Session 4 Vocabulary

8/3/2019 Session 4 Vocabulary

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VOCABULARYSession 4


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Wortschatz: http://corpora.uni-leipzig.de/

Describe weather

Which words are usually introduced in a textbook?


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What is the challenge in developing a functional

lexicon? (partner work) Retention

Sheer amount of words to be learned

Conceptual understanding Drugstore Drogerie

Fluent retrieval

Encoding multiple word aspects: spelling, pronunciation,

word class, collocational aspects, register, polysemous

meanings


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Lexical development 2-3000 word families should be learned explicitly

Then incidental picking up from input + explicit learning

Advanced language capacities: refining and targeted

expanding of lexicon with explicit learning tasks


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Vocabulary learning with MMpartner work

Meaningful presentation Authentic usage events; relevant tostudents; local references

Multi-word phrases (avoid 1:1

translation)

Pictures and videos to demonstrate concepts;

matching activities.

Multi-modal input and output Audio (listening + speaking) and text (reading,

recognizing, producing)

Frequent (spaced) rehearsals Modules can be accessed repeatedly; as

needed for topic; online-in-class-blog-in class

Process multiple word aspects:

Deeper level of processing

Concordance search; gap-fill (semantic

processing); word wiki; collocations: matching

noun+verb, noun + adjective;

Build associative/semantic network

transfer to novel context

Independent reading/ listening/ video watching;

semantic field; note taking

Presenting concepts with pictures to

prevent L1 translation

Using pictures

Expanded rehearsal Multiple and different contexts


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Vocabulary learning through text (Chun)

Types of glosses:

L1 or L2 or pictorial, multimedia (multimedia theory:

picture/video and text)

Word (single) Collocation (polysemous meanings)

When I was in my 20ies I fell so many times

in love

Sentence level (L1 L2 comparison: deeper level ofprocessing)

concrete noun, verb, adjective; multi-word meanings,

no word-for-word L2-L1 translation)


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Elaboration: semantic networks:

Class dictionary/vocab wiki (Horst et al., 2005)


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Elaboration: semantic networks:

Class dictionary/vocab wiki (Horst et al., 2005) Features: for deeper level of processing (p. 93)

Collaborative online database

Student needchoose the words they need

Sound (multiple modalities)

Hypothesis testing (dictionary look up is possible)

Practice: MC synonym; gapp-fill; individualized


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Conceptual meaning

Open ajarof pickles

Ein Gurkenglas aufschrauben

abrir un bote de pepinillos or desenroscar la tapa de un

bote de pepinillos

Example: I walk up the stairs.

Ich gehe die Treppe rauf. (satellite language)

Subo las escaleras. (verb-framed language)


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Conceptual differences of words


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Use of pictures to learn metaphorical meanings


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The Body is A Container of Emotions.

Negative Feelings

Positive Feelings

In Despair

Down in the Dumps

In Love


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Look at website materials


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Horst, Cobb & Nicolae (2005)` How can we support the development of advanced

lexical capacity; academic or domain specificvocabulary?

` Provide independent learning tools?

` 33 Intermediate ESL learners

` Learning tools:

` Discovery strategies: concordancer; on-line dictionary;reading hypertext; (p. 96)

` Practice strategies: quiz feature of word bank; entering

text into cloze passage` Readings: (focused-all) + study domain specific

` Words: 5 weeks/week entered in word data base


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Horst, Cobb & Nicolae (2005)` RQs:` Quality of context support in collaborative online word bank? (can

independent learning take place?)` 120 sample sentences, NS baseline; 78% yes (but high variability)

` Does quality of definition improve through self-quizzing?` Trend to provide better contexts, no statistical sign.

` How does L1 affect students selection of words to be learned? (arewords chosen meaningful for others?)` Asian vs. Romance; yes (Asian: > AW, off list; Romance > high frequency (AWL and Frequency)

` Word knowledge increase?` 21 off list words: yes/no test (37%*; but also learn words not entered) + VKS

(ns) (no control group ;-(

` Vocabulary gain related to use of tool?` no

` Which tools used most?` Survey: Dictionary= word bank quiz>*concordance= hypertext


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Meyer (2001);Ware (2000)redundant

information (or cognitive overload)


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Sydorenko (2010)

Multimodal input: fosters learning or overload?

Individual learner differences: questions p. 53 top

RQs: 1. Does the modality of input have a differential effect on the

learning of written and aural forms of vocabulary?

2. Is the overall learning of words (i.e., combined written and

aural vocabulary) affected by different input modalities?

3.What input modalities do the learners attend to whenwatching videos?

4.What strategies do learners use to acquire new vocabulary

from videos?


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Sydorenko (2010)

VA = Video plus audio

VAC = Video plus audio plus captions

VC = Video plus captions

3 Videos: 2-3 min: TWs: Clip 1 6 TW; 12TW clip 2; 10 TW clip 3

Watch video for meaning

Pay attention to language 2nd time

Assessment:

Comprehension, written and aural recognition (p. 56),written and aural translation (L2 to L1), word knowledgetest


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Sydorenko (2010)

1. Does the modality of input have a differential effect on the learningof written and aural forms of vocabulary? Recognition: VA better on aural test; VC better on written

Learning: no difference

2. Is the overall learning of words (i.e., combined written and aural

vocabulary) affected by different input modalities? Recognition: NS

Learning: VAC >*VA (VAC > VC)

3.What input modalities do the learners attend to when watchingvideos? (self rating) Caption> Audio and video (Table 4 p. 59)

Video considered most useful (Table 5 p. 59)

4.What strategies do learners use to acquire new vocabulary fromvideos?

Table 6 p.60; Tabl3 7


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Documents

Session 4 Vocabulary