1. ELL353 Welcome to Week #3 Dr. Holly Wilson

2. This Week’s Assignments 1. Readings 2. Discussion #1: Teaching Vocabulary 3. Discussion #2: Vocabulary Lesson 4. Week Three Quiz 5. Journal: Vocabulary Learning

3. This Week’s Core Concepts 1. Receptive Vocabulary 2. Productive Vocabulary 3. Content Words 4. Function Words 5. High-Frequency Words 6.Low-Frequency Words 7. Form, Meaning, Function 8. Cognates 9. Idioms 10. Collocations

4. Krashen’s and Folse’s Approaches to Teaching Vocabulary The differences between Stephen Krashen’s and Keith Folse’s approaches to teaching vocabulary are similar to the differences between implicit instruction and explicit instruction. As with most dichotomies in teaching approaches, it is good to find a balanced approach that is appropriate for the specific student population being taught.

5. Krashen’s and Folse’s Approaches to Teaching Vocabulary The Similarities Krashen (1987) believes that vocabulary is more important than grammar for comprehending language, and that a knowledge of vocabulary is what makes language input comprehensible. Folse (2004) also believes that vocabulary knowledge is key to communication. He points out that it is key to being able to read because in order to understand a text, the reader must understand between 95% to 98% of the vocabulary. He also believes that a lack of vocabulary development is the major factor that keeps ELLs from being good readers.

6. Krashen’s and Folse’s Approaches to Teaching Vocabulary The Similarities Krashen (2013) believes that vocabulary must be learned in context, such as in dialogues, stories and texts. Folse (2004) believes that one effective way to teach vocabulary is to teach it in thematic sets, like going to the beach, or a birthday party, which contextualizes its use.

7. Krashen’s and Folse’s Approaches to Teaching Vocabulary The Differences Krashen (2013) believes that the direct instruction of vocabulary does not lead to acquisition. He believes in the incidental learning of vocabulary. Folse (2004) believes that English language learners need direct instruction because having to acquire it from context is too difficult and can lead to the misunderstanding of words.

8. Krashen’s and Folse’s Approaches to Teaching Vocabulary The Differences Krashen (2013) believes that learners need multiple exposures to vocabulary to acquire it. Folse (2004) believes that learners need multiple opportunities to produce vocabulary to acquire it.

9. Krashen’s and Folse’s Approaches to Teaching Vocabulary Krashen’s Approach According to Krashen’s (1987) Monitor Theory, second language learners acquire a second language through the unconscious processing of comprehensible input. Krashen (1987) extends this view to the acquisition of vocabulary to propose that vocabulary is acquired from exposure to words as they occur naturally in oral and written speech.

10. Krashen’s and Folse’s Approaches to Teaching Vocabulary Krashen’s Approach Krashen (2013) believes that vocabulary should not be taught be direct instruction because it will not lead to acquisition. Krashen (2013) points out that direct instruction cannot deal with the size and complexity of vocabulary learning. Krashen (2013) also believes that pragmatic complexity cannot be taught directly.

11. Krashen’s and Folse’s Approaches to Teaching Vocabulary Krashen’s Approach Krashen (2013) cites Krashen (2004), who found that subjects who read passages that contained unfamiliar words showed clear evidence of increasing their knowledge of those words. Krashen (2013) also cites Mason and Krashen (2004), who demonstrated that listening to stories was more effective in developing vocabulary than vocabulary exercises.

12. Krashen’s and Folse’s Approaches to Teaching Vocabulary Krashen’s Approach Strategies Krashen (2013) supports Sustained Silent Reading ( SSR ), in which students are given some time each day to do self-selected reading with minimal or no accountability. Krashen (2013) supports the use of storytelling and storybooks as rich sources of vocabulary.

13. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Folse (2004) believes that English language learners need direct instruction of vocabulary because to help fill the gap between their vocabulary knowledge and that of native speakers, as that this gap is the main reason that ELLs have problems reading. Folse (2004) believes that communicative approaches, like those supported by Krashen, are effective for ELLs that already have a wide vocabulary, but not for lower-level learners.

14. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Folse (2004) believes that ELLs don’t always have enough clues to guess the meanings of unknown words from context because they may also not know the meanings of other words surrounding them. Folse (2004) cites Hulstijn (1992), who showed that guessing the meanings of words is a very complex process, and that ELLs often arrive at incorrect meanings when guessing the meanings of words from context.

15. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Folse (2004) believes that ELLs need many opportunities for “forced retrievals” of vocabulary to master it. “Forced retrievals” mean that students have to access a word from their memory and produce it. Therefore, according to Folse (2004), students need activities that require the repeated production of vocabulary.

16. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Strategies Folse (2004) supports the use of vocabulary lists, but not as the only means to learning vocabulary. He says that vocabulary lists should be simple and that they teacher should not just give the list to students but make the presentation interesting. Folse (2004) proposes that some translation of words into learners’ first languages can be effective when learners cannot understand the meaning from context or definitions in English.

17. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Strategies Related to translation, Folse (2004) believes that students should be able to use bilingual dictionaries, which are discouraged in communicative approaches that advocate avoiding use of the first language. Folse (2004) recommends not presenting vocabulary in semantic sets, like kinship terms and animals, because they can confuse students, but rather in thematic sets, like going to the beach, or a birthday party, which contextualize their meaning and use.

18. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Strategies Folse (2004) recommends that students maintain their own vocabulary notebook in which they write the definitions of words they need to learn, review them now and then, eliminate words they have learned, and add new words as they encounter them. Folse (2004) believes that simple vocabulary activities are more effective, like multiple choice tests, than more time-consuming tasks, like writing original sentences with new words. Also, activities should include both oral and written language.

19. Krashen’s and Folse’s Approaches to Teaching Vocabulary Folse’s Approach Strategies Folse (2004) recommends the use of vocabulary software and internet resources because they can also provide opportunities for multiple “forced retrievals” of vocabulary.

20. Krashen’s and Folse’s Approaches to Teaching Vocabulary The best strategy for designing vocabulary instruction is to maximize the benefits of both approaches in a balanced approach. English language learners need direct instruction using various methods to catch up with their native speaking peers so they can learn grade-level content. English language learners need ample time for free reading in which they focus on meaning and which will reinforce their vocabulary development.

21. Krashen’s and Folse’s Approaches to Teaching Vocabulary References Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press. Hulstijn, J. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. Arnoud & H. Bejoint (Eds.). Vocabulary and applied linguistics (pp. 113-125). London: Macmillan Academic and Professional Limited. Krashen, S. (1987). Principles and practice in second language acquisition. New York, NY: Prentice-Hall International. Krashen, S. (2013). Reading and vocabulary acquisition: Supporting evidence and some objections. Iranian Journal of Language Teaching Research, 1(1): 27-43. Mason, B., & Krashen, S. (2004). Is form-focused vocabulary instruction worthwhile? RELC Journal, 35(2): 179-185.

22. Hope You Enjoy This Week’s Content and Activities!!