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Vocabulary in Second Language Acquisition - Mind Map
Christine Lasher's Week 5 Assignment
- Vocabulary in Second Language Acquisition
- Students face vocabulary learning tasks in K-12 schooling.
- There are four types of vocabulary.
- words we understand when we hear them
- words we can read
- words we use in speech
- Idea
- words we use in writing
- Idea
- Word families are used to know the size of someone's vocabulary.
- There are different levels of word knowledge.
- Understanding the levels of word knowledge is different when applied to those learning English as a second language.
- Idea
- There is research on how many words are in a student's reading vocabulary.
- Approximate average reading vocabulary size of native English speakers
- 3rd Graders:10,000 words
- 12th Graders: 40,000 words
- This research shows the huge amount of word learning English learners are faced with.
- There are too many words to teach them all directly.
- High frequency words can be taught directly so learners can know these words as soon as possible in order to start participating in the language.
- Growth rates of English learners are similar to (and may surpass) growth rates of native English speakers.
- However, the gap takes time to fill since they started years behind.
- Idea
- Second language vocabulary acquisition involves the roles of the individual, home, family, and instructional context.
- First language acquisition plays a role in English vocabulary learning.
- Proficiency in native language can help students in second language acquisition
- Language systems of people who speak multiple languages are highly connected.
- Using cognates from the native language to learn English can be helpful.
- Socioeconomic status can play a role in English learning.
- Overall, children of lower SES tend to perform less well than children of higher SES.
- Many children learning English come from lower SES households and have less developed oral language.
- These SES factors can be mitigated with shared book reading.
- Family interactions play a role in English learning.
- Families who prefer to use English at home tend to have larger English vocabularies, while families who prefer to use Spanish at home tend to have larger Spanish vocabularies.
- However, the nature of interactions at home and at school has influence as well.
- Vocabulary learning instruction in the classroom plays a role in English learning.
- Vocabulary instruction is much more common in language arts classrooms than any other classrooms.
- Vocabulary instruction varies from classroom to classroom, but overall seems to be lacking according to research.
- There is research on effective vocabulary instruction.
- Language is mainly acquired through listening, talking, and reading. Therefore, teachers need to immerse students in language-rich environments.
- Shared book reading can be an effective strategy.
- The adult reads to the child and occasionally stops to discuss words and other aspects of what was read.
- Research shows that this method is effective for older learners, not just young children.
- This strategy improves comprehension and oral proficiency.
- Independent reading can be an effective strategy.
- Independent reading exposes the learner to extensive vocabulary that might not be available in spoken language alone.
- This incidental learning strategy may only give learners partial vocabulary mastery rather than full vocabulary mastery.
- Structured support during independent reading can support mastery.
- Learners would need to be exposed to a word 8-10 times to have a reasonable chance of acquiring receptive knowledge.
- When giving students texts to read on their own, it's important that they can read it with accuracy, fluency, and good comprehension.
- Educational television shows can be a source of language learning.
- English learners who had some proficiency in English had language benefits from watching television.
- Television can provide a rich language experience for children to learn from.
- Other types of digital media can have similar results.
- Individual word instruction can be an effective method for teaching English when used together with other methods.
- This strategy is particularly helpful when it uses information related to the definition of words as well as contextual information.
- Activities can be used to develop context for the targeted vocabulary to help acquisition.
- Lesson objective
- Picture cards
- Discussion during daily shared reading
- Using glossaries and context maps
- Activating prior knowledge and comparing/contrasting word meanings is helpful when using this strategy.
- Semantic mapping encourages comprehension.
- There are many direct language instruction strategies that include information on context and definition.
- Using authentic children's literature or expository texts
- Using student-friendly definitions of target words
- Questioning and prompting to encourage critical thinking of word meanings
- Examples of contexts where words can be used
- Acting out word meanings
- Visual aids
- Encouragement to pronounce, spell, and write about words
- Comparing and contrasting words
- Repetition and reinforcement
- Listening for word meanings as text is read aloud
- There are three word-learning strategies that are important for English learners to know since they have many words to learn.
