Course Code: etv
You'll get acquainted with the different types and levels of vocabulary, and you'll see how to discover just what vocabulary your students need to learn. You'll also learn ways to teach the words you're students will most need to know and how to handle the words they won't run into so often. Then, discover how to create a well-balanced vocabulary course by balancing four strands: (1) meaning-focused input (listening and reading), (2) meaning-focused output (speaking and writing), (3) language-focused (or deliberate) learning, and (4) fluency development.
Learn two essential parts to the first strand of meaning-focused input: extensive reading and extensive listening. Then, look at some of the how-tos connected with the second strand: meaning-focused output.
In this lesson, we're going to look at some activities you can use with deliberate, or language-focused, learning to help your students learn single words and multi-word units (like idioms and figures of speech). Then, look at the strand that helps students be able to confidently use what they've learned: fluency. You'll see why it's so important to give 25% of your class time to fluency development and how you can do it with interesting and challenging listening, speaking, reading, and writing activities.
Explore four of the most useful strategies to help your students learn low-frequency vocabulary words: guessing from context, using word cards, analyzing word parts, and using the dictionary. Then, learn how to prepare your learners for high school or college by equipping them with two vital levels of vocabulary: academic and technical.
Learn how you can tell if your vocabulary activities are working well and how to improve them for maximum effectiveness. Then, explore some of the ways you can help your second-language learners cope with the vocabulary they'll be meeting in different content areas.
Learn the most effective ways to test your students’ vocabulary knowledge. And finally, we're going to explore a model that will help you in the course design process and how and why you should evaluate your course’s effectiveness.
Paul Nation is Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning. Paul's latest books include Focus on Vocabulary (2007) from NCELTR/Macquarie, Teaching Vocabulary: Strategies and Techniques (2008) from Heinle Cengage Learning, Teaching ESL/EFL Listening and Speaking with Jonathan Newton (2009) from Routledge, and Teaching ESL/EFL Reading and Writing (2009), also from Routledge.
Kieran File will be your facilitator in the Discussion Areas. He has taught English in ESL and EFL contexts in Australia, Japan, Vietnam and New Zealand. He has a real interest in vocabulary learning and teaching.
There are no prerequisites for this course.
A new session of each course opens each month, allowing you to enroll whenever your busy schedule permits!
Once a session starts, two lessons will be released each week, for the six-week duration of your course. You will have access to all previously released lessons until the course ends.
Keep in mind that the interactive discussion area for each lesson automatically closes 2 weeks after each lesson is released, so you’re encouraged to complete each lesson within two weeks of its release.
The Final Exam will be released on the same day as the last lesson. Once the Final Exam has been released, you will have 2 weeks plus 10 days to complete the Final and finish any remaining lessons in your course. No further extensions can be provided beyond these 10 days.