Vocabulary learning is an important and indispensable part of any language learning process. The author of this thesis focuses on effective vocabulary teaching strategies in the English for Academic Purposes ESL classroom. Drawing on findings obtained from observing three English for Academic Purposes ESL classrooms across the U.S.A, several current databases and his personal experience as a teacher and learner, the author discusses various effective vocabulary teaching strategies in the English for Academic Purposes classroom which could greatly assist English language learners in their journey of language acquisition and therefore expedite the language learning process.
” The more one considers the matter, the more reasonable it seems to suppose that lexis is
where we need to start from, the syntax needs to be put to the service of words and not the
other way round.” (Widdowson in Lewis, 1993: 115)
Vocabulary teaching and learning is a constant challenge for teachers as well as students
because historically there has been minimal focus on vocabulary instruction in the ESL
classroom. Due to this, an increased emphasis on vocabulary development is crucial for the
English language learner in the process of language learning. According to Colorado (2007, as
cited in Adger, 2002) the average native English speaker enters nursery school knowing at least
5,000 words while the average English language learner may know 5,000 words in his/ her
native language but only a few words in English.
The reality is that native speakers continue to learn new words while English language learners face the double challenge of building that foundation and closing that language gap. The following table indicates how many words are needed for effective communication in an L2.
Technical vocabulary is words or phrases that are primarily used in a specific line of work or
profession. For example, an electrician needs to know technical words such as capacitor and
surge capacity, words that people outside that industry never use. Academic vocabulary on the
other hand is the vocabulary critical to understanding the concepts of the content taught in
schools (Stahl and Fairbanks, 1986 as cited in Zwiers, 2008).
Another crucial point to consider is the amount of time it takes for English language
learners (ELLs) to learn English and be ready for school. While it takes one to three years for
ELLs to develop Basic Interpersonal Communication Skills (BICS), they need seven years to
develop Cognitive Academic Language Proficiency (CALP) (Collier, 1999; Cummins, 2000, as
cited in Adger, 2002). From my personal experience of attending English for Academic Purposes
class in Ohio University, I have an understanding why ELLs would be struggling with the
academic content.
Firstly, the English language learners are doing two jobs at the same time; they are learning a
new language (English) while learning new academic concepts. They are literally moving
between two different worlds.
Secondly, ELLs have to work harder and need more scaffolding than the average native
English-speaking student who has an age- and level-appropriate command of the English
language. Scaffolding is providing support for students as they learn new skills or information
(Cummins, 2000, as cited in Taylor, 1990).
Thirdly, academic vocabulary is often very technical and less frequently used than
conversational English used in the English language classroom and students are constantly
required to use higher level language function such as analyzing, predicting, explaining and
justification.
Due to the enormous and alarming gap between the acquisition of basic conversation
English and academic English, it is therefore important for teachers in the English for Academic
Purposes ESL classroom to be knowledgeable about the most effective and current teaching
strategies in vocabulary instruction and provide constant academic scaffolding to ELLs.
The English for Academic Purposes classroom focuses mostly on academic language.
Academic language is the language used by teachers and students for the purpose of acquiring
new knowledge (Stahl and Fairbanks, 1992, as cited in Zwiers, 2008). Cummins (2001, as cited
in Herrel, 2004) defines academic English as the English needed for reading, writing, speaking
and listening in the content areas. Hence, if students in the English for Academic Purposes
classroom need a language proficiency that will enable them to comprehend academic content
and participate in activities and assignments, then it is even more important for the teacher to
employ effective and dynamic teaching strategies that will empower the students to master the
required tasks.
Since the focus of this study is on effective vocabulary teaching strategies employed by
teachers in the English for Academic Purposes classroom, it is crucial to highlight the
importance of academic vocabulary instruction in the English for academic Purposes ESL
classroom. Stahl (1992, as cited in Taylor, 1990) found that vocabulary instruction directly
improves comprehension. He points out that, as the difficulty of words in a text increases,
understanding of the text decreases; therefore it is critical for students to have a deep
understanding of academic vocabulary in order to understand new concepts.
He also states that we use academic vocabulary to communicate to the world what we know. Individuals who can express themselves precisely with appropriate language are more likely to make a positive
impression on their employers, colleagues and clients (Cummins, 2002, as cited in Herrel, 2004).
McKeon (2002, as cited in Zwiers, 2008) argues that academic vocabulary enables us to
communicate our needs, increases our chances that our needs are fulfilled and enables us to
understand the needs of others. Furthermore, vocabulary is positively related to higher–status
occupations (Marzano, 2004, as cited in Zwiers, 2008). I agree with Marzano; from personal
experience, I discovered that vocabulary acquisition is essential to academic, social and
professional success. Once again the teacher‘s role in ensuring this success is critical.
The language demands of academic learning are enormous. The more diverse, creative and
effective teaching strategies the teacher in the English for Academic Purposes classroom
employs, the richer the student‘s academic language becomes and the more likely will they
experience success with the content and will be able to communicate with various registers.
In this paper I will discuss the various teaching strategies currently employed by teachers in
the English for Academic Purposes classroom and their implications for effective vocabulary
acquisition. In chapter 2, I am going to define the concept ―vocabulary‖ from a broader
perspective. Chapter 3 outlines how vocabulary is learned while chapter 4 explores best practices
in vocabulary teaching practiced in three educational institutions in the U.S.A. Chapter 5
discusses the new insights that I learned, challenges experienced within the English for
Academic Purposes class room and possible solutions to these problems. In my conclusion I
provide suggestions on how ESOL teachers can assist the ELLs in their academic language
development more effectively and how this study has impacted my current and future teaching
career.
