Vocabulary Myths

Vocabulary Myths

The second language vocabulary acquisition myths reexamined in this book are: *In learning another language, vocabulary is not as important as grammar or other areas. *Using word lists to learn L2 vocabulary is unproductive. *Presenting new ...

Author: Keith S. Folse

Publisher: University of Michigan Press ELT

ISBN: 0472030299

Category: Foreign Language Study

Page: 200

View: 322

In Vocabulary Myths, Keith S. Folse breaks down the teaching of second language vocabulary into eight commonly held myths. In debunking each myth, he introduces the myth with a story based on his 25 years of teaching experience (in the United States and abroad), continues with a presentation of what empirical research has shown on the topic, and finishes with a list of what teachers can do in their classrooms to facilitate true vocabulary acquisition. The goal of Vocabulary Myths is to foster a paradigm shift that correctly views vocabulary as fundamental in any second language learning process and demonstrates that research supports this goal-that in fact there is a wealth of empirical evidence to support these views. In addition, an important theme is that teachers have overestimated how much vocabulary students really understand, and as a result, the so-called "comprehensible input" is neither comprehensible nor input. The second language vocabulary acquisition myths reexamined in this book are: *In learning another language, vocabulary is not as important as grammar or other areas. *Using word lists to learn L2 vocabulary is unproductive. *Presenting new vocabulary in semantic sets facilitates learning. *The use of translations to learn new vocabulary should be discouraged. *Guessing words from context is an excellent strategy for learning L2 vocabulary. *The best vocabulary learners make use of one or two really specific vocabulary learning strategies. *The best dictionary for L2 learners is a monolingual dictionary. *Teachers, textbooks, and curricula cover L2 vocabulary adequately.
Categories: Foreign Language Study

The Vocabulary Book

The Vocabulary Book

Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. Ford-Connors, E., & Paratore, J. R. (2015). Vocabulary instruction in fifth grade and beyond: Sources of word ...

Author: Michael F. Graves

Publisher: Teachers College Press

ISBN: 9780807775028

Category: Language Arts & Disciplines

Page: 230

View: 124

This extensively revised and expanded edition of the bestselling text and teaching resource incorporates the newest research in vocabulary learning and instruction into a complete and balanced program for all K–12 students, from those who struggle in school to those who excel. Literacy expert Michael Graves presents a four-pronged vocabulary program that he has developed and honed for over 30 years. The program has the following four components: Frequent, Varied, and Extensive Language Experiences; Teaching Individual Words; Teaching Word Learning Strategies; and Fostering Word Consciousness. The text includes theory, research-based strategies, vocabulary interventions, classroom examples, advice for working with English learners, discussion of next-generation standards, and more. The Vocabulary Book, Second Edition will appeal to reading and subject-area teachers, teacher educators, and school, district, and state leaders. New for the Second Edition: Instructional approaches developed and classroom-tested since the release of the first edition. A chapter specifically on teaching vocabulary to English learners. A chapter specifically on selecting vocabulary words to teach. Curricular and instructional elements designed to meet and exceed Common Core State Standards. An emphasis on vocabulary as a vital resource for all students in our increasingly diverse society. “If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves’ Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction.” —Peter Dewitz, district level reading consultant, Mary Baldwin College “Now that ‘vocabulary’ is included on the Nation’s Report Card, teachers will want to know how to help students increase their word power. Graves’s advice will be invaluable in what to do—and what not to do.” —Robert Calfee, professor emeritus, Stanford University “This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions.” —Diane August, senior research scientist, Center for Applied Linguistics
Categories: Language Arts & Disciplines

What English Language Teachers Need to Know Volume III

What English Language Teachers Need to Know Volume III

We stress the importance of including vocabulary strategies in the design process given the number of low frequency words that L2 learners will encounter. Task: Expand Folse, K. S. (2004) Vocabulary myths:Applying second language ...

Author: MaryAnn Christison

Publisher: Routledge

ISBN: 9781135098582

Category: Foreign Language Study

Page: 256

View: 522

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features • Situated in current research in the field of English language teaching and other disciplines that inform it • Sample data, including classroom vignettes • Three kinds of activities/tasks: Reflect, Explore, and Expand
Categories: Foreign Language Study

The Vocabulary of Myth and Its Utility in Rhetorical Criticism

The Vocabulary of Myth and Its Utility in Rhetorical Criticism

He argues that Frye could adopt an alternative descriptive vocabulary which would avoid undue abstraction and ... fact that there are alternative vocabularies for discussing the phenomena which have been described as myths or archetypes ...

Author: John E. Hess

Publisher:

ISBN: WISC:89105681316

Category: Criticism

Page: 138

View: 668

Categories: Criticism

Effective Curriculum for Teaching L2 Writing

Effective Curriculum for Teaching L2 Writing

Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. Folse, K. (2006). The effect of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273–293.

