how to learn vocabulary effectively? 词汇学习策略. difficulties in vocabulary learning there...
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How to learnvocabulary effectively?
词汇学习策略
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Difficulties in vocabulary learning
There are too many words to learn. I don’t know how
to cope with them.
The words are like eels ( 鳝鱼 ). They are too slippery
( 滑 ) to be kept in our memory.
I know its meaning if I can see the word, but I feel puz
zled when I hear the word.
When I come across new words, I don’t know how to
deal with it. Should I consult a dictionary or guess it,
or ignore it?
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Questions for discussion What is a realistic goal in our vocabulary
learning?
How do we achieve our goal in vocabulary
learning?
How do we deal with new words in reading?
How can we avoid forgetting what we have
learned?
How can we know our vocabulary size?
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Question One
• What is a realistic goal in
our vocabulary learning?
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An American university student – about 20,000 words.
– (Receptive vocabulary: 接受性词汇)
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Different types of vocabulary
Listening vocabulary
Reading vocabulary
Receptive vocabulary
接受性词汇
Productive vocabulary
表达性词汇Speaking vocabulary
Writing vocabulary
They overlap considerably and they are used in slightly different ways.
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Four types of vocabulary Reading vocabulary
contain common words but many more big words
recognize them by their context
do not use all of them in speaking and writing
Listening vocabulary contain many common words
contain some technical words
understand them when you hear
do not use all of them in speaking and writing
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Four types of vocabulary
Writing vocabulary contain simple and common words
Technical words
Speaking vocabulary can be simple or sophisticated depending on
the audience and the subject to be talked about
A flexible vocabulary
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What is a realistic goal for us?
Don’t need a BIG vocabulary
Need the right vocabulary.
Speak and writing powerfully by
using small words effectively
Einstein used very simple language
to express the most complex ideas
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Frequency(词频)
3,000 words most frequently used words
4,000 words quite frequently used words
13000 words less frequently used words
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Two-stage goal
Stage One
– 3000 words
– Reading, listening, writing & speaking
Stage Two:
– 4000 words
– Reading and listening
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Stage One: 3000 words
Longman Dictionary of Contemporary English
Cover 90% of the text
Read simplified novels and talk about daily life
One new word in every 10 in reading
(Nation, 2001: 17)
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Stage Two: 4000 words more
Cover about 95% of the text (3000+4000)
Read original novels, magazines,
academic books
One new word in 15 words
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Question Two
How can we achieve the
two- stage goal of our
vocabulary learning?
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Achieving our two-stage goal by different ways
Stage One: 3000 words
Learning each of them carefully, patiently
and effectively
Stage Two: 4000 words more
finding short cuts to learn them
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Stage-one goal
Learning 3000 words carefully, patiently
and effectively
What should be learned?
How should these 3,000 words be
learned?
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What should be learned?
Form (词形 )
Meaning (词义 ): senses ( 义项)
Use (词法 )
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Form
Spoken form
What does the words sound like? (listening)
How is the word pronounced? (speaking)
Written form
What does the word look like? (reading)
How is the word written and spelled? (writing)
Word parts
What parts are recognizable in this word?What word parts are needed to express the meaning?
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Meaning
Form and meaningWhat meaning does this word form signal?
AssociationsWhat other words does this make us think of?
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Use
• Grammatical functions– In what pattern does the word occur?
• Collocations– What words or types of words occur with this
one?
• Constraints on use (Register, frequency…)– Where, when, and how often would we expect to
meet this word?
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You can tell the meaning of the word
when you read it in a text.
You can understand the meaning of the
word when you hear it.
You can write the word correctly.
You can use the word in speaking.
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experience
n (U). n(C)
v.
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experience
ex: out of
perience: tested
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Longman dictionary of CE
Experience n
1. Knowledge /skill [U]
[+of/in/with]
previous experience
practical experience
first-hand experience
2. Knowledge of life [U]
3. Something that happens [C]
had/gain/get experience
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Learning a foreign language was
one of the most difficult yet most
rewarding experiences of my life.
Although at times, learning a
foreign language was frustrating, it
was worth the effort.
