Vocabulary Teaching Strategies for

English Learners
Yilin Sun, Ph.D.
English Language Specialist,
US Dept. of State
President
TESOL International Association
Fulbright Senior Scholar, 2011-12
South Seattle C College
yilinsuntesol@gmail.com

Parking Lotnot just for cars!

When you have a question, write it on a Post-It Note and

place it in the parking lot.
We may answer it after the workshop if you can wait. -

A Few Quick Questions

How many active vocabulary words does the average
native English speaker have?
How many words does the average native English
speaker learn every year from the age of 3 to 18?
What is the percentage of English words that are not
spelled phonetically?
How many words do English language learners need
to maintain conversations? How about reading
authentic texts?

Vocabulary size and coverage in novels for

teenagers (Nation & Waring, 1996)
Vocabulary size

% coverage

Density of
unknown words

2000 words

90%

1 in every 10

2000 + proper
nouns

93.7%

1 in every 16

2600 words

96%

1 in every 25

5000 words

98.5%

1 in every 67

What Does Research Tell Us?

Learning a word requires more than just
learning its meaning and form
Must learn all of the contextual kinds of
word knowledge more difficult to teach, and
require large amounts of exposure
Enhancing the various types of word
knowledge is just as important as increasing
vocabulary size
Nation (1990, 2001), Folse, (2004,2011)

Guessing game doesnt always work

for English learners
Native speakers may use natural context
to guess the word meaning (e.g., CLT)
It doesnt always work for NN English
speakers.
NNES lack linguistics luxuries
possessed by NS. (Folse, 2011,Nation,
2001,Sun,1992)

More Research Findings

Learners need multiple contacts with words to
learn them
5-16 or more exposures (Nation, 1990, 2001)
Depends on type of exposure and level of engagement

Incidental Learning:
requires numerous meetings (Horst, Cobb, and Meara,
1998)

Intentional learning:
With high-engagement techniques like the Keyword
Method, relatively few meetings may be enough to
make form-meaning link (Nation, 2001)

Enhancing the various types of word knowledge

is just as important as increasing vocabulary
size

What is involved in knowing a word?

(Nation, 2001,05)

Form
Meaning
Use

Form
Spoken form Can the learners repeat
the word accurately if
they hear it?
Written form Can the learners write
the word correctly if they
hear it?
Word parts
Can the learners identify
known affixes in the
word?

Meaning
Form and
meaning
Concept and
referents
Associations

Is the word a loan word

in the L1?
Is there a L1 word with
roughly the same
meaning?
Does the word fit into
the same sets as a L1
word of similar meaning?

Use
Grammatical
functions

Does the word fit into

predictable grammar
patterns?
Does the word have the
Collocation
same collocations as an
L1 word of similar
meaning? (COCA)
Constraints on What are the restrictions
use
on its use?

Suggested Ways to Present /Practice

Vocabulary

Demonstration- acting, mime

Illustration pictures, objects
Examples, - A dog is an animal
Dictionary- a robin is a bird which
Context- story or sentences in which item occurs
Synonyms, Antonyms, translations, and associated
ideas, word web, etc..
LEP approach

Exposure

Expansion

Expression
Boyd Zimmerman (97); M. Courtright & C Wesolek, Folse,
Adelson-Goldstein,07, Nation (2003,2011), Sun (2011)

Denotation vs Connotation?
Denotation
Part of the meaning of the word which relates
to the real world
fat and heavy both describe physical
shape.

Connotation
Adding meaning of a word beyond the
denotative meaning
.it is more polite to describe a person as
heavy than fat.

Collocation
Collocation refers to the restrictions
on how words are used together
e.g., which prepositions are used
with which verbs
It also refers to which verbs and
which nouns are used together
E.g., one can do homework but
not build homework or make
homework
a tall person , not a high person

make, do, take

do

make

take
a lot of noise
always _____ their homework
always _____ excuses
breakfast
friends easily
nothing all the time
it easy

the laundry
family photos
A lot of mistakes

Basic Spelling Rules

I before E, Except after C

Or when used as an A
As in neighbor or weigh
Every consonant has only one sound
except the c,g, and s.
C is usually pronounced with its hard
sound s in cat./k/
C followed by e, i, or y makes its soft
sound as in cent, city, cycle, and face
/s/.

