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Working with vocabulary: On and off line. Averil Coxhead Victoria University of Wellington 17 March, 2008. Today. Nation’s Four Strands (2007) The Involvement Load Hypothesis (Laufer & Hulstijn, 2001) Online activities Offline activities. The Four Stands (Nation, 2007).

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working with vocabulary on and off line

Working with vocabulary: On and off line

Averil Coxhead

Victoria University of Wellington

17 March, 2008

today
Today
  • Nation’s Four Strands (2007)
  • The Involvement Load Hypothesis (Laufer & Hulstijn, 2001)
  • Online activities
  • Offline activities
the four stands nation 2007
The Four Stands (Nation, 2007)
  • Meaning-focussed input
  • Meaning-focussed output
  • Form-focussed instruction
  • Fluency
involvement load hypothesis laufer hulstijn 2001
Involvement Load Hypothesis (Laufer & Hulstijn, 2001)
  • Need
  • Search
  • Evaluate

The higher the level of involvement, the more effective the activity

involvement load challenge
Involvement Load challenge

Folse (2006) –

Condition One - A gapfill

Condition Two - Three gapfills

Condition Three - Writing original sentences

  • Which activity has the highest involvement load?
  • Which activity has the highest vocabulary retention?
and the answer is
And the answer is…

Folse (2006) –

Condition One - A gapfill

Condition Two - Three gapfills

Condition Three - Writing original sentences

online activities tom cobb s compleat lexical tutor
Online activities - Tom Cobb’s Compleat Lexical Tutor

Available at http://www.lextutor.ca/

  • Test your lexis
  • Concordancer –
    • select English
    • select corpus (written or spoken, academic or general, graded readers etc)
    • enter search word
    • decide whether to sort results one word to left or right of the search word
    • Compare concordance lines from two corpora (for example). Similar patterns of frequency/use/collocations/patterns?
  • Have a play on the website – what else can you find?
the awl site
The AWL site

http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/

  • Information about the AWL
  • Headwords
  • Sublists with family members (most frequent word in italics)
  • Most frequent word family member in each sublist
sandra haywood s sites
Sandra Haywood’s sites
  • The AWL Gapmaker - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm
    • Select a text from the website and copy
    • Paste into window
    • Select sublists of the AWL you want to include (from 1-10)
    • List the gapped words at the bottom or not?
  • The AWL Highlighter - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm
offline activities
Offline activities
  • Gap fills
  • Summary writing
  • Read and retell
  • 4-3-2 speaking
  • Debates
  • Class vocabulary box
  • Ping-pong discussions
  • Ranking
  • Twisted dictations
  • Logging vocabulary on the board
  • Vocabulary notebooks
  • Information transfers
references
References

Cobb, T. (n.d.). Compleat lexical tutor. Retrieved October 12, 2007, from http://www.lextutor.ca/

Coxhead, A. (n.d.) The Academic Word List. Available at http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ on 17 March 2009.

Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Houghton Mifflin.

Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL quarterly, 40 (2), 273-293.

Haywood, S. (n.d.). The AWL Gapmaker. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

Haywood, S. (n.d.). The AWL Highlighter. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22 (1), 1-26.

Nation, I. S. P. (2007). The four strands. Innovation in language learning and teaching, 1 (1), 2-13.