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Difficult experiences of my life
Rewarding experiences of my life
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• A difficult experience• rewarding/frustrating /valuable/good/
bitter/pleasant • Difficult experiences of my life
That experience was rewarding/frustrating/painful/valuable
• work experience/life experience/business experience
• Teaching experience• Journalistic experience
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exercise n.
physical exercise
exercise-book exercise v.
use sth
Exercise their right to do sth
Exercise some control over
(imagination, restraint, power, patience, perseverance…
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How should these 3000 words be learned?
Strategies for planning vocabulary
learning
Strategies for learning vocabulary
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Planning vocabulary learning
The strategies in this category involve deciding on where to focus attention, how to focus the attention, and how often to give attention to the form– Choosing words– Choosing aspects of word knowledge
to focus on– Choosing strategies
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Choosing words Reasons
Impossible to learn all the English words Too many new words to learn in a text
Steps helping you decide if a word is worth learning Important or not? If not, guess it or
ignore it. If important, check in a dictionary to find
out whether it is common. If common, learn it. If not, guess it from
the context or ignore it.
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Choosing aspects of word knowledge to focus on
Reasons– Too many aspects of word knowledge to learn
– Cannot learn all the aspects of knowledge of one word at one time
Steps helping you decide which aspects of word knowledge to focus on– Form: recognition first, production second
– Meaning: learn one by one if there are several senses
– Use: learn patterns and collocations one by one
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Choosing strategies
Reasons– Different learning styles– Different proficiency levels
Three learning phases– Memorizing– Using– Recycling
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Vocabulary learning strategies
Memorizing
Using
Recycling
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Memorizing Say the words you are learning Record the words/phrases you are learning
on tape and play them to yourself whenever you have time
Write the words you are learning on pieces of paper or stick-it notes and put them round your room.
Put the words into sentences. Use your knowledge of the parts of words.
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Using
Create sentences of your own.
Write a story that includes all the words
you have learned.
Learn words for a certain topic or
situation, and then write about the topic
using vocabulary learned or have a
discussion or conversation with a
partner.
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Recycling
Follow a news story that is printed or
broadcast every day for several weeks (e.g.
war between Israel and Palestine)
Focus on one type of news story (e.g.
crime, disasters, sports, weather)
Watch movies or read books on particular
topics (e.g. travel, business)
Read several books by the same author
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Stage-two goal
Finding short cuts to cope with
the 4000 more words
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Stage-two vocabulary learning
• Learning strategies for dealing with
these words since the words
themselves do not deserve learning
time
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Why do the stage-two words not deserve learning time?
• The stage-two words are low-frequency words and there are too many low-frequency words.
• Learners will meet many of these words only once or twice.
• Any effort spent learning them will not be repaid by meeting them on other occasions.
• It is far better to spend time on strategies that you can use to deal with these words than to spend time on individual words.
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Importance of vocabulary strategies
Most vocabulary strategies
applicable to a wide range of
vocabulary and useful at all stages of
vocabulary learning.
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Using prefixes, roots and suffixes
One half of general words and two thirds of all
academic, technical, and low-frequency words
are derived from Latin, French (through Latin),
or Greek. This indicates the importance of
learning the meanings of roots and affixes
(Nation, 1990: 19).
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Word analysis
Prefix( 前缀 ), root( 词根 ), suffix( 后缀 )place (root)
replace (prefix+root)
replacement (prefix+root+suffix)
unwiselywise (root)
unwise(prefix+root)
unwisely(prefix+root+suffix)
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Word analysis It is the process of separating a word into
its parts and then using the meanings of those parts to figure out the meaning of the original word. RetrospectRetro: backspect: look
Effective in guessing the meaning of words but not always correct
The sum of the meaning of their parts = the meaning of the word
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inspect
inspector
inspection
speculate
speculator
speculation
speculartive
speculator
spectacular
spectacle
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Question Three
How do we deal with new
words in reading?
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Options for dealing with new words
• Ignore it• Guess it from the context• Consult a dictionary• Guess it first and then consult a dictionary• Look for clues to meaning in the word
itself• Ask the teacher or a friend for assistance
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Question Four
• How can we avoid forgetting what we have learned?
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Suggestions
• Learn words repeatedly, with increasing intervals between learning sessions.
• Have the words you want to learn with you whenever you go.
• Set aside a regular time for vocabulary learning
• Spend more time on the words you find difficult.
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Suggestion One
• Research in psychology shows that we do not forget things gradually. (See the graph)
• Most of our forgetting occurs within 20 minutes after we have first ‘learned’ something.
• More is forgotten with one hour.
