Dealing with Vocabulary Matsuyama May 2014 www robwaring

Dealing with Vocabulary Matsuyama May 2014 www. robwaring. org/presentations/ Dr. Rob Waring Notre Dame Seishin University

Quiz How many words do students need to read to learn enough English so they can get into a good university? a) 800, 000 b) 1, 000 c) 2, 000 d) 5, 000 How many different words are in a typical Junior High textbook series? a) 1, 000 b) 2, 000 c) 2, 500 d) 3, 000 How many total words will they meet by the end of high school if they only read textbooks? a) 100, 000 b) 300, 000 c) 500, 000 d) 1, 000 1/50 th!!!!!

Typical vocabulary teaching • • • Most vocab teaching is from context Haphazard selection of materials Different vocab topic in each unit Too many words at once Rare words are favoured over common words Focus on single words not multi-word units and combinations All students learn the same words Word teaching = definition and spelling Teachers give meanings

Typical vocabulary teaching II • • • Low recycling of vocab in course books and teachers Teachers leave vocab learning to learners Vocab learning strategies are rarely taught Vocab learning techniques are rarely taught Vocabulary learning goals are rarely set Dictionary skills are rarely taught Vocab notebooks not encouraged Words are kept in lists Vocab exercises test not teach Teachers trust the course book to deal with vocab

Principles of vocabulary teaching

Two states of vocabulary learning Form-meaning relationship - matching the spelling and/or sound to a meaning The ‘deeper’ aspects of vocabulary learning - multiple meaning senses / nuances of use - frequency, usefulness etc. - use in context - domain (lexical set) - restrictions on use / pragmatic values - register (polite, casual, rude), spoken, written, formal, informal - lexical access speed, fluency, automaticity - collocation and colligation - etc.

Principles of vocabulary teaching Two stages of word learning

Types of vocabulary Individual words: Affixes: Multi-part words: Lexical phrases: Idioms: Sentence heads: Collocations: Colligations: Others: book, table, life, chance, walk, airplane… used, user, usefulness, user-friendly, disuse… traffic jam, the day after tomorrow, lunch box… by the way, to and fro, a kind of, … let the cat out of the bag, raining cats and dogs Do you mind if I…, If I were you, . . Could you…? High season, mild cheese, blonde hair… agree to do x, agree on X, rely on someone, have an effect on x, x affects y. . . SONY, Paul, twenty-seven, etc. , UNESCO…

What's a collocation? Collocations are words which often appear together. We say We don't (usually) say beautiful girl handsome girl blonde hair yellow hair mild cheese weak cheese big surprise large surprise go to work go to job catch fire do fire / go fire high cost expensive cost demand a response ask a response make a mistake do a mistake

How much to learn: collocations fast / quick yellow / blonde regular / normal a round / circle of meal train food shower hair car flower guy fries day exercise friends drinks golf wagons Types Adverb + Adjective: completely satisfied (NOT downright satisfied) Adjective + Noun: excruciating pain (NOT excruciating joy) Noun + Noun: a surge of anger (NOT a rush of anger) Noun + Verb: lions roar (NOT lions shout) Verb + Noun: commit suicide (NOT undertake suicide) Verb + Expression with Preposition: burst into tears (NOT blow up in tears) Verb + Adverb: wave frantically (NOT wave feverishly)

How many collocations do they need to learn? Verb uses of one word - Idea… “Abandon an idea. ” abandon, absorb, accept, adjust to, advocate, amplify, advance, back, be against, be committed/dedicated/ drawn to, be obsessed with, be struck by, borrow, cherish, clarify, cling to, come out/up with, confirm, conjure up, consider, contemplate, convey, debate, debunk, defend, demonstrate, develop, deny, dismiss, dispel, disprove, distort, drop, eliminate, encourage, endorse, entertain, explode, explore, expound, express, favor, fit in with, follow up, form, formulate, foster, get accustomed/used to, get rid of, give up, go along with, grasp, hammer out, have, hit upon, hold, implement, imply, impose – on sb, incorporate, inculcate, instill, jot down, keep to, launch, meet, modify, negate, oppose, pick up, pioneer, plant, play with, popularize, present, promote, propose, put an end to, put forward, put – into practice, raise, refute, reinforce, reject, relish, resist, respond to, revive, ridicule, rule out, spread, squash, stick to, subscribe to, suggest, support, take to, take up, test, tinker with, toy with, turn down, warm to …

