• 95% text coverage for informal narratives (moderate level of comprehension) -- around 3K word families

• 98% text coverage for academic listening--around 5-6K word families

(p.161)

Learners:

1.Do not recognize words they know.

2. Cannot chunk the speech stream.

3. Are unable to form mental representations of the words they hear.

4. Understand the words but the not the message.

p.164

Learners:

1. May be unfamiliar with the vocabulary of speaking.
2. May be unfamiliar with pronunciation and employ avoidance strategies even if the definition is known.
3. Partial knowledge of word families may lead to faulty production.
4. Tend to have a larger receptive vocabulary, than productive one, and often have difficulty tapping into it.

p.164

1. Receptive information transfer activities - listening input is transformed into diagrammatic form. (e.g. filling in a schedule/chart, using a map, etc.)

2. Using L2 captions with video - increased visual support increases written and aural word recognition.

3. Listening while reading - increases learning of collocations.

4. Listening to stories - T reads stories (app. 2-3 times/week) at appropriate rate + notes vocab words during/after (vocab retrieval) reading not before (vocab recognition).

5. Quizzes - dividing class into teams to compete; correct answers + extra points for semantic/grammatical details.

p.164-167

Choose any of the following:

1. Interest in content - engage learner’s attention and involvement in the listening activity to ensure they are paying attention (e.g. episodic chapter reading by T = mounting S interest).

2. Comprehension - consider vocabulary load (density of unknown words and word length--shorter words are easier) vs. comprehension. Use pictures, definitions, explanations, or background knowledge to ensure Ss understand the story.

3. Repeated retrieval - vocab needs to be encountered several times within a short time frame (app. 2-3 times/wk) to facilitate retention. Serializing a long story or re-reading a story allows for such retrieval.

4. Decontextualization - T should note new vocab when it occurs in the story. Focus on the word itself not just as part of the message. Train Ss to guess from context in tandem with vocab-focused learning activities.

5. Creative processing - encourage the encountering of new words but in various contexts; this allows Ss to “ stretch” word knowledge.

p.167-171

Language-related episodes are: communicative tasks where attention is given to the L2 and can result in vocabulary learning.

They help comprehension & facilitate short-term learning towards longer-term retention.

(p.172-173)

.

Choose any of the following:

• negotiation
• self-correction
• correction of others
• meta-linguistic talk
• computer-mediated interaction/negotiation
• face-to-face interaction

p.173

• apologies
• expletives
• greetings
• orders
• politeness markers
• thanks
  
• positives/negatives
• question tags

Exhaustive list see p.181-182

According to Cummins (1986) "Framework of Language Proficiency", how long does it take to gain control of:

a) the first 2K?

b) the academic & mid-frequency/technical words?

a) App. 2 years to gain control of the first 2K high-frequency words.

b) App. 3- 5 years to gain control of academic vocabulary and other mid-frequency/technical words

p.164

Take home message: it is important to focus on learner's language use when deciding what vocab will be needed.

Choose any of the following:

-Ss should work with lexical sets that are already familiar to them.

-Ss can work in pairs with one acting as the "T" or as an entire class via T-led activities.

-As the activity progresses, Ss should try to pressure their partners for quicker responses in a bid to decrease hesitancy and push the learner to the "limits of his or her fluency".

-The activity should be practised again within a few days to encourage spaced retrieval.

-Focus on the "speaking vocabulary" (see p.181-182) should be encouraged.

-Pre-task planning leads to increased fluency in the task.

(p.182-183)

 Example: Role-play using survival language, esp. in early acquisition.

1. Semantic mapping (word webs) - a visual framework of inter-connected ideas + the negotiation and discussion that is engendered from creating the map is what contributes to vocabulary learning.

Role of T:

-to support and encourage S dialogues

-to provide leading suggestions, but leaves it to S to supply map items

-to encourage justifications/explanations for each item supplied

-to reuse previously read stories or current events for vocabulary recall

-to repeat map items to reinforce connections

-the maps are used as springboards for written or spoken production

p.185-186

2. Make decisions - Use problem-solving activities where T provides initial input and encourages re-use of vocabulary during S-led activity. (e.g. debates)

p.186-187

Two examples are provided:

1. Information transfer activities - S uses a diagram as basis for output.
●Learner takes a visual cue (e.g. a chart, diagram,  map, etc.) with skeletal information and supplies the critical details through explanation or description.

●Ss can work in pairs or in groups.

●Further vocabulary practice is achieved through preparation and run-throughs.

p.187
2. Split-information tasks - Ss must agree whether their pictures are identical
●Learner A describes a series of different pictures based on the labels each picture has.
●Learner B has the same picture but with no labels.
●Though each picture is different, the labels are re-used wherever possible (e.g. "button" as in: on a shirt, on a remote control, etc.); this ensures both a receptive and productive use of the labels.

p.187-188

Cooperative tasks (CT) allow for exploration of a range of word meanings and the elements contained within a word.

CT activities: ranking, brainstorming, problem-solving, classification, etc.

Example - Why do people become "refugees"?

S - as Ss assign reasons for becoming a refugee, they are also assigning meaning to the word -- each example provided, gives the word more context.

T - is looking for: number of repetitions, creative word use, statements/questions about word meaning.

(p.189-190)

Another example - Half crossword puzzle activity

-activates different aspects of knowing a word. Rather than forcing the learner to give a definition, the learner decides how s/he wants to define a word. Learners could refer to their semantic maps, as well.

a) Ss are given instructions, usually by way of a written text.

b) These texts help initiate the speaking tasks and contain vocabulary necessary for completing the task; however, they are not to be used while Ss are speaking.

c) All of the following activities serve as opportunities for incidental learning while Ss are involved in meaning-focused speaking tasks:

● Re-telling

● Mini-lectures

● Ranking activities

● Split-information task

● Role play

● Problem-solving

● Discussion

p.190-194

Choose any of the following:

-keep group sizes small (app. 4-5 learners) and try to group Ss according to their proficiency levels. Assign roles to Ss when necessary.

-remove any enumerated choices on a worksheet, this forces Ss to refer to a concept using vocab rather than by its number.

-worksheets should contain highly descriptive, helpful, and ample vocabulary, so as to provide Ss with useful new vocabulary.

-there should be at least 12 target words in the written input.

-activities should be designed with the objective of reusing the vocabulary as set out in the worksheet.

-ensure that the worksheet clearly states the task's outcome.

-once the aims of the worksheet is understood, remove the input to encourage recall.

-employing 'ranking' activities can be quite effective, especially if Ss are encouraged to memorize their choice and defend it to their classmates; this type of S to S discussion encourages negotiation.

p.194-196

a measure representing how much vocabulary a learner knows and can indicate:

• proficiencies in reading and listening
• motivational factors
• language use experience
• ability to guess from context

p.162