Understanding Vocabulary: Definition, Categories, Learning Strategies, and Assessment, Exercises of Applied Economics

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Applied Linguistics

Assoc.Prof.Phd. TON NU MY NHAT February 19, 2022

Chapter

3:VOCABULARY

1. What is vocabulary?
   2. What vocabulary should be learned? Today's Agenda
2. How should vocabulary be learned?
3. Strategy development February 19, 2022
4. Assessing vocabulary knowledge
5. Limitations on generalizing vocabulary size

Applied linguistics

1. What is

vocabulary?

Let's begin.

1. What is vocabulary? Question: What is a word? (1) Tokens For example: “To be or not to be, this is the question.” Þ (^) 10 tokens (2) Word types For example: “To be or not to be, this is the question” Þ (^) 8 types

1. What is vocabulary? (5) Groups of words seem to be used like single words = formulaic language For example: good morning, at the end of the day Formulaic language as the phenomenon = 'Preformulated language' = 'Formulas' = 'Lexical phrases'

1. What is vocabulary? From a learning perspective, it is useful to classify formulaic language into three major categories (Grant and Nation, 2006).
   1. Core idioms: The most frequent examples of these in English are as well (as), of course, such and such, out of hand, take the piss, and serve (some- one) right.
   2. Figuratives: For example, We have to make sure we are singing from the same hymn sheet has a literal meaning, but it is used here with a figurative meaning – ‘We have to make sure we are following the same set of rules’.
   3. Literals: Some of the highest fre- quency literals in spoken English are you know, I think, thank you, in fact, talk about and I suppose. Most of what are called collocations are included in literals.

Two major considerations: The needs of the learners The usefulness of the vocabulary items

Why frequency-based studies? A cost-benefit approach to dealing with vocabulary Low-frequency words High-frequency words

• The first and main vocabulary
• Spend considerable time on studying this manageable group

Can learn after high- frequency vocabulary

• Learn incidentally or deliberately

Ondev Apps

3. How should vocabulary

be learned?

June 1, 2025

1 2 3 4 Four strands of Vocabulary Learning (Nation, 2007) Meaning-focused input (listening and reading) Meaning-focused output (speaking and writing) Deliberate Vocabulary Learning Develop fluency with vocabulary across four skills

• By glossing them (Watanable, 1997)
• By highlighting them in the text
• By using dictionaries Make learners aware of new words

• Integrate incidental and deliberate vocabulary learning approaches (Schmitt, 2008).
• Remember that incidental learning is cumulative => vocabulary needs to be met a number of times to allow learning of each word become stronger and to enrich the knowledge of each word. It is important to

This enhancement of vocabulary through the productive skills can occur in several ways (page 40-41)

• annotated pictures or definitions => encourage use of new vocabulary
• speaking in groups => negotiation
• using partly known words => strengthen and enrich knowledge of the word Learning vocabulary from meaning- focused output (speaking and writing)

Noticing and giving attention to language learning generally makes that learning more effective (Schmidt, 1990). Deliberate learning is more focused and goal-directed than incidental learning. Set of learning guidelines illustrated through the use of word cards (page 41-42). Deliberate vocabulary learning