TESL 710 Chapter 6 – Flashcards
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What is the estimated number of words acquired as a native English speaker grows up?
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Approximately 1000 words per year.
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What has research suggested to the relationship between word acquisition and SES (Graves, Brunetti, &Slater, 1982; Graves & Slater, 1987)?
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Higher socioeconomic status (SES) first-graders know about twice as many words as lower SES children.
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What are the four vocabulary types?
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Receptive oral vocabulary Productive oral vocabulary Receptive written vocabulary Productive written vocabulary
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What must be understood to use a word effectively?
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Its form, meaning, and use in context.
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What does word knowledge include?
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Word knowledge includes knowing its grammatical functions and how it "morphs" or changes form to modify meaning.
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What is the best vocabulary layout for English learners?
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English learners need to develop a vocabulary that includes general high-frequency words along with specific academic content words that may occur less frequently but are crucial for learning science, math, history, literature, and so forth.
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What percentage of the first 1000 highest-frequency words is used in conversation? In Academic text?
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The first 1000 highest-frequency words account for about 84 percent of the words used in conversation, and about 73 percent of the words that occur in academic text.
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How does the percentage ratio change with the addition of the second 1000 highest-frequency words used in conversation? In academic text?
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If you add the next 1000 highest-frequency words, you now account for about 90 percent of words used in conversation and about 78 percent of words in academic texts.
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In review, what are BICS?
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Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people.
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In review, what are CALPS?
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Cognitive Academic Language Proficiency Skills (CALPS) refer to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school.
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What is the Dolch list?
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The Dolch-Sight Word List is a list compiled by E.W. Dolch in 1936. The list contains 220 commonly used words that should be recognized by "sight" for fast or "fluent" reading. The compilation excludes nouns, which comprise a separate 95-word list. Many of the 220 Dolch words do not follow the basic phonics principles, so they cannot be "sounded out." They should be learned by sight. Dolch words are now often referred to simply as "sight words."
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What are function words and the best way to teach them?
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Also known as grammatical words, these words express a grammatical or structural relationship with other words in a sentence. In contrast to content words, function words have little or no meaningful content. Function words are best learned through exposure to natural language use, and must be assessed and taught in the context of a sentence or paragraph.
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What does full word knowledge include?
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Full word knowledge includes both breadth, knowing its varied uses and meanings in different contexts, and depth, fully understanding the concept represented.
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What are the five strategies for teaching vocabulary?
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1. Relate the "new" to the "known" by tapping into students' prior knowledge, including primary language equivalents of the new word and its meaning. 2. Offer repetitions of the new word in meaningful contexts, highlighting it with verbal emphasis, underlining it, or pointing to it on a word wall. 3. Provide opportunities for deeper processing of word meaning through demonstrations, direct experience, concrete examples, and applications to real life. 4. Engage students in using newly learned words as they explain concepts and ideas in writing and speaking. 5. Provide explicit instruction on strategies for students to use independently for understanding and using new words.
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What are the sources of word learning that lead to developing word consciousness?
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Incidental learning and explicit instruction.
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What is meant by incidental learning?
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Students learn many new words incidentally through conversations as they interact socially with English speakers. Examples: social interactions, academic instruction, independent reading, guided reading, writing for an audience, and fluency activities.
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What is meant by explicit instruction?
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Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is the teaching of a source of new words and strategies to understand, remember, and use the new words. Source of new words examples include: high-frequency words, content-area terms, low-frequency words as needed. Strategies include: word analysis (using prefixes, suffixes, and roots), learning from context, and using dictionaries.
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What type of material should English learners read during independent reading?
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During independent reading, it is important for English learners to read material geared to their English proficiency and reading ability.
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What happens when students don't understand most of a given reading material?
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If students can't understand most of what they read, about 95 percent of the words in a given text, they will have difficulty inferring the meaning of new words they encounter.
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Vocabulary development is best enhanced through...
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1. Academic instruction 2. Independent and guided reading, and 3. Writing for an authentic audience
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How does explicit instruction benefit ELs?
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In addition to exposure to new words in context, students benefit from parts, such as prefixes, suffixes, and roots. Analysis of word parts show students how words are built in English.
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In addition to word study, explicit instruction on vocabulary strategies will help students....
