VOCABULARY ACQUISITION AND STRATEGIES FOR TEACHING AND MEMORIZATION
| Title | ΑΠΟΚΤΗΣΗ ΛΕΞΙΛΟΓΙΟΥ ΚΑΙ ΣΤΡΑΤΗΓΙΚΕΣ ΔΙΔΑΣΚΑΛΙΑΣ ΚΑΙ ΑΠΟΜΝΗΜΟΝΕΥΣΗΣ / VOCABULARY ACQUISITION AND STRATEGIES FOR TEACHING AND MEMORIZATION |
| Title in Italian | Acquisizione del lessico e Strategie di insegnamento e memorizzazione |
| Code | 11422 |
| Faculty | Philosophy |
| School | Italian Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Thomais Rousoulioti |
| Common | No |
| Status | Active |
| Course ID | 600018103 |
Programme of Study: UPS School of Italian Language and Literature 2013
Registered students: 29
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Italian Language and Literature | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Instructors from Other Categories | |
| Weekly Hours | 4 |
| Total Hours | 52 |
| Class ID | 600229769
|
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600229769
- At the Website of the School:
- eLearning (Moodle):
Language of Instruction
- Greek (Instruction, Examination)
- Italian (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students will:
• be able to understand the interaction of vocabulary with the other levels of linguistic analysis
• be familiar with modern vocabulary acquisition theories
• be able to apply modern vocabulary teaching methods in light of recent research
• be able to assess the level of vocabulary of their potential students and
• be able to implement strategies to optimize it.
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
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The purpose of the course is to examine the linguistic area of vocabulary and in particular (a) the importance of vocabulary for a second or foreign language acquisition (L2) (b) how students of L2 learn vocabulary and (c) representative strategies for vocabulary teaching and memorization. Regarding vocabulary acquisition, during the course will be presented theories related to vocabulary acquisition models, recent research studies, and issues related to the influence of the first language (L1) on the acquisition of the second or foreign language (L2)vocabulary.
During the course will also be discussed issues on vocabulary learning according to students' language level, word frequency and vocabulary size, role of the learner in vocabulary learning, vocabulary reception and vocabulary use based on the concept of learning load. Finally, in the context of exploitation vocabulary teaching strategies in the classroom,the lecturer will present strategies for the effective teaching and memorizing of vocabulary by L2 students as well as methods for evaluating the effectiveness of this process.
Keywords
vocabulary acquisition, strategies, teaching, memorization
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
Use of powerpoint presentations during lectures. Use of e-learning to which the lesson lectures and all related material are 'uploaded'. Use of e-mail to inform students, etc.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 60 | 2.4 | ✓ | ✓ | |
| Laboratory Work | 40 | 1.6 | ✓ | ✓ | ✓ |
| Reading Assigment | 20 | 0.8 | ✓ | ✓ | ✓ |
| Exams | 30 | 1.2 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
Assessment/grading methods: Two different approaches are used to evaluate students according to the study rate: 1. In the case of face-to-face courses, the student may take two quizzes during the semester, the average mark of which will be its final mark.Continuous course attendance is an impermeable condition (οnly two absences are allowed).In the case of quiz failure, student can participate in the final exams of the course.
2.Participation in the final exams of the course.
3.Assignment presented in the classroom.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
1.Ξυδόπουλος, Γ. Ι. 2008. Λεξικολογία: Εισαγωγή στην ανάλυση της λέξης και του λεξικού. Αθήνα: Πατάκης.
2. Χατζηδήμου, Δ. Κ. & Παπαδοπούλου, Χ-Ο. 2018. Το λεξικό στη διδακτική των γλωσσών. Θεσσαλονίκη: Αφοί Κυριακίδη εκδόσεις Α.Ε.
Additional bibliography for study
Bernini G., Spreafico L., Valentini A., 2008, Competenze lessicali e discorsive nell’acquisizione di lingue seconde, Guerra, Perugia.
