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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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The TEFLology Podcast

The TEFLology Podcast | TELT | Scoop.it
A Podcast about Language Teaching and Applied Linguistics (by TEFLology Podcast)
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Covering interviews with important figures, methods, and aspects of history of (English) language teaching

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Teaching and learning vocabulary: implications from acquisition research

Teaching and learning vocabulary: implications from acquisition research | TELT | Scoop.it

To me, these findings support an intermediate position between the “let it all hang out” of strongly communicative approaches, for example, and the “drill and kill” of more closely teacher-controlled methods such as grammar-translation.  To learn new words, some kind of grunt work is required, but it needs to come from their learners rather than imposed top-down by teachers. And it needs to be done intelligently.

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Recent post on vocabulary learning and teaching.

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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.

Shona Whyte's insight:

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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