FOR ELT EDUCATORS

1. Classroom resources of
words and
texts,dictionary
corpora
İNÖ 530 TEACHING SKILLS IN ELT 2
FERHAT KARANFİL

2.  Classroom sources of words
 ‘Knowing a word is more than knowing its meaning’Nation(1990)
TEN FACETS OF KNOWING A WORD
1-Collacations and partners 2-pronounciation 3-register
4-Appropriateness 5-Spelling 6-Meaning(s) 7-part of speech
8-Connotation 9-Frequency 10-»Associations « with other words
ARE THE WORDS LEARNED INTENTIONALLY OR
INCIDENTALLY??

3. VOCABULARY LISTS:economical way of gathering vocabulary in
random or alphabetic order with L1 or L2 explanations
Serial effect:words in a list triggers another word.EX. quite or quite

4. COURSEBOOK
What factors effect the choice of vocabulary
in a coursebook?
1-Usefelness:core words rather than non-core words
Lisiantus –fresia-flower superordinates have priority
2-Frequency:Most frequent words express the most frequent
meanings
3-Learnibility:conganates (telephone,music,camera)
Visit ENGLISH PROFILE website to check ıf your lexis learnable
for your CEFR level

5. Words match with different meanings with CEFR levels

6. Segrated vocabulary activities under a hyponymy in lexical sets tend
to be stored in mind longer.Using affixation ,compounds and word
formation are ways of presenting vocabulary in coursebooks.

7. Integrated text based vocabulary activities provides better
retention.Pre-teaching some vocabulary or text-based
discussion trigger recall of known words and create need for
learning new,theme-related words

8.  Coursebooks also provides input for learning ‘metalanguage’ which is the language
used to talk about language such as adjectives;nouns,prepositions
 Coursebooks also teach functional (process) language such as,
inviting,refusing,apologising,complaninig etc..
 VOCABULARY BOOKS
 They are designed for specific needs such as business or technical English.
 Semantically organized vocabulary books can be a good learning aid.They don’t teach English
but they test knowledge.
 Teacher should be careful about cognitive and affective depth of the books.

9. 4-TEACHER:The instructions of the teacher;Is
that clear? Whose turn is it? Any volunteer?
B-Interpersonal use of teacher’s
language:whoops,awesome,nice shoes,how are things?
C-The stories and anectodes teacher tells
5-OTHER PEERS:students remember many more words
raised by others about related topics than coursebook
or teacher.Teachers can have a wordbox or bag about
previous topic,use some parts of the board for pop up
words,designate group secretaries to record salient
words during groupwork or presentations.

10.  Superman is a direct result of writer and co-creator Jerry Siegel=s inability to get girls
when he was a young man. AAs a high school student,@ he once explained, AI had
crushes on several attractive girls who either didn=t know I existed or didn=t care I
existed. It occurred to me: What if I was real terrific? What if I had something special
going for me, like jumping over buildings or throwing cars around? Then maybe they
would notice me.@
 Siegel and Joe Shuster, the other creator, named their character after movie actors
Clark Gable and Kent Taylor, and named his hometown after the Fritz Lang science
fiction movie Metropolis. Lois Lane was inspired by a woman named Lois Amster, whom
Shuster had a crash on when he was in school.
 Superman never married Lois Lane -but Shuster, who modelled Clark Kent after
himself, eventually married Joanne Carter, the woman he had hired to model for Lois
Lane.
 SHORT TEXTS:intensive grammatical and lexical study
chance,good preperation for independent reading and listening,
Production models for speaking and writing.
.authentic lexical chains on the same topic
. Awaraness of different genres.
Spoken discourse:Well,anyway,I mean to show the direction of
a talk.
TAGS:to qualify what has been said or elicit learners’ involvement
prosadic features:stress and intonation.

11.  READERS:extensive reading provides the oppurtunity to
encounter many words.6+.Student should choose their book and
read at their own pace I-1
 NARROW READING:reading around the same topic over the
course a number texts.
 DICTIONARIES:bilingual:easy to undertand,minimally interrupts
reading,useful for production.
 Monolingual:explaning new words with new words
 A sweet fruit has small seeds inside eaten dried.
 THESAURUS:not alphabetically but according to a shared or
similar meanings.
 PICTURE DICTİONARY:thematically organised,same lexical
field,limited things can be illustrated.young learners.
Dictionaries teach about collacations,word formation,odd one
out,dictionary corners,negative and positive connatations and
spidergrams.

12. CORPUS(plural corpora):a collection of texts
has been assembled for the purpose of language study

13. Builds students’ confidence in written production.

14. Students can learn about different genres,use target word
with NODES to find about collacations,key word in
context,frequency.

15. For your patience!

16. Spidergram for kpds students.

17.  http://esl.fis.edu/vocab/index.htm
 http://www.er.uqam.ca/nobel/r21270/levels/
 http://www.victoria.ac.nz/lals/
 http://dictionary.reference.com/
 http://www.englishpage.com/vocabulary/vocabulary.html
 http://www.eslpoint.com/
 http://www.vocabulary.co.il/
 http://www.linguarama.com/ps/392-7.htm
 http://www.robwaring.org/vocab/
 http://www.insightin.com/test/test.phtml
 http://www.wordfocus.com/vocabulary-resources.html
 http://www.wordsurfing.co.uk/
REFERANCES