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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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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Prononcer les langues : appel à contribution

Prononcer les langues : appel à contribution | TELT | Scoop.it
Le numéro est à paraître en mai 2019. Les résumés (3 pages) sont à envoyer avant le 1er avril 2018 aux adresses suivantes : gregory.miras@univ-rouen.fr ; laurence.vignes@univ-rouen.fr
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Language teachers’ perceptions on the use of OER language processing technologies in MALL

(2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning. Ahead of Print.
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Survey by Perez Paredes and colleagues suggests  FL teachers in UK and Spain support technology mediated learning in theory more than in practice, particularly with respect to mobile devices and more sophisticated corpus tools
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An evaluation of TTS as a pedagogical tool for pronunciation instruction: Tiago Bione, Jennica Grimshaw, Walcir Cardoso 2017

Short paper on text-to-speech for EFL input with intermediate Brazilian students. The researchers compared students' impressions and performance on tasks delivered by TTS and human voice and found little difference. They suggest TTS is suitable for pedagogical exploitation in contexts where authentic materials are in short supply.
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Resources for corpus linguistics in EFL: MH Brown

Resources for corpus linguistics in EFL: MH Brown | TELT | Scoop.it
These resources and tools are available for free. They are broken into four sections and listed alphabetically. If you have any questions, or would like to suggest another resource to add to this page, please let me know in the comments. Corpora, concordancers, engines, and analysis resources AntConc - AntConc and several other tools, such as…
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Arizona State University, Claire McLaughlin's curator insight, November 29, 2017 10:06 PM
More sites to use for corpus.  What's useful is many of the sites listed mention which language group would find their site useful and why.
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A.nnotate.com: Upload, Annotate, Share. Online document review and collaboration - PDF, Word and HTML

A.nnotate.com: Upload, Annotate, Share. Online document review and collaboration - PDF, Word and HTML | TELT | Scoop.it
A.nnotate offers online document review, annotation, collaboration, discussion, sticky notes, pdf indexing, pdf markup, sticky notes online, comments on web pages to annotate pdf documents online with online stikis
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Édition 2018 du colloque AFLS – Appel à communications | Association d'études en langue française

Édition 2018 du colloque AFLS – Appel à communications | Association d'études en langue française | TELT | Scoop.it
Le colloque annuel de l’Association For Language Studies AFLS2018 sera accueilli par le laboratoire URI Octogone-Lordat (EA 4156) et aura lieu à l’Université de Toulouse (UT2J) du 27 au 29 juin 2018. L’édition 2018 portera sur la thématique «Langue française : mise au point sur ses usages et ses utilisateurs». Elle s’intéressera aux différents travaux de recherche apportant de nouveaux éclairages sur l’utilisation de la langue française par différents utilisateurs
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Figement et discours spécialisé : Gautier 2017

Ce volume propose un état des lieux de la recherche actuelle sur la mise en oeuvre de la catégorie du figement pour l’analyse des discours spécialisés. Les auteurs articulent l’approche du figement d’une part avec la terminologie en examinant non seulement les modalités de formation des termes, mais aussi leur profil combinatoire, leur rapport à la notion de collocation et leur fonctionnement dans la dénomination. Ils envisagent d’autre part le rôle du figement en discours et dans la phraséo-genèse du texte. Les objets d’études sont variés – textes techniques, textes de presse spécialisée, textes de vulgarisation. Les langues objets sont le français, l’anglais et l’allemand.
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