How many collocations do they need to learn? II Adjective uses. “An idea is ………. . . ” abstract, absurd, advanced, ambitious, arresting, basic, bizarre, bold, bright, brilliant, classical, clear, commonsense, confused, controversial, convincing, crazy, diabolical, disconcerting, elusive, enlightened, entrenched, exaggerated, extravagant, extreme, false, familiar, fantastic, far-fetched, feasible, feeble, fixed, flexible, foolish, grotesque, hazy, heretical, imaginative, inflated, ingenious, ingrained, innovative, instinctive, intriguing, irresponsible, mad, misconceived, mistaken, monstrous, newfangled, novel, original, old-fashioned, outdated, out-of-date, outrageous, peculiar, persuasive, preconceived, preposterous, prevalent, provocative, (un)realistic, remarkable, revolutionary, ridiculous, risky, sensible, silly, splendid, strange, striking, superficial, untenable, useful, vague, valid, well-defined …

Which collocations? Transparent 'weak' collocations – easy to learn – don't teach Beautiful flower, look out of a window, read a book, play a game Specialized collocations – teach only if needed Insolvency act, habeas corpus, spaghetti bolognese Infrequent collocations – don't bother teaching Rancid butter, a glimmer of hope, circle of friends, by and large Those that need attention – – Highly frequent collocations (not too many of these) make/do + noun False friends weak tea, *thin tea; meet friends / *play with friends

What’s a colligation? Colligations are words which often appear together grammatically We say depend on someone be good at something ask for something give something to someone We don’t (usually) say depend of someone be good on something ask on something give something someone

They need thousands of Expressions, Idioms and Phrases traffic jam lunch box by and large get along with put back set out on the day before yesterday How's things? If you don't mind, would you…? I'd rather not … I'd like to … If it were up to me, I'd … So, what do you think? What's the matter?

Which of these would you teach? out of per cent such as of course for example in front of all right as soon as in general in addition to next to on top of instead of in charge of just about provided that as good as with a view to in between by and large at random per se old fashioned grown up matter of fact sq m fait accompli straight forward habeas corpus self-same haute cuisine a good deal laissez faire persona non grata

How frequently do lexical phrases occur (BNC)? Raw Rank 177 222 272 285 378 1538 1725 2159 2491 2970 3307 3755 4378 5409 5987 7396 7885 9125 Word out of per cent such as of course for example in front of all right as soon as in general in addition to next to on top of instead of in charge of just about provided that as good as with a view to Per million words 490 382 321 309 238 65 58 47 41 34 30 26 21 17 15 11 10 8 Raw Rank 11459 13507 14369 16684 19505 22060 28441 43572 48241 51717 58511 74321 76170 82928 83882 89371 Word Per million words in between 6 by and large 5 at random 4 per se 4 old fashioned 3 grown up 2 matter of fact 2 sq m 1 fait accompli 1 straight forward 1 habeas corpus 1 self-same 0 haute cuisine 0 a good deal 0 laissez faire 0 persona non grata 0

Most multi-word units aren't worth teaching individually Collocations will always occur less frequently than the words that make them up In the British National Corpus (100 m words) Strong occurs 213 times / 1 m words Wind occurs 73 times / 1 m words Strong wind occurs 3. 06 times / 1 m words The 'difficult' word compromise occurs 31 times Most collocations aren't worth teaching individually

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations

Example Activities Receptive Language Study Fluency practice Explicit teaching Dictionary work Studying from a vocab book Intensive reading Language awareness activities • Conscious word learning • • • Extensive reading Extensive listening Watching movies Browsing the Internet Listening to the radio or music Productive • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • ‘Free’ language production activities. Casual conversations Debates and discussions Email, and online chat Diary writing Essays

The Balanced Curriculum Receptive • Explicit teaching • Dictionary work Language Study • Studying from a vocab book • Intensive reading • Language awareness activities • Conscious word learning • • Fluency Practice • • • Extensive reading Extensive listening Watching movies Browsing the Internet Listening to the radio or music Productive • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • ‘Free’ language production activities. • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays

The Balanced Curriculum Receptive Language Study Productive Build language knowledge and get control over it Develop learning strategies Fluency Practice Develop a sense of how the language works Build autonomy Build pragmatic and cultural knowledge

Balance in Language Teaching Receptive - provides new knowledge about language features -raises awareness of how the language works - raises awareness of learning strategies Language Study Fluency Practice Productive -gives practice in checking whether something is known - allows learners to actively construct language - focuses on accurate control over language features - Learners get a feel for how the language works - consolidates the discretely learned language features - allows learners to meet huge amounts of text - gives real time opportunities to experiment with language use - gives feedback on the success of language use - builds fluency of language production