CHAPTER 1
INTRODUCTION
where we need to start from, the syntax needs to be put to the service of words and not the
other way round.” (Widdowson in Lewis, 1993: 115)
Vocabulary teaching and learning is a constant challenge for teachers as well as students
because historically there has been minimal focus on vocabulary instruction in the ESL
classroom. Due to this, an increased emphasis on vocabulary development is crucial for the
English language learner in the process of language learning. According to Colorado (2007, as
cited in Adger, 2002) the average native English speaker enters nursery school knowing at least
5,000 words while the average English language learner may know 5,000 words in his/ her
native language but only a few words in English.
The reality is that native speakers continue to learn new words while English language learners face the double challenge of building that foundation and closing that language gap. The following table indicates how many words are needed for effective communication in an L2.
Technical vocabulary is words or phrases that are primarily used in a specific line of work or
profession. For example, an electrician needs to know technical words such as capacitor and
surge capacity, words that people outside that industry never use. Academic vocabulary on the
other hand is the vocabulary critical to understanding the concepts of the content taught in
schools (Stahl and Fairbanks, 1986 as cited in Zwiers, 2008).
Another crucial point to consider is the amount of time it takes for English language
learners (ELLs) to learn English and be ready for school. While it takes one to three years for
ELLs to develop Basic Interpersonal Communication Skills (BICS), they need seven years to
develop Cognitive Academic Language Proficiency (CALP) (Collier, 1999; Cummins, 2000, as
cited in Adger, 2002). From my personal experience of attending English for Academic Purposes
class in Ohio University, I have an understanding why ELLs would be struggling with the
academic content.
Firstly, the English language learners are doing two jobs at the same time; they are learning a
new language (English) while learning new academic concepts. They are literally moving
between two different worlds.
Secondly, ELLs have to work harder and need more scaffolding than the average native
English-speaking student who has an age- and level-appropriate command of the English
language. Scaffolding is providing support for students as they learn new skills or information
(Cummins, 2000, as cited in Taylor, 1990).
Thirdly, academic vocabulary is often very technical and less frequently used than
conversational English used in the English language classroom and students are constantly
required to use higher level language function such as analyzing, predicting, explaining and
justification.
Due to the enormous and alarming gap between the acquisition of basic conversation
English and academic English, it is therefore important for teachers in the English for Academic
Purposes ESL classroom to be knowledgeable about the most effective and current teaching
strategies in vocabulary instruction and provide constant academic scaffolding to ELLs.
The English for Academic Purposes classroom focuses mostly on academic language.
Academic language is the language used by teachers and students for the purpose of acquiring
new knowledge (Stahl and Fairbanks, 1992, as cited in Zwiers, 2008). Cummins (2001, as cited
in Herrel, 2004) defines academic English as the English needed for reading, writing, speaking
and listening in the content areas. Hence, if students in the English for Academic Purposes
classroom need a language proficiency that will enable them to comprehend academic content
and participate in activities and assignments, then it is even more important for the teacher to
employ effective and dynamic teaching strategies that will empower the students to master the
required tasks.
Since the focus of this study is on effective vocabulary teaching strategies employed by
teachers in the English for Academic Purposes classroom, it is crucial to highlight the
importance of academic vocabulary instruction in the English for academic Purposes ESL
classroom. Stahl (1992, as cited in Taylor, 1990) found that vocabulary instruction directly
improves comprehension. He points out that, as the difficulty of words in a text increases,
understanding of the text decreases; therefore it is critical for students to have a deep
understanding of academic vocabulary in order to understand new concepts.
He also states that we use academic vocabulary to communicate to the world what we know. Individuals who can express themselves precisely with appropriate language are more likely to make a positive
impression on their employers, colleagues and clients (Cummins, 2002, as cited in Herrel, 2004).
McKeon (2002, as cited in Zwiers, 2008) argues that academic vocabulary enables us to
communicate our needs, increases our chances that our needs are fulfilled and enables us to
understand the needs of others. Furthermore, vocabulary is positively related to higher–status
occupations (Marzano, 2004, as cited in Zwiers, 2008). I agree with Marzano; from personal
experience, I discovered that vocabulary acquisition is essential to academic, social and
professional success. Once again the teacher‘s role in ensuring this success is critical.
The language demands of academic learning are enormous. The more diverse, creative and
effective teaching strategies the teacher in the English for Academic Purposes classroom
employs, the richer the student‘s academic language becomes and the more likely will they
experience success with the content and will be able to communicate with various registers.
In this paper I will discuss the various teaching strategies currently employed by teachers in
the English for Academic Purposes classroom and their implications for effective vocabulary
acquisition. In chapter 2, I am going to define the concept ―vocabulary‖ from a broader
perspective. Chapter 3 outlines how vocabulary is learned while chapter 4 explores best practices
in vocabulary teaching practiced in three educational institutions in the U.S.A. Chapter 5
discusses the new insights that I learned, challenges experienced within the English for
Academic Purposes class room and possible solutions to these problems. In my conclusion I
provide suggestions on how ESOL teachers can assist the ELLs in their academic language
development more effectively and how this study has impacted my current and future teaching
career.
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