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HTTV
Chapter 2 - How words are learned.
How important is vocabulary?
Lexical syllabus : ex head way
Lexical chunks
fueled by discoveries from the science of Corpus linguistics
What does it mean to know a word?
Meaning form, collocations, connotations, register, and cultural accretions, receptive knowledge and productive knowledge.
Initial fuzziness: not knowing all aspects of a word at the beginning.
How is word knowledge organized?
Mental lexicon:
The way vocabulary is stored and arranged in the mind.
Malapropism:
Confusing two words that are similar in form
Words are interconnected according to their shared meaning. ex: fruits together.
Brain is better disposed to begin the search via meaning based( thesaurus like) lexicon than form based ( dictionary like).
Lexicon
: an overlapping system in which words are stored as "double entries" one of meaning and the other of form.
Summary:
Knowing a word is the sum total of all these connections : semantic, syntactic, phonological, orthographic, morphological, cognitive, cultural, and autobiographical.
it's unlikely that two speakers know a word in exactly the same way.
How vocabulary is learned?
Labeling language:
realia, pictures, toys distinguishing different forms.
Acquiring vocabulary requires not only labelling but also categorizing.
Network building:
understanding the superordinates and their subordinates.
The existence of a concept system fastens the learning process for SLLs/FLLs.
the L1 word/meaning would act as a stepping stone to the new words. table L2 ---- Masa L1--- the actual thing.
False friends might affect the use of newly learn words (blessed--- blesse (fr) )
learners' lexicon. They are acquittances that Ls understand amd can use but would never be as familiar as their L1 words bcz. od cultural associations.
How many words does a learner need to know?
Core vocabulary
( 2000 most frequent words) to serve in most cases.
Defining vocabulary
( 2000 words used in dictionary definitions) a passive knowledge of all these will provide the reader with ability to understand 90% of the words in most texts.
provide learners with strategies for self-directed learning.
incidental learning:
through exposure from extensive reading, input from the teacher or other learners.
How words are remembered?
Types of memory
words in the
short term store
need to undertake a couple of operations by the
working memory
to be memorized, these include some cognitive operations such as, reasoning, learning understanding. They can only stay for 20 seconds in the working memory, but can be extended by the interference of the
Articulatory loop
.
long term memory
has enormous capacity and its content is durable over time.
It occupies a continuum from quickly forgotten to never forgotten.
To move knowledge from the QF to the NF these factors should be considered:
1- Repetition: rote learning to move lg from the short memory to the working one.
2- retrieval: the practice of using words in sentence to better remember.
3-Spacing: teaching new words in smaller chunks and creating distributed practice for better learning.
4- Pacing: organizing and reviewing new vocabulary.
5- Use: use it or los it . preferably in an interesting way.
6- Cognitive depth: get students to make decisions about new words, such as deciding on the part of speech.
7- personal organizing: Getting students to use language in a personalized way.
8- Imaging: associating with pictures/images.
9-Mnemonics: to aid memorization. eg: i before e except after c
10- motivation: highly motivated ls spend more time on rehearsing.
11- attention and arousal: high degree of attention for improved recalling.
12- affective depth: ss choose what they want to learn.
Why do we forget words?
The absence of opportunities to use language
Two factors to determine retention
-words that are easy to learn
words that were learned over spaced learning sessions ( distributed practice)
New words can overwrite the previously learned ones ( overload).
Recycling is different ways and successive levels of depth are the remedy
What makes words difficult?
Pronunciation: regular and lorry for Japanese learners.
Spelling: consonant clusters
Length and complexity: variable stress ,such as in necessary, necessity, necessarily
Grammar: verbs, like enjoy love are followed by ing or infinitive. or collocation ( look the word up/ look after her)
meaning: make and do collocations
range connotation and idiomaticity:
range-- thin is a better bet than slim or skinny
connotation: propaganda might be negative or positive as in publicity.
idiomaticity: make up your mind more difficult than decide.
What kind of mistakes learners make?
Form related
misformations
: misformation of rules.eg. peopless, hopeness
spelling
: misspelling the word
Mis-selections:
using hungry instead of angry
pronunciation
: mispronunciation of single sounds or word stress
Meaning related
Confusing words that are similar in meaning ( expect and hope) ( watching flowers instead of seeing..)
Wrong collocations: inhaling doesn't collocate with smell)
L1 form intervention. Padre---fathers
Connotations: use words that might imply a controversial meaning.
Both
the party was very funny-- a lot of fun. because of the way words are stored in the mind with form and meaning modules overlapping and interconnected.
Chapter 9
How to train good vocabulary learners
Learner training: Good learners ...
Pay attention to form: constituents, spelling and pron
Pay attention to meaning: way words are similar or different in meaning, connotations, and associations.
are good guessers. ( guessing meaning of words and using contextual clues.
risk takers: make the most of limited resources and adopt new strategies to deal with new words.
know how to organize their learning: making minding maps and using memorisation techniques.
Using mnemonics
: Key word technique. visualising the word and it's pronunication.
Word cards:
Peer teaching and testing
association games
: making sentences using the words
Guess my word:
by asking questions, is it a noun, does it start with N? ...
De-vowelled words
: writing words without their vowels
Ghost writing:
writing words in the air or on the back of your partner.
categories
Guessing from context
decide the part of speech
look for further clues: does it have an article ( noun) to guess. if its countable or uncountable.
Look at the wider context and surrounding clauses ( we got home tired, but
elated
) ( we got home tired and
downhearted
)
Make a guess
if not clear repeat the same process again
final stage would be to check the dictionary
Coping strategies for production
Getting arounds gaps in vocabulary knowledge
using vague words
: sort of, kind of, thing, stuff
Describing the words, paraphrasing, using rough synonyms ( car is
broken
for
won't start
), foreiginising ( carpeta - ommit the a), using gesture and mime, using the L1 word.
Providing them with useful language to describe words. it's a device that .....
using dictionaries
spelling rules
homographs
( spelt the same but pronounced differently)
homophones
( sound the same but spelt differently
the are rules: look in the week 8 folder
teaching spelling rules inductively or deductively
Keeping records
having a special vocabulary notebook
show good and bad vocabulary records examples. ( contrast and compare)
make mind maps
keeping them logically organized, writing the forms of words, meaning, chunks, and using mnemonics, mark stress, use the phonemic script.
Motivation