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1. Unlock the meaning of new words they come across in reading and conversation and 2. Choose appropriate and precise words to convey messages when writing and speaking.
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Describe the model for instructing students on strategies.
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1. Begin with an explicit description of the strategy (Tell students what the strategy is and why it is important for them to learn the strategy) 2. Model the strategy in action(Teacher and/or students may model the strategy) 3. Collaborative use of the strategy(Ask students to use the strategy with you as you speak aloud and give them your thoughts) 4. Continue with guided practice of the strategy(Guide students through the use of the strategy while gradually releasing responsibility to them) 5. Finish by having students use the strategy independently(Ask students to use the strategy with a specific reading or writing assignment)
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What is an approach to teaching vocabulary knowledge to English learners that have studied English formally in their home country or are incoming intermediate learners?
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These students might display their English proficiency, including vocabulary knowledge, more effectively through writing than through speaking. For these students, you may present a list of words for which the student gives a synonym or a short definition. Students with previous English language study might have developed effective strategies for learning new words, such as memorization and word association. If so, they can use those strategies and share them with their classmates.
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Why does the decoding ability in Spanish transfer fairly well to decoding in English except for vowels?
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Because both Spanish and English use the Roman alphabet with consonants (but not vowels) representing similar sounds in the two languages.
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What are friendly cognates?
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Words that look and sound similar in two languages and share the same meaning.
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What are false cognates?
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Words with different meanings in two languages even though they look and sound similar.
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How can wordless books aid informal assessment of vocabulary?
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Wordless books may be used to elicit narratives to informally assess students' vocabulary knowledge.
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What three types of dictionaries are useful for English learners?
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1. Picture dictionaries 2. Bilingual dictionaries 3. Monolingual, learner dictionaries
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Describe the Ultimate Visual Dictionary (Evans, 2006).
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This dictionary contains high-quality, color illustrations and diagrams in 14 topic areas, such as the universe, prehistoric earth, physics and chemistry, the visual arts, music, and sports.
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Describe Longman Children's Picture Dictionary (Longman, 2003).
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This dictionary presents words in a variety of richly illustrated and photographed topics. All the selected topics are designed to engage the imagination, stimulating children to learn and retain new vocabulary. It was developed especially for Japanese children by a team of Japan's favorite authors. It has child-centered scenes illustrating 800 words, organized into 50 theme-based units.
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What is Total Physical Response (TPR)?
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Total Physical Response is an approach to language teaching that pairs actions with words to convey meaning (Asher, 2000). Typically, you begin with action words, such as "stand up," "sit down," and "wave good-bye." After saying the word and demonstrating its meaning with gestures and dramatization, the teacher uses it in a command. As students progress, the teacher uses more elaborated commands.
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What is "Simon Says?"
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A variation of TPR, students are only supposed to carry out the action if the command is preceded by the words "Simon Says."
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Three reasons TPR and "Simon Says" are useful for beginners?
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1. Actions demonstrate word meaning 2. Students show comprehension by responding 3. Speaking is not required
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How should read-alouds be used with beginners?
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Use short selections including poems, song lyrics, and brief stories based on familiar topics. Before reading, tap into and build students' prior knowledge by briefly discussing the title or main ideas in the piece as a whole; building background before reading has been shown to promote vocabulary acquisition (Ulanoff & Pucci, 1999).
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What are multilingual wall dictionaries?
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A strategy used with beginning students on which the teacher posts words for students to learn and review. Can include L1 translation making the wall multilingual. These words may come from current theme of study, a story being read, or any topic being taught.
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Why are idiomatic expressions difficult for English learners?
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Idioms are difficult because their meanings are not literal, but figurative. The best approach is to discuss idioms as they come up in reading material, instruction, or conversation.
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Review of strategies that work well with beginning English learners.
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TPR, read-alouds, word cards, word wall dictionaries, picture dictionaries, and games and puzzles can help students advance to the intermediate level of vocabulary development.
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What are word wheels?
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Word wheels can be used to visually portray words that are related in some way. Begin with a center word and include synonyms of the center word along the outer rim of the wheel.
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What are language wheels?
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Language wheels can come in handy for ELs in middle and high school, particularly when writing and preparing for oral presentations. They can focus on verb conjugations, adjective and adverb forms, and alert students to false cognates.
