Research-based Principles of Vocabulary Teaching Norbert Schmitt

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Research-based Principles of Vocabulary Teaching Norbert Schmitt

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Title: Research-based Principles of Vocabulary Teaching Norbert Schmitt

1
Research-based Principles of Vocabulary
TeachingNorbert Schmitt
2
Importance of Vocabulary

How important is vocabulary in first and second
language use?

? ? ?
3
Importance of Vocabulary

How important is vocabulary in first and second
language use?

?
4
Vocabulary Size

How large a vocabulary size do you need to
function in English?
a. 2,000 word families
b. 4,000 word families
c. 6,000 word families
d. 8,000 word families
e. 10,000 word families
f. 10,000

5
Vocabulary Size

How large a vocabulary size do you need to
function in English?
It Depends!

6
Vocabulary Size(Word families)

Daily conversation
2,000 - 3,000 (minimum size which enables
basic communication)
5,000 - 7,000 (size which enables conversation
on a wide range of topics)
Read authentic texts
3,000 - 5,000 (begin to read a range of
authentic
texts
8,000 - 9,000 (size which enables reading
on a wide range of topics)

7
High / Low frequency Vocabulary

Hi-frequency Everything else
Low-frequency vocabulary?
vocabulary
TEACH DISREGARD
2,000 word families everything else

8
Mid-frequency Vocabulary (Schmitt Schmitt,
2012)

3,000 3,000 9,000
9,000
Hi-frequency Mid-frequency
Low-frequency
vocabulary vocabulary
vocabulary

9
High / Mid / Low frequency Vocabulary

3,000 3,000 9,000
9,000
Hi-frequency Mid-frequency
Low-frequency
vocabulary vocabulary
vocabulary
TEACH ADDRESS IN SOME WAY STRATEGIES

Where do these size requirement estimates come
from anyway?

Fat City (95 coverage)
In December, to the delight of many __________
and the ______ of many doughnut lovers, the New
York City Board of Health voted to ban artificial
trans fats from restaurants, school cafeterias,
pushcarts, and almost every other food-service
establishment it oversees, which includes most
everything except hospitals. Trans fats dont
occur naturally in the things people like but
feel guilty eating, or at least not at high
levels (there are small proportions in the fat in
meat and dairy products). But artificial ones are
plentiful in commercial foods, because they are
easy to use, cheaper than natural fats, and keep
practically forever. Trans fats are made by
pumping _______ gas into liquid fats usually in
the presence of _____ so that they will remain
solid at room temperature, like butter and ___
and they have the same wonderful properties in
pie crusts, cookies, and cakes. Crisco, still
_____ for solid shortening made by partial
___________ (of cottonseed oil), soon became the
______ choice for pie crust and fried chicken,
making pastry almost as flaky and skin almost as
crisp as ___ does.

Fat City (95 coverage)
In December, to the delight of many
cardiologists and the dismay of many doughnut
lovers, the New York City Board of Health voted
to ban artificial trans fats from restaurants,
school cafeterias, pushcarts, and almost every
other food-service establishment it oversees,
which includes most everything except hospitals.
Trans fats dont occur naturally in the things
people like but feel guilty eating, or at least
not at high levels (there are small proportions
in the fat in meat and dairy products). But
artificial ones are plentiful in commercial
foods, because they are easy to use, cheaper than
natural fats, and keep practically forever. Trans
fats are made by pumping hydrogen gas into liquid
fats usually in the presence of nickel so that
they will remain solid at room temperature, like
butter and lard and they have the same wonderful
properties in pie crusts, cookies, and cakes.
Crisco, still generic for solid shortening made
by partial hydrogenation (of cottonseed oil),
soon became the sanitary choice for pie crust
and fried chicken, making pastry almost as flaky
and skin almost as crisp as lard does.

The Truth About Beauty (98 coverage)
Cosmetics makers have always sold hope in a
jar creams and ______ that promise youth,
beauty, sex appeal, and even love for the women
who use them. Over the last few years, the
marketers at Dove have added some
new-and-improved __________. Theyre now
promising self-esteem and cultural
transformation. Doves Campaign for Real
Beauty, declares a press release, is a global
effort that is intended to serve as a starting
point for societal change and act as a ______ for
widening the definition and discussion of
beauty. Along with its thigh-firming creams,
self-tanners, and hair conditioners, Dove is
peddling the crowd-pleasing notions that beauty
is a media creation, that recognizing plural
forms of beauty is the same as declaring every
woman beautiful, and that self-esteem means
ignoring imperfections.