What happens if they don’t do these things? Receptive Language Study Fluency Practice Productive - Fewer chances to notice new things - Hard to add new knowledge - Can’t check the accuracy of what they learnt - Not enough input - Few chances to develop automatic processing - Can’t develop fluent eye movements - Can’t experiment with their knowledge fluently

Principles of vocabulary teaching Two stages of word learning Word, phrases, collocations, colligations Understand the need for a balanced curriculum

How much to learn: vocabulary Learners need 8000 -9000 words to know 98% of the vocabulary in native novels, magazines and most general reading Intermediate learners need at least a vocabulary of 2000 words receptively and 1000 productively to be able to build fluency rapidly Advanced learners will need 4000 -6000 words An average high frequency word has about 8 -15 common collocations There are 1000 -1200 common phrasal verbs There are 1000 -1500 common idioms There are hundreds of common sentences heads and formulaic phrases

What do we know about vocabulary? • Because we teach a word does not mean they learned it (i. e. teaching does not cause learning). Note* our text books assume this. Because they finished the textbook does not mean they know all the words in the book • Written and spoken vocabulary are different. Fewer words are needed for speaking • Initial word knowledge is very fragile. Memories of new words that are not met again soon.

What do we know about vocabulary? II • Some words are more difficult to learn than others • Learners cannot guess new meaning from context if the surrounding text is too difficult. About 98% coverage needed. • Words live with other words, not in isolation • Not all words are equally frequent. There is a core useful vocabulary everyone needs (about 2000 word families). Not everyone needs the other 90% of the words in English. • Students should learn the most frequent and useful words first, later they can specialize.

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort

railway be jump help sad likes say weather ask when pretend whale few carry allow hand kindly parent wishes during

Many students think learning English is like building a wall The …est Logarithmic Centralize Culture As … as Might Eyebrow Ought Wise Couldn't Yellow Smile See In Book Be Deceiver Hair By Should Tennis Special Going to Go Out of Buy TV Government Car Can Monument Need to May Watch Radiate Eraser Must Apple Statue Justice Kitchen Churlish Container Get Window Have to Not only but… Thermostat Diverse Holdall Blonde Dog Happy Bus Will

But what happens to the wall when … … the wind comes …. . ? … or the earthquake comes…? … or the teacher asks a difficult question. . ? … or they need to read a difficult text? … or they need to talk to someone in English?

They can't put words together easily Communication stops Th Cen e … tral se i C Cu ize w Rent ouldn't W at es arithmic Justice Eyebro mo t t og t lture ish Ther. Wh s Windo Queen en Sta. L ipla w num Churl Not o tue sh Mo Ough Bush nly Aa ser In b t y Goin D Er s … Apple Off g toeta e wa Radiateut… aoto e s e Cch v t May l Se Ph By riper Ha Book Be Buy Tennis Will Mu rave T ve to uld st Kitch Sho A og Nev Go ve rn m en t Might

There‘s no cement The …est Logarithmic Centralize Culture As … as Might Ought Wise Eyebrow Couldn't Yellow Smile Not only but… Thermostat Diverse Have to TV Deceiver Photo By Should Tennis Special Going to Go Out of Buy Monument Government Car Can Be Need to May In Watch Radiate Hair Must Apple Book Container Get Window Churlish Statue Justice Kitchen See Holdall Blonde Dog Happy Bus Will

Students need to see how words go together The …est Logarithmic Centralize Culture As … as Might Ought Wise Eyebrow Couldn't Yellow Smile Not only but… Thermostat Diverse Have to TV Deceiver Photo By Should Tennis Special Going to Go Out of Buy Monument Government Car Can Be Need to May In Watch Radiate Hair Must Apple Book Container Get Window Churlish Statue Justice Kitchen See Holdall Blonde Dog Happy Bus Will

To teach or not to teach? Yes No Intentionally Deductively Incidentally

Intentional / Incidental Intentional - aim to directly teach / learn something - e. g. textbook presentation, dictionary use, wordcards Incidental - aim to hope them pick up or notice the target from exposure - students are doing something else (e. g. reading a passage for meaning) but notice something new as they do it.

Deductive vs Inductive presentation Deductive – ‘telling’ telling / explaining the rule e. g. on the board, in a text or handout Inductive presentation – ‘discover the rule’ A: What are your plans for the weekend? B: I’m meeting my brother on Friday at 7, and then I’m playing tennis in Yokohama on Saturday. And you? A: I’m not sure maybe I’ll stay home.

