vocabulary 词汇教学

2.1 Incidental Learning
Advantages: ①build up the students' vocabulary and structures until they can graduate to more authentic materials. ②Low-proficiency learner can benefit from graded readers because they will be repeatedly exposed to high-frequency vocabulary. ③（my opinion）It puts the vocabulary in certain context, which is better for the learner to understant the partial meaning(meaning in the context) of the word and better for the future production(used in the real situation).
2. Three Approaches
2.1 Incidental Learning （附带习得/间接学习） 2.2 Explicit Learning（刻意学习/直接学习） 2.3 Independent Strategy Development（自主学习能
力培养）
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2.1 Incidental Learning
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2.1 Incidental Learning
Problems:①词汇量要求：通过阅读附带习得词汇不是任何外语 水平的学习者都可以做到的，因为它对阅读者有个最低词汇量 的要求（杨静，2013）。To guess successfully from context, learners need to know about 19 out of every 20 words(95%) of a text, which requires knowing the 3000 most common words(Liu & Nation,1985; Nation, 1990).
2.3 Independent Strategy Development
Advantages: ①build up the students' vocabulary and structures until they can graduate to more authentic materials. ②Low-proficiency learner can benefit from graded readers because they will be repeatedly exposed to high-frequency vocabulary. ③（my point）It puts the vocabulary in certain context, which is better for the learner to understant the partial meaning(meaning in the context) of the word and better for the future production(used in the real situation).
In this article, a word (a base word/ word family) is defined as including the base form (e.g., make) and its inflections and derivatives (e.g., makes, make, making, maker, and makers).
2.2 Explicit Learning
Advantages:Explicit intruction is essential for begining students whose lack of vocabulary through extensive reading when they do not know enough words to read well.
②语境及词义猜测：有些阅读者自认为认知而实际上不认识的 单词在很大程度上也会妨碍在阅读中对陌生词的词义的正确推 测（杨静，2013）。“错误的猜测比正确的和接近的猜测更为 常见”(Bensoussan,1984) ③词汇习得的效果：If learners read in familiar areas where they bring a lot of relevant background knowlege to their reading , they will easily cope with unknown words in context, but they will probably not learn them.(Nagy,Herman, & Anderson, 1985)
Laufer(1992) found that knowing a minimum of about 3000 words was required for effective reading at the university level, whereas knowing 5000 words indicated likely academic success.
Current Research and Practice in Teaching Vocabulary
Alan Hunt and David Beglar
Contents
1. Introduction 2. Three Approaches (seven principles) and
Comments 3. Conclusion
— principle 3
elaborating word knowledge
— principle 4
developing fluency with known words
— principle 5
Principle 2: diagnose which of the 3000 most common words learners need to study (3000 high-frequency and general academic words)
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2.3 Independent Strategy Development
Principle 6: experiment with guessing from context Principle 6 coincides in part with the incidental learning. They share the same advantages and disadvantages.
Coady(1997) calls this the beginner's paradox. He wonders how beginners can “ learn enough words to learn vocabulary through extensive reading when they do not know enough words to read well.” (cover the shortage of incidental learning) Prolems: (my points)①Learn vocabulary out of the context. The new words for the learners are hard to remember or use correctly in certain context. ②The process maybe boring. It's hard to raise the learner's learning interests.
1. Introduction
Vocabulary learning is more than the study of individual words. We also should focus on lexical phrases, which range from phrasal verbs (two or threes words) to longer institutionalized expressions(Lewis, 1993, 1997).
♦Given a single exposure to an unfamiliar word, there was about a 10% chance of learning its meaning from context(Nagy,Herman, & Anderson, 1985).
↓↓
Principle 1: provide opportunities for the incidental learning of vocabulary
Principle 5: provide opportunities for developing fluency with known vocabulary
Fluency -building activities recycle already know words in familiar grammtical and organizational patterns so that students can focus on recognizing or using words without hesitation.
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2.2 Explicit Learning
学生刻意地背记单词，如通过背单词表或做词汇练习来 记忆单词。
diagnosing the words learners need to know — principle 2
presenting words for the first time
Effective way to quickly learn word-pair translations: vocabulary lists, vocubulary cards.
Principle 4: provide opportunities for elaborating word knowledge
Knowing a word means knowing more than just its translated meaning or its L2 synonyms.
Nation(1994) identifies various aspect of word knowledge, such as knowing related grammatical patterns, affixes, common lexical sets, typical association, how to use the word receptively and productively, and so on.
♦词汇附带习得是学生在进行诸如阅读文章，交流， 听百度文库文歌曲等学习活动时，附带习得了单词。
Incidental learning of vocabulary requires that teachers provide opportunities for extensive reading and listening.
Principle 3: provide opportunities for the intentional
learning of vocabulary
The first stage in teaching 3000 most frequent words commonly begins with word pairs in which a L2 word is matched with L1 translation.(e.g., desk--书桌，bird--鸟)