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The Lost Art

The Lost Art. by Myrtis Mixon. Words are Lost. Why do I say that words are lost? With the emphasis on communicative teaching, we sometimes forget “ words ”. Two Ways to Learn Vocabulary. Incidental Learning Explicit teaching What do you use to teach vocabulary?.

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The Lost Art

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  1. The Lost Art by Myrtis Mixon

  2. Words are Lost Why do I say that words are lost? • With the emphasis on communicative teaching, we sometimes forget “words”

  3. Two Ways to Learn Vocabulary • Incidental Learning • Explicit teaching What do you use to teach vocabulary?

  4. Myths about vocabulary teaching • In learning a language, vocabulary is not as important as grammar • Using word lists to learn 2nd language vocabulary is unproductive (But use variety) • The use of translations to learn new vocabulary should be discouraged

  5. Myths • Guessing words from context is an excellent strategy for learning 2nd language vocabulary (Incidental vocabulary learning through reading explains only a small % of word knowledge) • The best dictionary for 2nd language learners is a monolingual dictionary (Teachers MUST STOP pushing learners toward using monolingual dictionaries) (Keith Folse) Handout

  6. Current Research Use frequency lists. • 2000 high-frequency words: 80% of words (GSL) General Service List - http://jbauman.com/gls.html Use academic word list: http://www.vux.ac.nz/LALS/DIV1/AWL

  7. Teach Explicitly • Vocabulary is the single, strongest predictor of academic success. Explicit Steps: • Pronounce, explain, give examples, elaborate review/assess student learning • Engage learners: activities with evidence-checks: • Word charts, sentence starters, oral sharing. http://www.calstat.org/learningCenter/pdfs/narrowinglanguageGap.pdf Kinsella (2005)

  8. Actively Engage Use a variety of methods • Two 10 minute periods/day of explicit vocabulary instruction can yield 95% improvement in reading comprehension. 1) Spell and say, word maps, word associations, word gestures; 2) Word analysis: semantic mapping, word classification & manipulation, cloze activities, word consciousness activities Ventriglia (2005)

  9. Explicit Teaching • Explicitly teach and test vocabulary • Teach students how to keep vocabulary notebooks • Teach phrasal verbs (take off/take over) • Collocations or word groupings (squander+money/commit+crime) • Use exercises that require multiple retrievals of words • Use repetition & multiple exposures (retrievals) Keith Folse (2004)

  10. Incidental Learning For incidental learning: • Increase the reading assignments • Use rich oral language and extensive reading; reading has the greatest impact on students’ vocabulary knowledge

  11. Vocabulary Notebook Teach learners to use a neat and spacious vocabulary notebook!! • Include target word, translation, synonym or antonym or key connecting word, and a brief example; not a whole sentence, but a good collocation

  12. Repetition/Retrieval Repetition is not the same as retrieval • When learners hear or see a new word, they need an activity that forces them to retrieve the meaning (multiple times ideally)

  13. Rules For Vocabulary Learning

  14. Rules • Work on vocabulary in every lesson • Once you teach vocabulary, you must test vocabulary • Vocabulary practice in some way… the number of forced retrievals makes the difference

  15. Notebook Example Handout

  16. End of the Lost Art It Has Been Found

  17. Myrtis MixonContact Information MYRTIS101@mac.com

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