A Research-based Approach to Vocabulary Learning and Teaching : Encouraging Learner Autonomy and Accountability

Henrik Gyllstad

A Research-based Approach to Vocabulary Learning and Teaching : Encouraging Learner Autonomy and Accountability

English Studies

Research output: Contribution to conference › Abstract › peer-review

Original language	English
Publication status	Unpublished - 2015
Event	National Forum for English Studies, 2015 - Luleå University of Technology, Luleå, Sweden Duration: 2015 May 20 → 2015 May 22

Conference

Conference	National Forum for English Studies, 2015
Country/Territory	Sweden
City	Luleå
Period	2015/05/20 → 2015/05/22

Bibliographical note

Abstract

Title: A research-based approach to vocabulary learning and teaching: encouraging learner autonomy and accountability

First-year university level students of English have a relatively large English vocabulary upon commencing their studies (Gyllstad, 2011, 2012; Lemmouh, 2010). Even so, as a large vocabulary has been shown to be needed for written and spoken use (Nation, 2006), and been found to be positively correlated with all of the four skills, not least reading comprehension (Alderson, 2005), it is reasonable and worthwhile to build on this knowledge. This can entail making students acquire more words and phrases, encourage them to consolidate the vocabulary they already have in place, and expand on depth aspects, e.g. word polysemy, collocation, and style and register. In doing this, this paper argues, it is important to promote learner autonomy and accountability, emphasize continuity and systematicity, and to adopt a research-based approach. In my presentation, I will give examples of how this can be achieved. At Lund University, we have an English vocabulary module for first-term students aimed at providing them with the knowledge and skills necessary to become informed, independent vocabulary learners. This includes, inter alia, ingredients such as instruction on efficient dictionary use; diagnostic assessment of vocabulary size; an understanding of the interplay between incidental and intentional vocabulary learning; the complex nature of what it means to ‘know’ a word; the importance of phraseology and formulaic language; extensive reading and exposure in general; continuous formative assessment; and planning and systematicity.

References

Alderson, C. (2005). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum.

Gyllstad, H. (2011). A short longitudinal study of foreign language vocabulary size - the case of advanced Swedish learners of English. Paper presented at the 21st EUROSLA conference, Stockholm, Sweden, 8 September 2011.

Gyllstad, H. (2012). Validating the Vocabulary Size Test: A classical test theory approach. Poster presented at the 9th EALTA conference, Innsbruck, Austria, 2 June 2012. Available at: http://www.ealta.eu.org/conference/2012/posters/Gyllstad.pdf

Lemmouh, Z. (2010). The relationship among vocabulary knowledge, academic achievement and the lexical richness in writing in Swedish university students of English. Unpublished PhD Thesis. Stockholm University, Sweden.

Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.

Subject classification (UKÄ)

Languages and Literature

Cite this

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title = "A Research-based Approach to Vocabulary Learning and Teaching : Encouraging Learner Autonomy and Accountability",

author = "Henrik Gyllstad",

note = "Abstract Title: A research-based approach to vocabulary learning and teaching: encouraging learner autonomy and accountability First-year university level students of English have a relatively large English vocabulary upon commencing their studies (Gyllstad, 2011, 2012; Lemmouh, 2010). Even so, as a large vocabulary has been shown to be needed for written and spoken use (Nation, 2006), and been found to be positively correlated with all of the four skills, not least reading comprehension (Alderson, 2005), it is reasonable and worthwhile to build on this knowledge. This can entail making students acquire more words and phrases, encourage them to consolidate the vocabulary they already have in place, and expand on depth aspects, e.g. word polysemy, collocation, and style and register. In doing this, this paper argues, it is important to promote learner autonomy and accountability, emphasize continuity and systematicity, and to adopt a research-based approach. In my presentation, I will give examples of how this can be achieved. At Lund University, we have an English vocabulary module for first-term students aimed at providing them with the knowledge and skills necessary to become informed, independent vocabulary learners. This includes, inter alia, ingredients such as instruction on efficient dictionary use; diagnostic assessment of vocabulary size; an understanding of the interplay between incidental and intentional vocabulary learning; the complex nature of what it means to {\textquoteleft}know{\textquoteright} a word; the importance of phraseology and formulaic language; extensive reading and exposure in general; continuous formative assessment; and planning and systematicity. References Alderson, C. (2005). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum. Gyllstad, H. (2011). A short longitudinal study of foreign language vocabulary size - the case of advanced Swedish learners of English. Paper presented at the 21st EUROSLA conference, Stockholm, Sweden, 8 September 2011. Gyllstad, H. (2012). Validating the Vocabulary Size Test: A classical test theory approach. Poster presented at the 9th EALTA conference, Innsbruck, Austria, 2 June 2012. Available at: http://www.ealta.eu.org/conference/2012/posters/Gyllstad.pdf Lemmouh, Z. (2010). The relationship among vocabulary knowledge, academic achievement and the lexical richness in writing in Swedish university students of English. Unpublished PhD Thesis. Stockholm University, Sweden. Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.; National Forum for English Studies, 2015 ; Conference date: 20-05-2015 Through 22-05-2015",

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