introducing a lexical syllabus for jhs

Copyright © Wondershare Software

Targeting Vocabulary for Junior High School

Intro

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Lex

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Chemda Benisty

ETAI InternationalJuly, 2010


The Lexical Syllabus:

• Sets numerical lexical targets• Includes suggestions to facilitate

the transition from receptive knowledge to productive use of target vocabulary


Presentation Outline

• Some insights from the literature • The situation in Israel• Syllabus design• Presentation of the syllabus• Pedagogical recommendations• Questions


Some Insights from the Literature


Why Focus on Vocabulary ?

• It is the basis of language and crucial for the functioning of the four skills• It is closely tied to comprehension


A New Perception of Vocabulary

• Vocabulary acquisition includes the learning of lexical chunks• Corpus linguistics provides support

for this claim


Two main complementary processes for acquiring new vocabulary:

• Explicit learning• Implicit learning

More Research Insights


Explicit LearningDeliberate decontextualized attention:• Establishes the form meaning link

(Schmitt 2008)• Facilitates acquisition within a limited

time• Results in higher gains in acquisition• Better for the most frequently used

words


Implicit Learning

Enhances vocabulary knowledge and the acquisition of new vocabulary while engaging in different language activities:• Depends on 8-15 exposures• Exposures must be in frequent intervals


Nine aspects of word knowledge• Form: spelling, sound, and word parts• Meaning: concepts and referents, and

associations• Use: grammatical functions, collocations,

frequency and register

Nation 2005

Research Insights


• Each aspect impacts both receptive knowledge and productive use

• Productive learning involves deeper processing of vocabulary

• Productive learning necessitates deliberate attention

Research Insights


• Depth of knowledge is as important as vocabulary size.• Unfortunately, most learning stops

following the provision of a translation (Schmitt, 2008).

Research Insights


The Situation in Israel


The Situation in Israel

The Israeli English Curriculum for All Grades (2001) does not incorporate a lexical syllabus.


Consequences• Teachers make decisions about

vocabulary. • Teachers rely on textbooks.• Textbooks don’t necessarily have clear

criteria for vocabulary selection. • Vocabulary is often marginalized in favor

of a focus on grammar.


The Need for a Lexical Syllabus• To set numerical goals for vocabulary

instruction• To standardize vocabulary instruction in Israel• To inform and improve the quality of

vocabulary instruction• To enable the assessment of students’

progress


Syllabus Design


Learning burdenUsefulness for

TEFL

Selection Criteria

Relevance to the

learners’ worldFrequency


Setting Numerical Goals

This basic lexis: 2000 word families for less proficient students by the end of JHS

Note: This basic high frequency lexis is essential for a variety of spoken and written texts.


Example of an Entry from the GSL ADOPT

· adopted · adopting · adoption · adoptions · adopts

1st list


Exclusions from the lists• All inflections of verbs, adjectives

and nouns• Items familiar to learners from

elementary school• Irrelevant items for Israeli students

Exclusions


The Format of the Lexical Syllabus

• Divided into two lists • American English spelling preferred

with references to British spelling• Headwords alphabetized and bolded • Other parts of speech underlined


The Format of the Lexical Syllabus• Examples italicized• Verbs proceeded by to• Multiple meanings differentiated by

the use of lower case letters


• Spoken language given special attention• Lexical chunks added to most entries• On a disc

The Format of the Lexical Syllabus


Presentation of Lexical Syllabus

1st list 2nd list


Examples

(to) categorize (categorise), category: divide sb/ sth into categories, group sb/ sth under categories, put sb/ sth in/ into categories, create categories, categories of


Examples(to) approve/ disapprove: (a) like sb/ sth: strongly/ very much approve of sth/ sb, (b) agree to sth: formally approve, approval/ disapproval: need/ receive/ give/ show full/ final/ written/ formal approval


The Transition fromReceptive Knowledgeto Productive Use


• Collocations- crucial for developing productive aspects of language

• Collocational competence contributes to fluency

Note: Not all can be explicitly taught;

consider level (tracking)

From Receptive Knowledge to Productive Use


• Allotting time to productive aspects • Recycling • Pushing learners to produce and

make use of newly taught lexical items



• Production contributes to vocabulary acquisition: The need The search The evaluation

Hulstijn and Laufer, 1995, cited in Schmitt, 2008.



• Successful production increases the likelihood of memorization • Successful production impacts

motivation



Thank You!Questions ?

introducing a lexical syllabus for jhs

Education

receptive knowledge

explicit learningimplicit

basis of language

different language activities

limited timeresults

higher gains

link schmitt

used words