Intentional vs. Incidental learning Intentional learning Incidental learning Direct focus on learning when the focus is to learn words FOCUS wordlists, word cards, vocabulary exercises, dictionary use E. G. • Can be learnt systematically • Meanings are learnt 16 times faster than with incidental learning • Retention high if learnt well • Decontextualized or 'local' learning level Best for 'form-meaning' level learning Learning 'by accident' - as a result of focusing on something else from reading or listening, watching movies, listening to songs, casual conversation LEARNING • Slow and fragile learning • Input tends to be random and unpredictable, unsystematized • Contextualized (chances for integrative learning) USE Best for 'deeper aspects' of vocabulary learning

How are we going to teach what? Intentional learning e. g word cards Incidental learning e. g extensive reading Individual words Important lexical phrases False friends Loanwords Important collocations and colligations Basic grammatical patterns Important phrasal verbs, idioms etc. Word, phrase and sentence level awareness Register, Genre Pragmatic knowledge Restrictions on use Most collocations and collocations A 'sense' of a word's meaning and use A 'sense' of how grammar fits with lexis - the tenses, articles etc. Discourse level awareness Selection issues – what do we teach? Sequence issues – in what order? Scaffolding issues – how do we consolidate previous learning? Presentation issues – what method? Rough grading Ensuring recycling Engaging text Matching input text to intentionally learnt materials

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study?

The Cycle of Learning Notice something Add to our knowledge Get more input (feedback) Try it out

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning

What happens to things we learn? We forget them over time unless they are recycled and memories of them strengthened Our brains are designed to forget most of what we meet - not to remember it Knowledge The Forgetting Curve Time

Leitner’s Memory System Spaced, expanded retrieval Image source: www. lexxica. com

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the Forgetting Curve

A linear structure to our syllabuses Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Be verb Simple present Present continuous can …. Simple adjectives Daily routines Sporting activities Abilities …. . Each unit has something new Little focus on the recycling of vocabulary, grammar and so on The theory is “We’ve done that, they have learnt it, so we can move on. ” i. e. teaching causes learning

What will naturally happen to the learning? Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Be verb Simple present Present continuous can …. Simple adjectives Daily routines Sporting activities Abilities …. .

Course work and Graded Readers work together Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Be verb Simple present Present continuous can …. Introducing language Consolidating and deepening language knowledge Extensive Reading

What does this imply? A linear course structure -is focused on introducing new words and grammatical features -does not fight against the forgetting curve -by its very design cannot provide enough repetitions of words and grammar features for long-term acquisition to take place -is not focused on deepening and consolidating older knowledge because the focus is always on new things This is NOT a criticism of course books. They can’t do everything even though we might expect them to. Course books are only part of what students need.

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the forgetting curve We need to scaffold the learning vs linear delivery

How well are our courses presenting the language students need? Research suggests a typical language courses: • do not systematically recycle the grammatical forms outside the presentation unit / lesson • have an almost random vocabulary selection (mostly based on topic) without much regard to frequency or usefulness • rarely, if ever, recycle taught words either later in the unit, the book, or the series • provide little additional practice in review units or workbooks • have an overwhelming focus on new material in each lesson

words met vs number of words probably learnt (>10 meetings) in various course books Japanese # meetings 50+ 31 -49 20 -30 10 -19 5 -9 1 -4 JH 24 20 23 81 182 792 1122 Korean SH 39 39 57 159 266 713 1273 Both 68 72 75 261 380 792 1648 2. 1% 3. 1% 1. 8% 3. 1% 2. 0% 4. 5% 7. 2% 12. 5% 16. 2% 20. 9% 70. 6% 56. 0% 100% 4. 1% 4. 4% 4. 6% 15. 8% 23. 1% 48. 1% 100% 476 JH 37 39 53 207 422 802 1560 2. 4% 2. 5% 3. 4% 13. 3% 27. 1% 51. 4% 100% Mexico SH 64 55 71 282 686 1225 2383 Both 124 93 172 536 685 996 2606 JH 310 127 138 279 291 497 1642 2. 7% 2. 3% 3. 0% 11. 8% 28. 8% 51. 4% 100% 4. 8% 3. 6% 6. 6% 20. 6% 26. 3% 38. 2% 100% 18. 9% 7. 7% 8. 4% 17. 0% 17. 7% 30. 3% 100. 0% 925 SH 271 131 1276 139 348 393 625 1907 14. 2% 6. 9% 7. 3% 18. 2% 20. 6% 32. 8% 100. 0% Both 492 191 199 394 409 567 2252 21. 8% 8. 5% 8. 8% 17. 5% 18. 2% 25. 2% 100. 0%

