Term
| What does TOPRA stand for? |
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Definition
| type of processing resource allocation (Barcroft, 2009) |
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Term
| What does Barcroft's model (TOPRA) state? |
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Definition
| TOPRA is an expansion of the levels of processing hypothesis (the depth with which words are processed determines how well they are retrieved). Essentially, learners learn what they focus on. |
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Term
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Definition
| Thoughtful processing of the semantic aspect of a word does not mean that the learners will also be focusing on (and learning) form as well. |
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Term
| What types of vocabulary learning activities are the best? |
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Definition
Need
-Task is teacher imposed = 1 (moderate)
-Task is self-imposed = 2 (strong)
Search
-Cognitive
-Can be absent (0), moderate (1) or strong (2)
-Involves finding L2 word meaning or needed L2 form
E.g. through dictionary look up
Evaluation
-Cognitive
-Can be absent, moderate or strong
-Involves:
1. Comparing to other words
2. Selecting appropriate sense of a word
3. Assessing whether a word fits in a context
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Term
| What is the Invovement Load Hypothesis? |
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Definition
| The more deeply and thoughtfully something is processed, the more likely it is to be retained |
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Term
| Nation and Web (2011) proposed their own checklist for involvement load : |
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Definition
Technique Feature Analysis
Has 18 categories instead of 3 (e.g. awareness, negotiation, repetition, etc.)
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Term
| What conditions help vocabulary learning? |
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Definition
1. Motivation
2. Noticing -
decontextualisation: removed from its message context to be focused on as a language item
3. Retrieval
4. Creative Use
5. Retention -
instantiation: involves recalling or experiencing a particular instance or example of the meaning of a word (Anderson et al., 1978) |
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Term
What is the What is it? technique?
(Nation, 1978) |
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Definition
The teacher gradually communicates the meaning of the word by using it in context. If the learners think they know the meaning, they raise their hands.
Example: Some materials are very kofe. Other materials are not kofe.”
*Good for becoming familiar with the spoken form of the word and linking it to its meaning |
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Term
| How should teachers "do" direct vocabulary teaching? |
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Definition
1. Quick explanation or rich instruction
2. Using actions, objects, pictures, or diagrams
3. Translation
4. Definitions in the L2
formal definitions, semi-formal definitions, and substitutions
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Term
How can we explain words to students?
What should we keep in mind? |
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Definition
Clear, simple, and brief
Generalizable meaning
Repetition
Work with definitions
Consider learning burden and aspect
Make words memorable
Avoid interference |
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Term
| In intensive readings, how can we deal with high frequency words? |
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Definition
Pre-teaching
Use a glossary
Use the words in an exercise following the text
Use context to guess
Use a dictionary
Break the word into parts
Address range of meanings and collocations |
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Term
| In intensive readings, how can we deal with low frequency words? |
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Definition
Simplify by replacing unknown words
Quickly give the meaning: translation, synonym, description, picture, gestures, etc.
Do nothing
Use context to guess *
Dictionary *
Break the word into parts *
**these are strategies you can use for high frequency words as well. It's up to the teacher's judgement of how important/unimportant a word will be. For example, even if a word is "low frequency", it may still merit a bit more attention if it will be important for the theme of the class. |
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Term
What are the 3 main aspects of vocabulary and their subcategories?
(p.132) |
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Definition
1) Form
- spoken form (ability to recognize words when heard and pronounce them correctly)
- written form (learning patterns and rules)
- word parts (make use of word families and contribute to remembering new complex words)
2) Meaning
- form-meaning connection (ability to connect a particular form to a particular meaning)
- concept and reference (understanding the underlying meaning and knowing/understanding the range of uses)
- associations (ex. synonyms, opposites, headword, etc)
3) Use
- grammar (how the word is used)
- collocates (what other words can/does this word typically appear with)
- constraints on use (ex. formal/informal, polite/impolite, child language/adult language, gender usage, style, spoken/written)
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Term
| What is "rich instruction"? |
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Definition
| Giving attention to multiple aspects of a word. |
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Term
| What are the important criteria for activities aimed to develop learners' fluency? |
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Definition
Working with easy materials and familiar language
Time limits to encourage speed
Using a large volume of language
Message-focused activities |
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Term
| What are some of the advantages to computer assisted learning? |
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Definition
Access to frequency lists which can target useful language
Fast and easy access to programs and resources
Contact with other learners
Multimedia resources
Feedback
Monitor and control conditions
Save work
Adaptable
Motivational and engaging |
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