 A word cannot end with a single u or v.

The u and v are always followed by an e
as in blue and love.
When a one syllable word with a short
vowel ends in the sound /j/, it is spelled
dge like in bridge, judge and ledge.
When a one syllable word with a short
vowel ends in the sound /ch/, it is spelled
tch like in watch, catch and clutch.
Exceptions are rich, which, such and
much.

Academic Word List (AWL 570)

Sublist 1 ( most frequently used)

analyze approach area assess assume authority

available benefit concept consist constitute
context contract create data define derive
distribute economy environment establish estimate
evident export factor finance formula function
identify income indicate individual interpret
involve issue labor legal legislate major method
occur percent period policy principle proceed
process require research respond role section
sector significant similar source specific structure
theory vary

www.englishvocabularyexercises.com/
AWL/AWLSublist01-Ex1a.htm
1. He did an ________ of the way children learn
language for his Master's thesis. (legal, factor,
analysis, similar, economy, available, contract,
indicates)
2. He was arrested for drunk driving because he
had drunk more than the _______ limit of
alcohol. (legal, factor, analysis, similar, economy,
available, contract, indicates)

Study words that look alike

Study the words that look alike and
decide whether the two are or are not
related in meaning. E.g., harmfulharmless (yes) stand standard ( no)
shall shallow?
hand handle
rival river?
thorough through?
generate - generous?

Sentence Exercises
A ditch, a pond, a lake and an ocean- which
one is the shallowest? ____
He uses his _____ to fix the ________.
He can _______ the task easily.(hand, handle)
If you do a thorough job with your report,
what does it mean?
If you travel through a city, do you take a
bus or a train?
The discussion will _____ (generous,
generate) a lot of wonderful ideas on
vocabulary learning.

Mouse potato
Couch potato

Mnemonic/Memorization
Strategies
Work with word association
Use imagery

Categorize

MEMORY STRATEGIES
1. Create mental linkages
Placing new words into a meaningful/personalized context
attractive to students
2. Group
Grouping or regrouping words into meaningful units:
food, animals, transportation, etc..
3. Use images:
Mental pictures or actual drawings
Accessing groups of vocabulary in any context

4. Review:
Repetitive, motivating and productive review from time to time
Summary: These strategies assist with easy review, form
meaningful mental images in the students mind. Each single
image consists of 5-10-15 new words

Mnemonic Sentences

A PIEce of PIE
You hEAR with your EAR
A LIST of LISTeners
Twenty-TWO
Your friEND to the END
GarBAGe BAG
My sister was WED on WEDnesday
The teACHEr has a headACHE.

Cognitive Strategies
Label
Repeat

Use Wordlists
Keep a Vocabulary Notebook
Contextualize

Learn: When to use what and how

Construction
in progress

Fire extinguisher

Social Strategies
active learning
Learn meaning from native
speaker/advanced NNES
Learn from classmates
Analyze words together
Practice as a group
Word of a day ( class activity)

We Learn and Retain

10% of what we hear

15% of what we see
20% of what we see and hear
40% of what we discuss with others
80% of what we experience and/or
practice
90% of what we attempt to -TEACH TO OTHERS

Focus on Active Learning

Spelling City
http://www.spellingcity.com
A wonderful free website to practice
spelling and vocabulary learning
Try it out yourself-
See my handouts for directions

Sight words List and Flash Cards

http://www.mrsperkins.com/dolch-words-allfreq-by-grade-printable.pdf
http://wordlist.yourdictionary.com/yourdictio
nary/sight-words-3rd-grade/flashcards/

Group Activity- Intermediate level

http://www.manythings.org/vocabulary/lists/
c/ ( excellent site for theme-based vocabulary
list, games and quizzes)
http://www.learnersdictionary.com/quiz/inde
x.html ( excellent vocabulary activity site)
http://www.eslprintables.com/vocabulary_wo
rksheets/
want to try one? -

Group Activity- advanced level

http://well.blogs.nytimes.com/2013/10/03/w
ell-quiz-the-mind-behind-the-eyes/?
Look into my eyes and learn unforgettable
vocabulary
Form groups (5 in each group)
Decide the meanings of the vocab words
Choose first 10 photos
Group with Highest scores won!