Number of words met Japan Korea Mexico Course books only JH JH & SH 14, 066 35, 043 23, 483 61, 433 126, 043 232, 536 Course books plus reading JH JH & SH 35, 989 219, 242 45, 405 245, 632 147, 966 416, 735

Course book plus a book a week = ? Japan # meetings 50+ Korea Mexico Middle & SH Middle and JH & SH Middle course SH course JH course books plus books plus ERF 1 -6 ERF 1 -3 Plus ERF 1 -6 Plus ERF 1 -3 ERF 1 -6 (180 books) (90 Books) 101 523 121 568 354 780 63 1187 182 229 182 103 204 165 1677 258 77 90 1468 149 228 10 -19 162 300 288 467 291 411 5 -9 267 372 368 593 323 404 1 -4 564 771 767 824 562 605 1234 2330 1737 2885 1844 2686 50+ 8. 2% 22. 4% 7. 0% 19. 7% 19. 2% 29. 0% 31 -49 5. 1% 7. 8% 5. 2% 7. 9% 8. 9% 9. 6% 20 -30 6. 2% 7. 8% 5. 9% 7. 1% 8. 5% 10 -19 13. 1% 12. 9% 16. 6% 16. 2% 15. 8% 15. 3% 5 -9 21. 6% 16. 0% 21. 2% 20. 6% 17. 5% 15. 0% 1 -4 45. 7% 33. 1% 44. 2% 28. 6% 30. 5% 22. 5% 100. 0% 31 -49 20 -30

Likely uptake (words met more than 10 times from reading 30 texts at each level) Japan Course books only JH JH & SH Korea Mexico 147 476 184 925 854 1, 276 602 +227% 1, 468 +59% 959 +12% 1, 677 + 31% Course books plus reading JH 403 +174% JH & SH 1, 187 +149%

How long will it take to teach them? An average word needs 8 -50 meetings for it to be learnt receptively from reading (more for productive use) An average word's meaning takes 10 -15 meetings to learn from word cards or word lists To learn the collocations and 'deeper' aspects of language learning takes MUCH longer. There's little research into the rate learning of collocation, colligation or lexical phrases from reading We know nothing at all about how long it takes to master a particular grammatical form e. g. a tense, the comparatives, relative clauses

Principles of vocabulary teaching Two stages of word learning Let them pick up most phrases, collocations, colligations Understand the need for a balanced curriculum Lots to learn – it’s going to take time and effort Intentional vs incidental study? Go through the cycle of learning Fight the forgetting curve We need to scaffold the learning vs linear delivery Textbooks can’t do everything - Massive exposure needed

Why can’t Japanese students read, listen, speak and write well? Their language knowledge is often abstract, separated, discrete and very fragile so they forget There’s too much work on “the pieces-of-language” and not enough comprehensible, meaningful , connected discourse They haven’t met the words and grammar enough times to feel comfortable using them They CANNOT speak until they feel comfortable using their knowledge They haven’t developed a ‘sense’ of language yet

So what needs to happen? We have to ensure our curriculums and courses: • build in recycling and repetition of words and grammar structures • give students chances to see how the grammar and vocabulary are used together in real discourse • give students chances to deepen and consolidate the language they learn in their course books (or they forget it) • allow students to develop their own ‘sense’ of how the language works • give students chances to use language rather than just study it

Principles of Vocabulary Learning • • • There is not enough class time to teach everything about a word We don’t need to teach every word in the book Select the vocabulary carefully - Useful and frequent words first Single words as well as phrases and collocations Learners must be set vocabulary learning goals They need massive input to build vocabulary knowledge to deepen vocabulary connections We should teach words the students need Forgetting will happen - > revise, use it or lose it We should not expect things we teach to be known tomorrow The most important vocabulary to teach is yesterday’s vocabulary

Principles II • Because time is limited, we have to teach students how to deal with new words (independent learning) thus they need vocabulary learning strategies • Give opportunities for guessing words from context • Teach them to use a dictionary properly • Teach word learning strategies • Work at both levels of vocabulary knowledge • Use a systematic approach (set realistic goals) – build on old learning • Intentional and incidental learning

