Organizer in EAP courses Consultant Pete Sharma BALEAP April 2015 - PDF document

20/04/2015 EAP Lecturer Pre- sessionals Using a Vocabulary Director of training Organizer in EAP courses Consultant Pete Sharma BALEAP April 2015 Teacher Trainer Book Reviewer Aim Aim Author Part rt on one Overview • Part one Genesis • Part two The pilot 1

20/04/2015 A A br brie ief his history of Lexic xical No Notebooks 1980’s - electronic corpora Co llins B irmingham U niversity I nternational L anguage D atabase (COBUILD) Red*** A1, A2, B1, B2 Oxford3000™ S1 / W3 ◊◊◊ Red** (CEFR) ◊◊ Red* ◊ Black No diamond 1990 1998 Collins online dictionary Word Frequency ◊ ◊ ◊ Band 5 – just over 700 ◊ ◊ Band 4 – just over 1000 ◊ Band 3 – just over 1500 Band 2 – just over 3000 Band 1 – just over 8000 No frequency tag – c. 17,900 Word – translation Pre sessionals “Write it in Pre sessionals your lexical “What’s notebook!” that?” Photographer: Pete Sharma 2

20/04/2015 14 The good language learner…. Connotation thinks about how they are learning Meaning Collocations is willing to experiment and take risks Use is independent - does not expect to learn Knowing ng a English just by sitting in the classroom” Spelling word Register is organised and active Pronunciation Class/ form has insights into their preferred learning Synonyms / Etymology modality [VAK] antonyms TWO PARTS Part one: Vocabulary to use bands 5,4,3,2 6,200+ Vocabulary to recognise Part two: band 1 / no frequency tag 17 18 3

20/04/2015 PART ONE PART ONE Word maps Word maps templates templates Key words Key words Phrasal Phrasal verbs / verbs / collocations collocations / idioms / idioms 19 20 PART ONE PART TWO Word maps templates • A-Z Key words Phrasal verbs / collocations / idioms 21 22 Andy Ciordia / Creative Commons / www.flickr.com writing down a word with the translation alphabetically, as in a dictionary “How do your in a diagram , e.g. a ‘word tree’ / 'mind -map' students store in lexical sets i.e. in groups of related words their new words?” Photographer: Pete Sharma on index-cards (translation on back) Index cards 4

20/04/2015 electronically To sum up…. spread-sheet No single ‘best way’ to record and app review – all students are different ‘A’ system is better than ‘no system’ Using the Vocabulary Organizer encourages good practice! My Wordbook Quizlet OALD British Council / CUP 26 Part two The pilot Photographer: Pete Sharma Data Th The Pil Pilot Q1: Did you enjoy using the V.O.? Vocabulary Organizer piloted in a five week course, Q1. Did you enjoy using the V.O.? August – September 2014, by four teachers 35 30 Students given a feedback sheet with quantative 25 and qualitative questions 20 15 79 feedback sheets collected 10 5 0 Not all questions were answered Enjoyed a lot Enjoyed Somewhat Not much Not at all 5

20/04/2015 Q2: How often did you use your V.O.? Q3: How useful was the V.O.? Q2 How often did you use your V.O.? Q3. How useful was the V.O.? 40 40 35 35 30 30 25 25 20 20 15 15 10 10 5 5 0 0 Every day Every few days Once a week Very useful Useful OK Not very Not at all Q4: Will you continue to use your V.O.? Q5: Which sections did you use? Will you continute to use your V.O? Q5. Which sections did you use? 40 70 35 60 30 50 25 40 20 30 15 20 10 10 5 0 0 Definitely Probably Not sure Probably not Definitely not Word maps New words Phrasals Collocations Idioms Key words A-Z Q6: What should happen next year? Comments Com What should happen next year? + - 45 40 35 Useful (10) More examples (3) 30 Useful / very useful (3) More space (7) 25 20 Good (8) More pages (8) 15 Could be smaller / more portable (5) Didn’t use (2) – don’t know how to 10 5 App version (2) / electronic version (3) More pages for new words (2) 0 Issue to all students Issue to some students Students to buy their own 6

20/04/2015 Con Conclusions & recommendations (1/ 1/2) Con Conclusions & & recommendations (2/ 2/2) Scope to develop a Teacher’s pack to supplement the Upon reflection, many students not autonomous Vocabulary Organiser with tasks - already developed learners - would have appreciated more direction during the pilot from teacher Feedback bears out the hypothesis that uptake is linked e.g. how to construct a word map to learner training which words to build word maps around Link any future pilot to following students on in- I asked SS to bring books every Friday. In future, sessionals to see if students continue to use it leave books in room weeks 1-2, & use every day The fut Th uture More feedback? Build in changes? More adoptions? Bibliography and further reading Business English (LTP: 1990) Peter Wilberg & Michael Lewis English Collocations in Use Advanced (CUP: 2008) Felicity O'Dell & Michael McCarthy English LearnerNotebook (Enlano) Ken Goméz From corpus to classroom (CUP: 2007) Anne O'Keefe, Michael McCarthy and Ronald Carter Learning to Learn English (CUP: 2009) Gail Ellis and Barbara Sinclair Vocabulary Study Book (Garnet Education: 2007) Colin Campbell Vocabulary Matrix (Heinle Cengage Teaching: 2010) Michael McCarthy, Anne O'Keefe, Steve Walsh Word Knowledge (OUP: 2009) Cheryl Boyd Zimmerman Wordflo ’ (Longman: 1998) Ellis,G. Acklam, R. Sinclair, B. Smith,S. & Smith,J. predipsharma@gmail.com 41 7