The Truth About Beauty (98 coverage)
Cosmetics makers have always sold hope in a
jar creams and potions that promise youth,
beauty, sex appeal, and even love for the women
who use them. Over the last few years, the
marketers at Dove have added some
new-and-improved enticements. Theyre now
promising self-esteem and cultural
transformation. Doves Campaign for Real
Beauty, declares a press release, is a global
effort that is intended to serve as a starting
point for societal change and act as a catalyst
for widening the definition and discussion of
beauty. Along with its thigh-firming creams,
self-tanners, and hair conditioners, Dove is
peddling the crowd-pleasing notions that beauty
is a media creation, that recognizing plural
forms of beauty is the same as declaring every
woman beautiful, and that self-esteem means
ignoring imperfections.

15
Coverage ? Size Requirement

98-99 ? 8,000-9,000 word families for reading

16
Schmitt, Jiang, and Grabe (2011)
17
Vocabulary Coverage vs. Listening Comprehension
(van Zeeland Schmitt, 2013)
18
Coverage ? Size Requirement

95 ? 2,000-3,000 word families for listening to
spoken narratives

19
English Vocabulary Size of Foreign
Learners(Laufer, 2000)

Vocabulary Hours of
Size Instruction
Japan EFL University 2,000-2,300 800-1,200
China English majors 4,000 1,800-2,400
Indonesia EFL University 1,220 900
Oman EFL University 2,000 1,350
Israel High school graduates 3,500
1,500
France High school 1,000 400
Greece Age 15, high school 1,680
660
Germany Age 15, high school 1,200
400

20
How to Address Such Large Amounts of Vocabulary?

Why not teach just the most content-ful words?
Technical Vocabulary
ESP vocabulary
Academic Support Vocabulary
e.g. Academic Word List (Coxhead, 2000)

20
21
Developing LSP Word Lists

Technical vocabulary is dependent for a full
appreciation of its meaning on the meaning of the
other terms in the cluster of which it is a
member.
(Godman and Payne, 1981 37,
in Coxhead and Nation, 2001)

22
An ESP Text (Wang, et al., 2008)

Technical Vocabulary only
wounds wound healing. wounds
wounds pressure ulcers leg ulcers.
wounds clinical Pressure
ulcers
ischemia necrosis hospitalized
mobility
Leg ulcers etiologies.
ulcers
dysfunction
backflow blood. blood
macromolecules dermis, nutrients

23
Medical AWL

Chronic wounds challenge wound healing.
wounds
involve area, incidence impacts.
chronic wounds pressure ulcers leg ulcers.
estimated
affect clinical annually.
ischemia necrosis,
hospitalized mobility impaired.
Leg ulcers
variety etiologies. Venous dysfunction
veins backflow venous blood.
Venous blood macromolecules dermis
barriers nutrients

24
A Complete Medical Text

Chronic wounds represent a different kind of
challenge for wound healing. These wounds do not
usually involve a large surface area, but they
have a high incidence in the general population
and thus have enormous medical and economic
impacts. The most common chronic wounds include
pressure ulcers and leg ulcers. In the United
States alone, these wounds are estimated to
affect more than 2 million people with total
clinical treatment costs as high as 1 billion
annually. Pressure ulcers, characterized by
tissue ischemia and necrosis, are common among
patients in long-term care settings, but patients
hospitalized for short-term care settings are
also at risk if mobility is impaired. Leg ulcers
can have a variety of etiologies. Venous ulcers
are the most common, often resulting from
dysfunction of valves in veins of the lower leg
that normally prevent the backflow of venous
blood. Venous congestion leads to leakage of
blood and macromolecules into the dermis, which
can act as physical barriers to diffusion of
oxygen and nutrients from the

25
Need Foundation Vocabulary

So academic and technical word lists are useful,
but cannot replace the need for learners to have
a solid foundation of high- and mid-frequency
vocabulary in place

26
How to Address Such Large Amounts of Vocabulary?

These are clearly large numbers of word families
to learn
Long-term goal
Most teachers do not have the time, expertise, or
opportunity to organize large amounts of
vocabulary over a period of time
Most will rely on textbooks to provide the
principled selection and instruction of
vocabulary

27
How to Address Such Large Amounts of Vocabulary?

A single textbook cannot do the job (even a
vocabulary textbook)
So are textbook series up to the task?

