What are the most effective vocabulary teaching techniques



What should a vocabulary teacher do?

Paul Nation, LALS, Victoria University of Wellington. New Zealand

What are the four most important jobs that a vocabulary teacher needs to do?

These jobs are listed in order of importance.

1 Plan and provide a well-balanced course (Nation, 2007)

2 Train the learners in the four most useful vocabulary strategies

3 Test the learners

4 Teach vocabulary

How can you plan?

1 Plan to have four equally balanced strands

2 Plan to focus on the most useful vocabulary for your learners

3 Choose the most effective vocabulary learning activities

How can you train the learners in the most useful strategies?

These strategies are listed in order of importance.

1 Guessing from context

2 Learning from word cards

3 Using word parts

4 Dictionary use

How can you test your learners?

Use the Vocabulary Size test to find how many words your learners know. There is a Korean bilingual version at this website

What vocabulary should you teach and how much should you teach?

Teaching fits into the language-focused learning strand of a course and needs to share that time with other language focused activities.

Teach only high frequency words

Don’t send too much time on each word

Use the first language to explain the meaning if necessary

Make sure that taught words also occur in the other strands of the course

The most useful vocabulary development activities

Extensive reading from suitable texts

Listening to stories

Learning from word cards

Intensive reading of suitable texts (see Tom Cobb’s website Read with resources)

Quick explanations by the teacher

A speed reading course

4/3/2

Pair and small group activities

Linked skill activities

Working through well-designed vocabulary exercises

Ten minute writing

Strategy training

The four strands

Each of the four strands should get an equal amount of time in a course.

1 Meaning-focused input (learning through listening and reading)

2 Meaning-focused output (learning through speaking and writing)

3 Language-focused learning (deliberate study)

4 Fluency development (in listening, speaking, reading and writing)

How can you apply the four strands idea if you teach from a set course book?

Resources

Paul Nation’s website

(Vocabulary Resource Booklet, publications, speed reading course, Vocabulary Size Test)

Tom Cobb’s website (Tests, Read with resources, Concordancer)

References

Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357-377.

Nation, I.S.P. (1991). Managing group discussion: problem-solving tasks. Guidelines, 13, 1: 1-10.

Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.

Nation, P. & Malarcher, C. (2007). Reading for Speed and Fluency, Books 1, 2, 3 & 4 Seoul: Compass Publishing.

Nation, P. (2009). 4000 Essential English Words. Books 1-6. Seoul: Compass Publishing.

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