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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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How I developed an academic vocabulary syllabus (part one)

How I developed an academic vocabulary syllabus (part one) | TELT | Scoop.it
This is the first of two posts describing the initial and continuing development of an academic vocabulary syllabus. This post has been some five or six years in the making, give or take a few mont...
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A very detailed and copiously illustrated post by Adam Simpson describing the development of a vocabulary programme for EFL learners.  References to research in vocabulary (Nation) and corpus tools.

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Foreign languages: how to memorise vocabulary - Anne Merritt

Foreign languages: how to memorise vocabulary - Anne Merritt | TELT | Scoop.it
To “get by” in a language it takes a vocabulary of about 120 basic words. Anne Merritt explains how to learn them.
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See also a research-based look at vocabulary acquisition from Paul Nation http://www.scoop.it/t/telt/p/3994725134/research-into-practice-vocabulary-nation-2011

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Shona Whyte's curator insight, February 5, 2013 6:21 AM

Some ideas for developing good study skills.  

Carmenne K. Thapliyal's curator insight, April 14, 2013 6:23 AM

These could be good techniques for memorising lexis.... but honestly, how important is it to 'memorise' vocab ... shouldn't the stress on the 'application' of already acquired vocab???? 

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Paul Nation's "Vocabulary Profiler"

Paste in a text and it produces an analysis with the words colour-coded for their vocabulary level.


Via Robin Yu
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Robin Yu's comment, January 16, 2013 7:03 AM
A fascinating tool that teachers can use to classify words in any text. Highlights common general English words, academic words etc using different colours.
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What should every ESL teacher know: Paul Nation

What should every ESL teacher know: Paul Nation | TELT | Scoop.it
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Free legal download from Compass Media (sign-up required).  200 page PDF; Nation says, "I have decided that I will make this book freely available on the web to all teachers and teacher-trainees. I am happy for the book to be made available in hard copy and distributed in electronic or hard copy form as long as this is not done for profit, and it is properly acknowledged."  

 

Nice jargon-free presentation, suitable for non-native undergraduate training, with unintimidating further reading including websites, journal articles, and some of Nation's other work.

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Research into practice: Vocabulary (Nation, 2011)

Research into practice: Vocabulary (Nation, 2011) | TELT | Scoop.it

This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

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Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.

 

- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground).  ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words

 

- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)

 

- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533)  though should be viewed as a "support" rather than an "alternative to communicative learning"

 

- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises

 

Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.

 

He recommends this research paper:

Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.

 

and this website: The Compleat Lexical Tutor http://www.lextutor.ca/

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