27
28
28
29
Chilean Case Study(Diaz Berrocal)

Ministry sets vocabulary targets for 8 years of
ELT schooling
Analyzed mandatory books for the 8 years
( 5th-12th grades)
Counted number of word families in books
Frequency analysis of those word families
How much recycling was there?

29
30
Ministry Vocabulary Targets

Comprehended New Learned
5th 250 250
6th 500 250
7th 800 300
8th 1,200 400
9th 1,500 300
10th 2,000 500
11th 2,500 500
12th 3,000 500

30
31
Textbook Vocabulary Load (without proper nouns)

Comprehended Textbooks
5th 250 1,086
6th 500 1,142
7th 800 1,479
8th 1,200 1,568
9th 1,500 2,027
10th 2,000 2,565
11th 2,500 2,557
12th 3,000 2,696

31
32
Textbook Vocabulary Load (without proper nouns)

Comprehended Textbooks
5th 250 1,086
6th 500 1,142
7th 800 1,479
8th 1,200 1,568
9th 1,500 2,027
10th 2,000 2,565
11th 2,500 2,557
12th 3,000 2,696

32
33
Textbook Vocabulary Load (without proper nouns)

Comprehended Textbooks
5th 250 1,086
6th 500 1,142
7th 800 1,479
8th 1,200 1,568
9th 1,500 2,027
10th 2,000 2,565
11th 2,500 2,557
12th 3,000 2,696

33
34
Frequency of Words in Textbooks

Shared with COCA 3000
Proper nouns
Without With
5th 67 83
6th 70 86
7th 68 83
8th 67 83
9th 62 82
10th 58 76
11th 60 77
12th 58 76

34
35
Frequency of Words in Textbooks

Shared with COCA 3000
Proper nouns
Without With All lt95
5th 67 83
6th 70 86
7th 68 83
8th 67 83
9th 62 82
10th 58 76
11th 60 77
12th 58 76

35
36
Recycling of 1st 3,000 Words

Former Texts New Text Recycled Recycled
5 6 632 46
56 7 833 47
567 8 1,053 56
5678 9 1,285 50
56789 10 1,575 50
56789 11 1,704 54
10
56789 12 1,807 54
1011

36
37
Chilean Case StudyConclusions

Textbooks do not match Ministry goals
No obvious approach to vocabulary selection or
recycling
Ministry gives size goals, not specific word
lists
Publishers given no guidance as to what words to
use
Different publishers do not liaise with each
other to build coherent program

37
38
Vocabulary Knowledge is a Complex Construct
39
What Does It Mean to Know A Word?

Form Spoken form
Written form
Word parts
Meaning Form and meaning
Concept and referents
Associations
Use Grammatical functions
Collocations
Constraints on use
(register, frequency)
(Nation, 2001 27)

39
40
Lexical Organization

Vocabulary size is not a feature of individual
words rather it is a characteristic of the test
takers entire vocabulary.
(Meara and Wolter, 2004 87)
Size is a feature of the overall lexicon

40
41
Lexical Organization

Nature of the Lexicon must be connected with
vocabulary knowledge
Better connected and more highly organized
lexicons should relate to more vocabulary
knowledge

41
42
Automaticity

Should also lead to faster speed of access and
use
Fluency

42
43
How to Facilitate this Complex Learning for
Large Numbers of Words?