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What happens in the Vocabulary Self-Collection Strategy (Haggard 1986)?
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In the Vocabulary Self-Collection Strategy, students select words they consider important in an assigned reading, pooling their words with those of their classmates to form a study list. Teacher can also add words. Students then work together to define and discuss the words in some detail. Group then narrows list by eliminating words already known.
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What is the Word Wizard strategy and how does this help ELs?
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After learning new words in class, students take note of their use outside class in different contexts such as conversations, television, radio, magazine, or newspapers. Student then report on their finding when they next meet in class. Word Wizard focuses students' attention on new words and opens their eyes to nuanced meanings in different contexts outside class.
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What is contextual redefinition and what does it teach students?
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Strategy students can apply to figure out the meaning of unknown words during reading. Requires giving background knowledge on topic and text rich in "meaning" clues with proximal closeness to enable reasonable guesses of unknown words. Teacher uses sentences containing words that are important to understanding a passage, and that the students are not likely to know. Steps include showing unknown words in isolation with pronunciation and meaning guesses. Next the students are introduced to the new words in context and again guess meaning. Repeat this step, if necessary, demonstrating "thinking out loud" to generate possible meanings based on context. Final step of the strategy, students check the dictionary meaning of words both in isolation and in context to experience the power of context. Contextual redefinition teaches students how to generate plausible word meanings from context when they are reading on their own.
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What is list-group-label?
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A concept development strategy applied in elementary, secondary, and university classrooms. Working in groups, students brainstorm a topic, generating a list of words that relate to the topic. Next, they group words that are alike and create a label for the category that has emerged. In the final step, students create a map illustrating the relationships and share their map with other groups.
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What is the multimodal approach to learning new words and their meaning offered by the list-group-label strategy?
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1. Oral language during brainstorming, 2. Written words on the board, and 3. Spatial/visual mode in mapping
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What are vocabulary journals?
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An extension of word cards, students put new words in a journal along with a definition, a sentence using the word, and other helpful hints for remembering the meaning. The vocabulary journal becomes a personal dictionary, stimulating interest and building awareness for new words and their meaning.
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What is the seven step procedure developed by Schofield in dictionary use to build vocabulary?
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1. Locate word(s) or phrases not understood. 2. If unknown word is inflected, remove inflections to find word to look up. 3. Search for unknown word in alphabetic list. 4. If you can't find at least one word, try procedures in the example. 5. If there are multiple senses or homographic entries, reduce them by elimination. 6. Understand the definition and integrate it into the context where the unknown word was found. 7. If senses of word don't seem to fit, look for further contextual clues.
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What is the best way to address teaching affixes?
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Prefixes and suffixes are worth teaching if you start out with a small number of the most useful (high-frequency) ones.
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What is Duke and Pearson's model for teaching prefixes?
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1. Start by telling students what a prefix is and how a prefix contributes to a word's meaning. Show students several examples of words with prefixes. 2. Provide examples of prefixes such as un-, dis-, and en- and show how the prefix affects word meaning with several words. 3. Offer examples showing students how you might guess the meaning of a word based on the prefix. 4. Guide students through the process of using prefixes to unlock the meaning of words they find in reading. 5. Ask students to take a list of words with prefixes and figure out their meaning and give them reading samples containing words with prefixes.
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From strategies identified as useful by older learners, which help students understand a word's meaning?
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Determination strategy (individually helps) and social strategies (involves conversation with advance language users).
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Which strategies do older students find useful to help consolidate word meanings?
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Memory, cognitive, and metacognitive strategies
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What is the keyword method for memorizing new vocabulary?
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In this multistep mnemonic procedure, students select and memorize associations between a target word in their second language (L2) and its translation (meaning) and a similar sounding word in their first language (L1).
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What are some ways to informally assess ELs' vocabulary?
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1. Observe and jot notes as students work in small groups while reading or in cooperative groups on content-area tasks. 2. Collect their personal dictionaries periodically, analyze their entries, and make a note of strengths and needs to discuss in an individual conference. 3. Watch for and note correct use of technical vocabulary taught; in student writing and presentations. 4. Engage students in discussion of word meanings. 5. Multiple choice and matching activities
