What It Really Means to Know a Word

Christina Cavage

By Christina Cavage

What It Really Means to Know a Word

As ELT educators we often build our lessons around reading, writing, listening, speaking and grammar. We introduce new vocabulary that students need to be able to accomplish the reading or listening task. This often happens by providing a definition, and maybe a few ‘drill and kill’ type of exercises—matching the word and definition, multiple choice, or fill-ins. But, does this really lead to vocabulary acquisition? In a word, no. Vocabulary, specifically academic vocabulary is the often-forgotten skill in language learning. To effectively foster vocabulary learning, we need to consider what it really means to know a word.

two women talking

According to Paul Nation, explicit vocabulary teaching, is necessary, but not always effective for expanding a student’s knowledge of a word because knowing a word goes far beyond identifying the definition of a word. While form, meaning, and usage are the key elements for understanding a word, Nation breaks these down even further. When you know a word, you know:

Form:

  1. How it is pronounced (spoken form)
  2. How it is spelled (written form)
  3. Which word parts are in the word (prefix, base, suffix)

Meaning:

  1. Meanings/definitions
  2. Concepts associated with the word
  3. Synonyms or other words associations

Usage:

  1. How the word is used in a sentence (grammatical function in a sentence)
  2. What collocations the word has
  3. When and where the word is used (register and frequency)

This list may seem overwhelming, especially if you need to prepare students for university entrance, where their acquisition of the AWL (Academic Word List) is critical for their success. This list of 570-word families contains the words that most frequently appear in academic texts, across all disciplines. So, adding that layer to what it means to really know a word, goes beyond overwhelming! So, how can we adequately prepare students to not only know, but really know English vocabulary while engaging them in the learning process at the same time?

lesson from PECL -- vocabulary

Well, first we have to consider the tools we use. As we have seen, true academic vocabulary acquisition goes beyond what lies in many textbooks; thus, we have to look for additional tools. Within the Pearson English Content Library Powered by Nearpod, lies The Modular Academic Word List Course. The vocabulary lessons within the Modular AWL are built around Paul Nation’s work in what it means to really know a word. Students engage in activities where they can practice spoken form, written form, meanings, grammatical functions, collocations, and more. These flexible lessons allow you the teacher to deliver powerful lessons in class and out-of-class.

lesson from PECL -- vocabulary

The AWL Library is divided into 10 sublists, the first containing the most frequent terms and the last (10) being the least frequent. Each lesson begins with an overview of the vocabulary term, highlighting meaning, part of speech, syllable division, and collocations. From there, students are able to see the word in context. Then, students are engaged with a formative assessment, assessing their understanding of the word in context. They listen and choose the word stress, engage with collocations, create their own sentence with the vocabulary item (in speaking and writing), and are given a final summative assessment of the vocabulary item, which is conducted with a gamification tool.

collocations activity

Each microlesson provides a dynamic, interactive learning experience, that is completely customizable. In other words, you, the teacher, can add, delete and modify any lesson to address the needs of your students. Additionally, as students move through the lesson, you receive real-time data on your students’ strengths and struggles, as well as their level of engagement. You can see who is engaging in the lesson, and who may not be engaging.

analytics features in PECL
Analytics in Pearson English Content Library Powered by Nearpod

Teaching vocabulary needs to go beyond word, definition, and part of speech if we want to foster true acquisition. We can do this by providing students opportunities to engage with academic vocabulary that are built upon sound research in vocabulary.


Learn more at pearsoneltusa.com/nearpod

Christina Cavage is the Curriculum and Assessment Manager at University of Central Florida. She has trained numerous teachers all over the world in using digital technologies to enhance and extend learning. She has authored over a dozen ELT textbooks, including University Success, Oral Communication, Transition Level, Advanced Level, Intermediate Level and A2. Recently, Ms. Cavage completed grammar and academic vocabulary curriculum for the new Pearson English Content Library Powered by Nearpod, which is now available. Learn more here.

F is for Frequency

Ken BeattyDr. Ken Beatty

Here are two key questions related to frequency: What are the most frequent words in the English language? and How frequently do we need to be exposed to new words in order to acquire them?

To answer the first question, certain words in every language appear more often than others. A common list of the most frequent 20 words in English typically includes the, be, and, of, a, in, to, have, to, it, I, that, for, you, he, with, on, do, say, and this.

Many would agree that these 20 words seem extremely common, but any comprehensive list of words tends to be drawn from a selective corpus, or body of words. The selective nature of any corpus influences what words will appear most often. For example, the Cambridge International Corpus replaces some of the above top 20 words with, uh, yeah, know, like, they, so, was, and but. Many teachers would take exception to teaching uh and yeah as among the most important words for their beginner students to learn.

The sources for corpora are often dialect-specific, for example, American English or British English, and may focus on written English or spoken English or a combination. Some corpora only collect words related to particular themes and time periods (e.g., 18th-century novels) or specific genres of speech or writing, such as medical English. Some corpora document dead or obscure forms of English, such as those drawn from Old English, Middle English, and Early English texts.

Scroll to the end of the article for teacher tasks and student tasks.

 

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