These are the two presentations I used as part of the training session with PGCE students at York University on October 28th 2016. Teachers in England and Wales might find them useful for their own presentations.
I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.
1. Background
The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as communicative language teaching.
(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…
1. Background
The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as communicative language teaching.
(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…
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