Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600007233

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Type of the Course
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • English (Instruction, Examination)
Required Courses
General Prerequisites
Ling 3-225: Second Language Acquisition Ling 3-326: Methodology of Foreign Language Teaching
Learning Outcomes
The aim of this course is to examine the area of vocabulary from three broad perspectives: (a) description, (b) acquisition, and (c) pedagogical context. With regard to the first, the course will discuss issues such as word frequency and vocabulary size, the role of context in vocabulary learning, receptive vs productive aspects of vocabulary. With regard to the second, students will be exposed to recent research and theory relating to models of lexical acquisition, they will examine the structure of the mental lexicon and discuss issues related to first language influences on second language vocabulary acquisition. Finally, within the pedagogical framework, the course will provide an historical overview of vocabulary teaching; students will explore the relation between vocabulary and the syllabus and will be exposed to current trends in teaching and testing vocabulary
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Vocabulary and description (a) Some useful definitions: words, lemmas, lexical units (b) how much vocabulary learners need to know (c) how many words are there in the language (d) how many words native speakers know (e) how much vocabulary you need to use another language • Overview of vocabulary teaching in language teaching methodologies (a) vocabulary teaching through the ages (b) the Vocabulary Control Movement • Aspects of knowing a word (a) word meaning (b) the learning burden (c) the receptive / productive distinction (d) associations, grammatical functions, collocations • Vocabulary acquisition (a) the incremental nature of vocabulary acquisition (b) MWUs in vocabulary acquisition (c) incidental & explicit learning of vocabulary (d) role of memory in vocabulary acquisition (e) vocabulary learning strategies • Teaching and learning vocabulary (a) how many and which words to teach (b) effective vocabulary instruction (c) teaching word meanings as concepts (d) learning vocabulary from context vs. learning vocabulary from lists (e) relationship between vocabulary knowledge and reading comprehension (f) vocabulary and speaking (g) using dictionaries in the classroom (h) why some words are more difficult than others (i) designing vocabulary activities • The use of corpora in vocabulary studies (a) corpora and their development (b) applications of corpora (c) corpus input into dictionaries • Assessing vocabulary knowledge (a) what words to test (b) what aspects of these words to test (c) how to elicit students’ knowledge of these words (d) examples of current vocabulary test development
L2 vocabulary, memory, mental lexicon, Corpora, L2 vocabulary acquisition, L2 vocabulary teaching
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Use of powerpoint presentations during lecturing Use of eclass: lectures, materials, activities and assessment Email correspondence with students
Course Organization
Laboratory Work351.4
Reading Assigment251
Student Assessment
Students are assessed on the basis of their performance in the final exams. The basic criterion used for their assessment is their ability to analyse and comprehend the theoretical foundations underlying the teaching of vocabulary and relate them to case studies they are assigned to discuss.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
Additional bibliography for study
Blachowicz, C. L. Z. and P. Fisher (2005). Teaching vocabulary in all classrooms. Upper Saddle River, N.J. : Merrill/Prentice Hall. Gairns, R. & S. Redman (2000). Working with words: a guide to teaching and learning vocabulary. Cambridge: CUP. Hatch, E. & C. Brown (1995). Vocabulary, semantics and language education. Cambridge: CUP Leaneay, C. (2007). Dictionary activities. Cambridge: CUP. Lewis, M. (1993). The Lexical Approach. Language Teaching Publications. Lewis, M. (1997). Implementing the Lexical Approach. Language Teaching Publications. Lewis, M. (ed.) (2000). Teaching collocation. Language Teaching Publications. McCarthy, M. (1990). Vocabulary. Oxford: OUP Morgan, J. and M. Rinvolucri (2004). Vocabulary. Oxford: OUP Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Heinle & Heinle Publ. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambrdige: CUP. Read, J. (2000). Assessing vocabulary. Cambridge: CUP. Singleton, D. (1999). Exploring the second language mental lexicon. Cambridge: CUP. Stahl, S. (1999). Vocabulary development. USA: Brookline Books Takač, V.P. (2008). Vocabulary learning strategies and foreign language acquisition. UK: Multilingual Matters
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