K-6 : High Beginner Level

See Things that go activity

Name 5 things . starts with
Then write a story with them- be creative
Relay game

More Study Ideas for Students

1.

Make a list of new vocabulary words from reading, listening or TV programs.

(Better to be theme- based for lower levels learners)

2.

Select 10-15 words at a time.

3.

Check the meaning, synonyms, word forms + write the pronunciation

symbols. http://dictionary.reference.com/

4.

Practice pronunciation by using the symbols.

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/
http://www.onestopenglish.com/upload/public/attachments/37/osephonemicchart.swf

5.

Write a one paragraph story using all of the new words. (be creative). When
you write, repeat/read out loud the words. Feel free to draw a picture story.

6.

Write 5 questions about the story to answer. The questions must make you
use the new vocabulary to answer.

7.

Have a classmate or a study partner correct your grammar and writing.

8.

Have a study partner ask you the questions and you answer, once a week
(minimum.)

Teaching by Principles
(Nation, 2001,1, Foles, 2011,Sun,2009)

Keep the teaching simple and clear.

Make sure the explanation is linked to a known item
Use both oral and written presentation - write it on
the board and explaining.
Highlight words that are worth noting for future
attention
Dont bring in other unknown or poorly known
related words like near synonyms, opposites, or
members of the same lexical set at beginning.
Teach when to use what and how
Multiple times to practice (5-16 times)
Always provide adequate review and share
strategies

 Words and letters hold the secrets of

the universe.
"Words are the voice of the heart."
Confucius (c. 551-c. 479 BC)

Complete Your Pass

Ive learned:
I liked most:
I want to learn more about:
____________________________
Your Name and Signature

Yilin Sun, Ph.D.

English Language Specialist
US Dept. of State
President
TESOL International Association
yilinsuntesol@gmail.com

References

Andelson-Goldstein, J. Oxford Picture Dictionary and A Lexical Feast. WAESOL 2007 Conference presentation.
Folse K. (2011). Oxford American Dictionary Vocaulary Builder. OUP.
Folse, Keith. (2oo4) Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor: University of Michigan
Press.
Gairns, Ruth and Redman, Stuart. (1986) Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge
University Press.
Nation, Paul. (2005) teaching Vocabulary. Asian EFL Journal, Sept. 2005. www.victoria.ac.nz/lals/staff/paul-nation.aspx
Nation, Paul. (2001) How Good Is Your Vocabulary Program? ESL Magazine. May/June. Available online at:
http://www.eslmag.com/modules.php?name= News&file=article&sid= 24
Nation, Paul and Waring, Richard. Vocabulary size, text coverage, and wordlists Available online at:
http://wwwi harenet.ne.jp/waring/papers/cup.html
Schmitt, Norbert (2000) Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Smith, Carl B. (1997) Vocabulary Instruction and Reading Comprehension. Bloomington, IN: ERIC Clearinghouse on Reading English
and Communication. ED4125o6.
Sun, Y. (2013). Effective Vocabulary Teaching Strategies for English Learners. Cam-TESOL 2014 Train the Trainer workshop.
Sun, Y. (1992) "Word Recognition in Second Language Reading" Co-authored with D.Willows & I.Taylor in R.J.Harris (Ed.) Cognitive
Processing in Bilingual, Amsterdam: North-Holland Elsevier Science Publishers. 1992, pp. 283-98.
The English Language Word Clock at www_Langu_agemonitor.com
TESL journal weather questions http//iteslj org/qtiestions/weather html
www.spellingcity-com cool site with a lot of teacher made activities for spelling/vocabulary exercises.
Zimmerman,B. (1997) Do reading and interactive vocabulary instruction make a difference? An empirical study, TESOL Quarterly Vol.31
(1).