Group E: Erin, Jack, Cloud
 Introduction
- Why teaching Vocabulary
- Incidental learning & Explicit instruction
- Selecting words for instruction
- Effective Vocabulary Building Techniques
- Examples of vocabulary instruction
 Experimental
research
- Related studies in Taiwan
- Teachers’ Beliefs and Classroom Practices
 Activities
 Vocabulary:
background knowledge,
express our ideas,
communicate effectively,
learn about new concepts.
 Word
knowledge is highly related to comprehension
unknown words
= difficulty comprehending the ideas in texts
Baumann, Kame’enui & Ash (2003)
 Reading
comprehension depends on a person
already knowing between
90-95 %
of the words
in a text
Hirsch(2003)
 Voc.
Instruction is important for
(1) Ss with limited or no knowledge of English.
(2) Ss who do not read outside of school.
(3) Ss with reading and learning disabilities.
Sedita (2005)
 National
Reading Panel (2000):
(1) no one best method for vocab. instruction
(2) should be taught both indirectly and directly

Indirectly instruction
= Implicit instruction
= Incidental instruction = Informal instruction
 Directly
instruction
= Explicit instruction
= Attentional instruction= Formal instruction
 Implicit
instruction:
1. extensive reading
‧incidental word learning
‧multiple exposures to words
‧experience words in meaningful contexts
 Advantages:
1. understanding the depth of the word’s meaning
 Disadvantages:
1. slow process (Ss have a limited amount of time)
2. error-prone process (especially for low-level Ss)
3. guess the right meaning but not when tested
later (Parry, 1993)
4. no improvement in retention of voc.(Wit de-Boer, 1991)
5. smaller increases in word acquisition without
exercises (Wesche & Paribakht, 1994)
 Explicit
instruction:
‧teaching word structures (e.g., affixes, roots)
‧pre-teaching vocab. prior to reading
‧explaining meanings
‧ mapping relationship with other words
‧using various strategies
and so forth (will be introduced later)
 Advantages:
1. Very efficient means of acquiring vocabulary
(Nation, 1995; Meara, 1995)
 Disadvantages:
1. Only can provide limited elements of lexical
knowledge
2. collocation, register constraints, and frequency can
only be fully grasped via numerous exposures
 Before
 Read
instruction, preview the text.
the passage and identify vocabulary words
you think students will find unfamiliar.
 Select
words that are important to understanding
the text.
 List
words you predict will be challenging for your
students
 Determine
which words are adequately
defined in the text.
 Consider
students’ prior knowledge.
 Determine
the importance of the word.
 words
taught before students read include:
(1) Words that will be frequently encountered
in other texts and content areas.
(2) Words that are important to understanding
the main ideas.
(3) Words that are not a part of your students’
prior knowledge.
(4) Words unlikely to be learned independently
through the use of context and/or structural
analysis.
 Word
grouping
 Using
visual and concrete experiences
 Teaching
 Using
mnemonic strategies
dictionaries
 Extensive
reading and listening
 Word
grouping is a worthwhile study.
Hsia & Others(1995)
 Semantic
grouping V.S. Thematic grouping
Which one is better?
Page(2002)
A
strong need to relate concrete visual
experiences to vocabulary development
 Visual
methods for developing vocabulary
including using:
1. interactive video
2. student illustration of vocabulary
3. computer software packages
4. graphic organizers
Bazeli & Olle. (1995)
 Both
gifted and non-gifted students can
benefit from mnemonic strategy instruction
Scruggs and Others (1986)
 Keyword
 Semantic
method
mapping
 Dictionary
work is laborious but necessary, and
ESL college students should learn to use it.
Gonzalez (1999)
 Using
dictionaries can improve vocabulary
learning.
Stuart & Richard (1993)
 Students
should have exposure to authentic
listening and reading materials
Glisan(1988)
 To
build new vocabulary and enrich already
known vocabulary, extensive reading is needed.
Waring & Takaki (2003)