- Context Clues
- Most vocabulary is learned from context, and research shows that the process of learning through context can be taught.
- There are five types of instruction of context clues.
- Instruction centering on one or more context-type clues
- Instruction in which students complete fill-in-the-blank texts
- Instruction focused on developing strategies to infer word meaning
- Instruction directed at helping develop schema to create a definition
- Instruction involving practice without specific guidelines to infer meaning
- Teachers can read books, discuss sections of what was read, and use think-aloud modeling to show how context can be used to infer meaning.
- There may be problems with inferring meaning from context.
- It is important for students to verify the inferences that they make from context.
- If a text is too difficult for a student to understand the context, it is unlikely that they will be able to infer any word meaning.
- Word Parts
- There are specific word elements that can be taught.
- Inflections
- Inflections modify a base word by changing grammatical features.
- Inflections do not change the part of speech or basic meaning.
- Derivational suffixes
- Derivational suffixes modify a base word by changing grammatical features.
- Derivational suffixes modify root words to change the part of speech.
- Prefixes
- Prefixes are attached to the beginnings of words and change the word's meaning.
- Latin and Greek roots
- Latin and Greek roots are non-English words that are used as parts of English words.
- Results from studies about teaching word parts have generally been good.
- One strategy involves teaching the meanings of prefixes, roots, and suffixes.
- One strategy involves using cards containing prefixes, roots, and suffixes to make words.
- It is helpful to teach morphology in relation to cognate instruction.
- Using the Dictionary
- Dictionary definitions are decontextualized, so using the dictionary is not the most effective instructional strategy.
- This is true for students using the dictionary in their native language as well as second language learners.
- Newer dictionaries may have user-friendly second language definitions and examples of target words in sentences to clarify meaning.
- Using cognates has been shown to be an important strategy for English learners whose first language has English cognates.
- Many English words that are cognates with Spanish are high-frequency Spanish words, but low frequency English words.
- While cognate knowledge is usually helpful, the wrong meaning may be inferred.
- Some words have false cognates.
- Some words share meanings, but not the meaning required in the given context.
- Word consciousness is a metacognitive strategy that involves interest in and awareness of words.
- Word awareness fosters and appreciation of the power of words and understanding why words are used at certain times.
- There is little research on word consciousness since it is a new concept.
- Word consciousness is related to motivation to learn a language, which is related to language acquisition.
- The Gift of Words project focused on words in reading, writing, and discussion and results showed that is was effective in supporting students' awareness of and interest in words.
- Grammar was the major focus of second-language instruction, but now the importance of vocabulary is known.
- Many language learners are proficient in their first language, which can be used to support second language acquisition.
- There are strategies that use the first language to instruct the second language.
- Previewing and reviewing readings in the student's first language
- Teaching vocabulary in the student's first language before teaching it in the second
- Having instructional conversations that allow some interpretation in the first language
- Using bilingual glossaries
- Providing instruction in using cognates
- It is critical for English learners to develop basic oral and reading vocabulary.
- This will help them learn from context.
- Repetition and reinforcement of vocabulary is important for strengthening learning.
- This is especially important for English learners since they may have less exposure to English outside of school compared to native English speakers.
- Words should be recycled in multiple learning activities to ensure there is guided and varied repetition.
- Teachers can scaffold vocabulary instruction to extend academic skills.
- Guides can be used to explicitly address concepts in text that might confuse second language learners.
- Idea
- Students can act out the meanings of words and use visual aids.
- Student-teacher interaction when reading can make texts more comprehensible.
- Vocabulary instruction should be differentiated due to the many individual factors involved in learning a second language.
- Instruction can be differentiated in various ways.
- Build on proficiency and literacy in the first language
- Consider levels of English proficiency as well as literacy in the first language
- Accommodate the needs of older learners who are new to the U.S.
- Idea
- Take into account differences in ability and learning rates
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