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
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
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