Principles III • • • Language focus work needed Give opportunities for developing fluency and automaticity Not everything can be learn intentionally Initial meetings should be followed by deeper level processing Opportunities for elaborating word knowledge Let them experiment (force them to think) We do not need to teach all words to be available for use Concept check understanding Understand the task requirements of vocabulary exercises Give opportunities to develop the pronunciation

Thank you for your time www. robwaring. org/presentations/

The components of a language focus lesson Engagement – get the students interested in the topic Contextualization – embed the forms within a larger context Check understanding – of the context Presentation – to notice the new form and its behaviour Assess – to assess they understand the new form Activate – controlled production Integrate and personalize – freer production and personalization

Engagement Aim: To motivate students to become interested in the topic To prime them for the topic reading / listening Example activities: Discussions of the topic – general or personal Watching a short video about the topic Researching the topic before class Brainstorm vocabulary that might be used Guess information that might occur in the text Make questions you want answered in the text

Contextualization Aim: To embed the target language within a context so students can be primed to notice it To create (help them notice) a gap in their knowledge To raise interest in the topic Example activities: A reading text containing the target A listening text containing the target

Checking understanding of the context for use Aim: To ensure the context within which the target form is embedded is understood ‘Comprehension first’ Example activities: Comprehension questions Give a short summary of the text Check with a partner True and false questions etc.

Presentation Aim: To ensure students notice both a) the form and b) the use Example activities: Teachers explain the rules / behavior of the past simple tense Teachers elicit the rule from the students Teach guides the students to discover the rule Students read the rule from their textbook

Assess Aim: To assess in controlled, decontextualized ways whether the students have understood the rule for both a) the form and b) the use of the target No aim to be communicative Example activities: A short quiz Gap-fill activities Complete the sentence Sentence transformation

Integrate and personalize Aim: To get learners to express themselves (rather than just communicate) while using the new target Example activities: Discussion of the topic with questions aimed at eliciting the target language Reformulation into a different skill (e. g. extend a roleplay to where students create new situations around the target language)

Pre -teaching Engagement Contextualization of the target form Check comprehension of the context for use

Presentation of the form Presentation of the concept Checking the form is understood Checking the concept is understood Controlled productive persoanlization

How do they fit the Balanced Curriculum? Engagement – get the students interested in the topic Contextualization – embed the forms within a larger context Check understanding – of the context Presentation – to notice the new form and its behaviour Assess – to assess they understand the new form Activate – controlled production Integrate and personalize – freer production and personalization

How do they fit the Balanced Curriculum? Receptive Contextualization Language Study Presentation Productive Check understanding of the text Assess understanding of the form Controlled activation Fluency Practice Engagement Contextualization Integration and personalization

Lower Elementary Aim: Consolidation of the basics Receptive Alphabet Flashcards Language Word study Some grammar Study skills Fluency Practice Productive Spelling Writing simple sentences Fun tests to check understanding Simple memorized dialogs Reading very simple Read aloud stories Listening to simple stories

Elementary / Lower Intermediate Aim: Initial fluency Receptive Language Study Fluency Practice Word building Grammar Intensive reading Intensive listening Extensive reading Extensive listening Speed reading Productive Complex spellings Some tests Controlled production Role-plays Topic controlled conversation Free chatting Journals / diaries Emails

Intermediate Aim: Fluency and speed Receptive Language Study Fluency Practice Productive Intensive reading Collocation Colligation Lexical chunks Control over complex discourse markers Cohesion, coherence Extensive Reading Extensive Listening Simple movies Simple songs Speed reading Debates Essays Pushed output Speeches Discussions

Advanced Aim: High level language control Receptive Intensive reading Language Colligations Idioms etc. Study High level lexis Fluency Practice Native texts Native movies Songs Radio, TV shows Productive Controlled production Debates Formal Essays Pushed output Complex discourse

Advantages of Deductive Disadvantages of Deductive Potentially fast, effective and more direct Little cognitive effort for students Controlled and planned Not always sure everyone understood More fragile knowledge Advantages of Inductive Disadvantages of Inductive More cognitive effort – better learning Takes time Better chance for longer learning Harder to prepare / plan for teacher

Controlled Activities

Activate Aim: To move the discrete knowledge from controlled receptive understanding to controlled productive use Example activities: Embed the form in a role-play situation leading to extension

Semi-controlled production

Principles of vocabulary Receptive Productive Form-meaning focus Language Study Building depth of knowledge Experimentation with language Scaffolding the learning Fluency Practice Massive input