Biagi F., Bracci L., Filippone A., 2008 “Il metodo FICCS: Full Immersion, Culture, Content, Service”, Βollettino ITALS, VI.
Blachowicz, C. L. Z. and P. Fisher (2005). Teaching vocabulary in all classrooms.Upper Saddle River, N.J.: Merrill/Prentice Hall.
Bolasco S. (2008). Corpora e liste di frequenza d’uso: criteri e tecniche per l’analisi automatica dei
testi. In M. Barni, D. Troncarelli, C. Bagna (Eds.), Lessico e apprendimenti (pp. 113-142). Milano:Franco Angeli.
Cohen, A. D. (1996). Second Language Learning and Use Strategies: Clarifying the Issues. Research Report. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota.
Cohen, A. D., Oxford, R. L. & Chi, J. C. (2002). Language Strategy Use Inventory. Retrieved from http://www.carla.umn.edu/maxsa/documents /langstratuse_inventory.pdf
De Mauro T., Mancini F. Vedovelli M. ,Voghera M., 1993, Lessico di frequenza dell'italiano parlato, Etas, Milano.
Gairns, R. & S. Redman (2000). Working with words: a guide to teaching and learning vocabulary. Cambridge: CUP.
Gu, P. Y. (2002). Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners. RELC Journal,33(1), 35-54.
Gu, P. Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. Teaching English as a second or Foreign Language, 7(2), 1-26.
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
Meara, P. (1996). The classical research in L2 vocabulary acquisition. In G. Anderman & M. Rogers (eds.), Words, words, words: The translator and the language learner (pp. 27-40). Clevedon: Multilingual Matters.
Meara, P. (1998). Review of second language vocabulary acquisition: A rationale for pedagogy. Applied Linguistics,19, 289-292.
Μήτσης,Ν., Παραδιά, Μ. & Μήτση, Α. Το Λεξιλόγιο. Θεωρητική Προσέγγιση και Διδακτικές Εφαρμογές.Εκδόσεις:Γ. ΔΑΡΔΑΝΟΣ ΚΑΙ ΣΙΑ Ε.Ε.
Mizumoto, A. (2010). Exploring the art of vocabulary learning strategies: A closer look at Japanese EFL university students.Tokyο: Kinseido.
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.
Oxford, R.L. (1992/1993). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal, 2(2), 18-22.
Oxford, R. L., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231–243.
Psaltou-Joycey, A. (2010). Language learning strategies in the foreign language classroom. Thessaloniki: University Studio Press.
Read J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
Read J. (2004). Second Language Vocabulary Testing: Taking a Broader Perspective, 2004 International
Conference on English Instruction and Assessment.
Read J. (2007). Second Language Vocabulary Assessment: Current Practices and New Directions.
International Journal of English Studies IJES, 2, pp. 105-125.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: CUP
Schmitt, N. (1997). Vocabulary learning strategies. In N. Shmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy, (pp. 199-227). Cambridge: Cambridge University Press
Serraggiotto G., (2003), CLIL, Apprendere insieme una lingua e contenuti non linguistici, Guerra, Perugia.
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
Vertecchi B. (2010). Nuove ipotesi per lo sviluppo della didattica in linea. Journal of e-Learning and
Knowledge Society, 1, pp. 31-42.
Vertecchi B., Poce A., Angelini C., Agrusti F. (2010). Orbis dictus. Un ambiente adattivo multilingue per
l’istruzione in rete / Orbis dictus. A Self-Adaptive Environment for Multi-language Teaching and Learning
Opportunities. Milano: FrancoAngeli.
Zini, A. (2012). Misurare la competenza lessicale in contesto specifico attraverso prove di cloze (Measuring lexical competence in specific context through cloze tests). Giornale Italiano Della Ricerca Educativa - Italian Journal of Educational Research, 9, 108 - 119. ISSN 2038-9736.
Last Update
24-03-2022