Author: Eli Hinkel

Publisher: Routledge

ISBN: 9781136820342

Category: Education

Page: 314

View: 623

Effective Curriculum for Teaching L2 Writing sets out a clear big picture for curricular thinking about L2 writing pedagogy and offers a step-by-step guide to curriculum design with practical examples and illustrations. Its main purpose is to help pre-service and practicing teachers design courses for teaching academic writing and to do this as efficiently and effectively as possible. Bringing together the what and the how-to with research-based principles, what sets this book apart is its overarching focus on language pedagogy and language building. Part 1 examines curricular foundations in general and focuses on what is socially valued in L2 writing and pedagogy at school and at the college and university level. Part 2 is concerned with the nitty-gritty̶—the daily realities of curricular design and classroom instruction. Part 3 takes a close look at the key pedagogical ingredients of teaching academic L2 writing: vocabulary and collocations, grammar for academic writing, and down-to-earth techniques for helping L2 writers to organize discourse and ideas. The Appendix provides an extensive checklist for developing curricula for a course or several courses in language teaching.
Categories: Education

ESL Readers and Writers in Higher Education

ESL Readers and Writers in Higher Education

Vocabulary myths. Ann Arbor, MI: University of Michigan Press. Folse, K. S. (2008). Myth 1: Teaching vocabulary is not the writing teacher's job. In J. Reid (Ed.), Writing myths: Applying second language research to classroom teaching ...

Author: Norman W. Evans

Publisher: Routledge

ISBN: 9781317648949

Category: Foreign Language Study

Page: 244

View: 441

ESL Readers and Writers in Higher Education describes the challenges ESL students in U.S. postsecondary institutions face when studying in a second language, and offers suggestions for how teachers, advisors, tutors, and institutions might provide support that meets the reading and writing needs of this very important student population. Because the ESL profession as a whole, including what professionals are doing in the classroom, sits under the umbrella of an institutional response to a language-related challenge, some solutions aimed at helping students achieve optimal proficiency lie outside of the classroom. As such, this book is based on the assertion that language development support is not the sole responsibility of language teachers. Everyone on campuses that hosts ESL students bears some responsibility for these students' language development. Chapters are therefore, intentionally adapted to appeal to a wide variety of readers from classroom teachers, and teachers in training, to admissions officers, academic advisors, and international student advisors.
Categories: Foreign Language Study

Journal of International Students 2013 Vol 3 1

Journal of International Students  2013 Vol  3 1

Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, ...

Author: Krishna Bista

Publisher: OJED/STAR

ISBN:

Category: Education

Page:

View: 228

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.
Categories: Education

Journal of International Students 2013 Vol 3 Issue 1

Journal of International Students 2013 Vol 3 Issue 1

Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, ...

Author: Krishna Bista

Publisher: Lulu.com

ISBN: 9781329595583

Category:

Page:

View: 173

Categories:

Revisiting the Assessment of Second Language Abilities From Theory to Practice

Revisiting the Assessment of Second Language Abilities  From Theory to Practice

Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22(3), 311–330. Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: The University of ...

Author: Sahbi Hidri

Publisher: Springer

ISBN: 9783319628844

Category: Education

Page: 503

View: 624

This book presents an overview of revisiting the assessment of language abilities. It also showcases how the measurement of such constructs can result in negative or positive washback and how outcomes might be conducive to repercussions that decide on the future of many stakeholders. The 23 chapters were selected among tens of chapters received from different contexts that addressed the issue of revisiting the assessment of language abilities, such as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada, Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have highlighted the necessity to revisit the different constructs which should be assessed with a clear and straightforward foundation on students’ learning objectives and their actual language ability. To do so, most of the chapters present hands-on use of relevant statistical tests that might serve in revisiting the construct definition both theoretically and operationally. Perhaps the sole and intricate question that the authors of these contributions ask is what it means to revisit the assessment of the construct of individualized language ability and how. In addition, the book accentuates the momentousness and significance of reflecting on test fairness and validation as the mainspring and backbone for democratization of assessment. This book appeals to a broad readership, such as English Language Teaching (ELT) practitioners, language teachers, students, testing organizations, policy-makers, test designers, writers of test specifications, testing experts, researchers, program evaluators, especially in the Middle East and North Africa (MENA) as well as other international contexts.
Categories: Education

Oxford Picture Dictionary English Japanese Edition Bilingual Dictionary for Japanese speaking teenage and adult students of English

Oxford Picture Dictionary English Japanese Edition  Bilingual Dictionary for Japanese speaking teenage and adult students of English

In Second Language Reading and Vocabulary Learning, edited by T. Huckin, M. Haynes, and J. Coady. Norwood, NJ: Ablex, 1993. de ... K. Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor, MI:University of ...

Author: Jayme Adelson-Goldstein

Publisher: Oxford University Press

ISBN: 9780194201469

Category: Foreign Language Study

Page: 317

View: 157

4,000 words and phrases are organized thematically within 163 topics. Includes English to Japanese translations of vocabulary throughout, and an extensive index in Japanese at the back of the book. A fully integrated vocabulary development program in American English, progressing from essential words to the more complex, delivered in short thematic units. Realistic scenarios and modern artwork are easy to relate to and these, together with story pages and practice exercises, have been applauded for their success in promoting critical thinking skills. Content is fully supported by a range of components (in English only) - including Workbooks, Classroom Activities, Audio and website.
Categories: Foreign Language Study