word.
 Fluency Development
Aims to make language items like vocabulary accessible for fluent use.
Vocabulary cannot be fluently accessed, learning has little purpose.
Fluency development activities do not differ from other fluency goals as
they require meaning-focused language use without focusing on language
features.
Different learning conditions are needed for fluency development, including
meaning-focused input and output, and language-focused learning.
 Fluency is likely to develop if the
following conditions are met
1. The learners take part in activities where all the language items are within
their previous experience. This means that the learners work with largely
familiar topics and types of discourse making use of known vocabulary and
structures.
2. The activity is meaning focused. The learners’ interest is on the
communication of a message and is subject to the ‘real time’ pressures and
demands of normal meaning focused communication.
 Fluency is likely to develop if the
following conditions are met
3. There is support and encouragement for the learner to perform at a
higher than normal level. This means that in an activity with a fluency
development goal, learners should be speaking and comprehending faster,
hesitating less and using larger planned chunks than they do in their normal
use of language.
 4/3/2 technique
It is a well-researched activity that makes it possible to determine if an activity
effectively develops fluency and develops other suitable activities.
It involves learners working in pairs, with one speaker speaking for 4 minutes and the
other listening.
The pairs then change partners, giving the same information in 3 minutes, followed by
a further change and a 2-minute talk.
This activity focuses on fluency by encouraging users to process large amounts of
language through a controlled approach.
 3 approaches to developing
fluency in a language course
Well-beaten path approach
Richness approach
Well-ordered system approach
 summary
Vocabulary is the most vital skill while learning or teaching a foreign language. All other skills,
such as reading, writing, speaking, and listening, are built and developed around vocabulary.
Vocabulary materials development has three ideas that are very important. First, a planned approach
to developing vocabulary will be much more efficient than dealing with vocabulary in ad hoc or
opportunistically. Second, there are learning conditions that improve vocabulary learning, and the
main goals of materials development should be to produce materials that will establish these
conditions. Third, these conditions must be met by activities that span the four roughly equal
strands of planned language-focused learning, learning from meaning-focused output, learning
from meaning-focused input, and fluency development.
 evaluation
On a yellow paper, explain the effectiveness of vocabulary learning using
materials in teaching.
What do you think are the techniques or strategies to use for teaching
vocabulary?
 references
Barcroft, J. (2006), ‘Can writing a word detract from learning it? More negative effects of forced output during vocabulary learning’, Second Language Research, 22
(4), 487–97. Brumfit, C. J. (1984), Communicative Methodology in Language Teaching: The Roles of Fluency and Accuracy. Cambridge: Cambridge University Press.
Coxhead, A. (2000), ‘A new academic word list’, TESOL Quarterly, 34 (2), 213–38. Elgort, I. (2011), ‘Deliberate learning and vocabulary acquisition in a second
language’, Language Learning, 61 (2), 367–413. Elley, W. B. (1989), ‘Vocabulary acquisition from listening to stories’, Reading Research Quarterly, 24 (2) 174–87.
Hu, M. and Nation, I. S. P. (2000), ‘Vocabulary density and reading comprehension’, Reading in a Foreign Language, 13 (1), 403–30. Joe, A., Nation, P. and
Newton, J. (1996), ‘Speaking activities and vocabulary learning’, English Teaching Forum, 34 (1), 2–7. Laufer, B. and Hulstijn, J. (2001), ‘Incidental vocabulary
acquisition in a second language: the construct of task-induced involvement’, Applied Linguistics, 22 (1), 1–26. Maurice, K. (1983), ‘The fluency workshop’, TESOL
Newsletter, 17 (4), 29. Nation, I. S. P. (2001), Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Mabalacat City College Institute of
Teacher Education Dapdap, Mabalacat City, Pampanga — (2006), ‘How large a vocabulary is needed for reading and listening?’ Canadian Modern Language Review, 63
(1), 59–82. — (2007), ‘The four strands’, Innovation in Language Learning and Teaching, 1 (1), 1–12. Nation, P. and Wang, K. (1999), ‘Graded readers and
vocabulary’, Reading in a Foreign Language, 12, 355–80. Nation, I. S. P. and Webb, S. (2011), Researching and Analyzing Vocabulary. Boston: Heinle Cengage
Learning. Pressley, M. (1977), ‘Children’s use of the keyword method to learn simple Spanish vocabulary words’, Journal of Educational Psychology, 69 (5), 465–
72. Schmitt, N., Jiang, X. and Grabe, W. (2011), ‘The percentage of words known in a text and reading comprehension’, The Modern Language Journal, 95 (1), 26–
43. Watanabe, Y. (1997), ‘Input, intake and retention: effects of increased processing on incidental learning of foreign vocabulary’, Studies in Second Language
Acquisition, 19, 287–307. West, M. (1953), A General Service List of English Words. London: Longman, Green and Co.