Incidental Learning
Explicit Intentional Learning

43
44
Incidental Learning

Many practitioners believe that all necessary
vocabulary can be learned incidentally simply by
being exposed to, and by using, language

44
45
Incidental learning does occur in L2 (Reading)

Do Things Fall Apart? (Pellicer-Sánchez and
Schmitt, 2010)
Nigerian language Ibo
Spelling recognition (2-4)16 (10-17) 85
Word class recall (2-4)7 (10-17) 54
Meaning recognition (2-4)33 (10-17) 80
Meaning recall (2-4)5 (10-17) 48

45
46
Incidental learning does occur in L2 (Listening)

(Van Zeeland Schmitt, 2013)

46
47
Problem Incidental learning is limited by
amount of exposure

It takes at least 8-10 reading exposures to
develop an initial form-meaning link and more for
meaning recall knowledge (even more for
listening)
Other word knowledge types (e.g. collocation,
register, derivative forms) will likely take many
more exposures
Most L2 learners do not read enough to ensure
this number of repetitions (Cobb, 2007)
SO incidental learning is useful, but not
sufficient

47
48
Intentional learning

Virtually all research shows that intentional
learning with an explicit focus on the target
linguistic features results in learning that is
Stronger
More durable
More consistent among learners
Productive mastery seems to come mainly from
productive engagement

48
49
Is Knowledge of the Form-Meaning Link Enough?

Learning a word might require more than just
learning its meaning and form
For receptive use, perhaps a meaning-recall level
of mastery might suffice
See/hear word form and retrieve/recall meaning
All of the other contextual word knowledge
aspects are already in the discourse/text

49
50
Various Kinds of Word Knowledge are Learned
Differently

But for productive use, learners have a concept
in their head, but must produce the appropriate
lexical form
This requires most (all?) of the contextual
kinds of word knowledge
These contextual aspects (e.g. collocation,
connotation, register constraints) are more
difficult to teach, and probably require large
amounts of exposure to acquire incidentally

50
51
Different Types of Exposure and Learning

Explicit Intentional Learning
Can focus on most useful (frequent) words
Stronger learning
Mainly useful for teachable word knowledge
aspects like form-meaning, word class, affixes
Hard to cover enough words
Hard to build in enough recycling

51
52
Different Types of Exposure and Learning

Incidental Learning
Get exposure to a wide variety of words
A way to get more recycling
Provides context for learning contextual types
of word knowledge
Incidental learning is useful, but the uptake is
slow and inconsistent

52
53
Different Types of Exposure and Learning

Intentional and incidental learning are
complementary
They add different things to vocabulary knowledge
They need to be combined in any principled
vocabulary program

53
54
Formulaic Language

All of my discussion up until now discusses
single words, lemmas, or families
There is a large amount of lexical patterning in
language
Formulaic language needs to be brought into the
discussion of vocabulary use, acquisition, and
pedagogy

54
55
What is Formulaic Language?

Recurrent multi-word lexical items that have a
single meaning or function (Schmitt, 2010)
It is a umbrella cover term for a number of
formulaic categories
Idioms
Collocations
Phrasal verbs
Lexical bundles
Lexical phrases
Phrasal expressions
etc

56
Learner Use of Formulaic Language

Learners dont use many idioms
Learners do use many high-frequency collocations
(nice day)
Learners dont use many lower-frequency but
tightly-bound collocations (preconceived notions)

57
Learner Use of Formulaic Language

But learners often do not use the collocations
that they know very appropriately
Inappropriate collocations is a leading problem
in learner language
Learners often use words with their correct
meanings, but do not understand the correct
context of use (collocation, register, frequency)

58
Learner Use of Formulaic Language

Learners consistently overestimate their
comprehension of reading texts that contain
formulaic sequences that they either fail to
identify or misunderstand, even at high levels of
proficiency
(Martinez and Murphy, 2011)

59
Learner Acquisition of Formulaic Language

Boers Lindstromberg (ARAL 2012) reviewed
acquisition research
Learning from exposure requires repetition
(frequency)
Intentional learning produced better results
Raising awareness of formulaic language is not a
powerful accelerator of learning
Knowing the component words makes learning a
formulaic sequence easier
Providing learning strategies (dictionaries,
concordance lines) produced mixed results

60
Pedagogical Implications

Meunier review (ARAL, 2012)
If formulaic sequences are so important
They need to be included in teaching syllabuses
and materials
We cant assume they will just be learned from
exposure
They need to incorporated into language tests to
a greater extent

61
Pedagogical Implications

But what formulaic sequences?
In order to incorporate formulaic sequences into
their teaching and testing, most practitioners
need a list of formulaic sequences to address
But what criteria to use?

62
Formulaic Framework (Martinez, 2013)