• Still more within 8 hours.
• After 8 hours, the rate of forgetting stays surprisingly steady.
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Suggestion Two
• Make full use of ‘dead’ time
– Vocabulary notebook
– An electronic dictionary
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Suggestion Three
Regular revision
– Daily revision (10 minutes a day)
– Weekly revision (One hour a week)
– Monthly revision (One hour a month)
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Suggestion Four
Spend more time on the words you find
difficultGo down a list from the first to the last, trying to
memorize each one. Two problems:The words at the top of the list tend to be remembered
better than the words further down.
Time is wasted on the words that have been learned.
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daily weekly monthly
rewarding
frustrating
junior
positive
senior
opportunity
online
technology
participate
virtual
Richard Pemberton, 2000, version 2
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daily weekly monthly
rewarding
frustrating
junior
positive
senior
opportunity
online
technology
participate
virtual
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daily weekly monthly
rewarding
frustrating
junior
positive
senior
opportunity
online
technology
participate
virtual
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Do you want to know your productive vocabulary size?
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Test A/ 2000 level
1. It is the de( )that counts, not the thought.
2. Plants receive water from the soil through
their ro( ).
3. The nu( )was helping the doctor in the operating room.
4. Since he is unskilled, he earns low wa( ).
5. This year long sk( ) are fashionable again.
6. Laws are based on the principle of jus( )
7. He is walking on the ti( ) of his toes.
8. The mechanic had to replace the mo( ) of the car.
9. There is a co( ) of the original report in the file.
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10. They had to cl( ) a steep mountain to reach the cabin.11. The doctor ex( ) the patient thoroughly.12. The house was su( ) by a big garden.13. The railway con( ) London with its suburbs.14. She wan( ) aimlessly in the streets.15. The organisers li( ) the number of participants to fifty.16. This work is not up to your usu( ) standard.17. They sat down to eat even though they were not hu ( ).18. You must have been very br( ) to participate in such a dangerous operation.
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Test A/ 3000 level1. He has a successful car( ) as a lawyer.2. The thieves threw ac( ) in his face and made him blind.3. To improve the country's economy, the government decided on economic ref( ).4. She wore a beautiful green go( ) to the ball.5. The government tried to protect the country's industry by reducing the imp( ) of cheap goods.6. The children's games were amusing at first, but finally got on the parents' ner( ).7. The lawyer gave some wise coun( ) to his client.8. Many people in England mow the la( ) of their houses on Sunday morning. 9. The farmer sells the eggs that his he( ) lays.
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10. Sudden noises at night sca( ) me a lot.11. France was proc( ) a republic in the 18th century.12. Many people are inj( ) in road accidents every year.13. Suddenly he was thru( ) into the dark room.14. He perc( ) a light at the end of the tunnel.15. Children are not independent. They are att( ) to their parents.16. She showed off her sle( ) figure in a long narrow dress.17. She has been changing partners often because she cannot have a sta( ) relationship with one person.18. You must wear a bathing suit on a public beach. You're not allowed to bath na( ).
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Do you want to know the depth of your vocabulary knowledge?
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WORD ASSOCIATES TEST
•This is a test of how well you know the meaning of adjectives that are commonly used in English. Each item looks like this:
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• The words here on the left side may help to explain the meaning of "sudden".
• The words here on the right side are nouns that may come after "sudden" in a phrase or a sentence.
• There are eight words in the box, but only four of them are correct. You have to choose which are the four correct words.
beautiful quick surprising thirsty
change doctor noise school
sudden
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• "Sudden" means "happening quickly and unexpectedly", so the correct answers on the left side are "quick" and "surprising".
• We do not normally say "a sudden doctor" or "a sudden school", but we often say "a sudden change" and "a sudden noise", so "change" and "noise" are the correct answers on this side.
e: Note: In this example, there are two correct answers on the left and two on the right, but in some items there will be either one on the left and three on the right or three on the left and one on the right.
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1. beautiful
enjoyable expensive free loud
education face music weather
clever famous happy shining
2. bright
colour hand poem taste
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3. correct
easy free right true
answer dream enemy time
difficult low solid unkind
4. hard
gas hospital moon work
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5. human
cold green person snowy
beings body life season
open quiet smooth tired
6. calm
cloth day light person
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The Compleat Lexical Tutor
• For data-driven learning on Web
• http://132.208.224.131