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MAAL6018 Vocabulary Teaching and Learning

COURSE TEACHER:
Dr. Lindsay Miller
Email: linds@hku.hk

 

AIMS 

This postgraduate level elective course introduces latest theory and research on vocabulary teaching and learning with the goal of critically reviewing pedagogy for teachers and learners alike.  Some key topics include goals of vocabulary acquisition, dimensions of morphological/lexical/collocational knowledge, teaching and learning strategies in general and specialized domains, dictionaries and contexts, testing, corpora and computer-assisted vocabulary learning. The course also discusses ways of assessing learners’ vocabulary knowledge and reviews on-line approaches to vocabulary teaching aids such as the use of corpora and autonomous lexical development.  

The course features a seminar style class, so much of the learning happens through interactive, in-class discussion among students and with instructor(s). The course and reading materials survey the field and its latest development, which in turn prepare students to critically examine vocabulary teaching and learning and its application in Hong Kong and beyond. 

 

COURSE LEARNING OUTCOMES (CLOs) 

CLO No.  CLO Statement  

Upon successful completion of this module, you should be able to:  
1  understand how words are stored and retrieved in the human mind 
2  describe a variety of word learning strategies 
3  present novel words to students in an appropriate and effective way 
4  analyse vocabulary measurement and assessment tools 
5  critically review vocabulary learning programmes 

 

COURSE ORGANIZATION  

The module is based on 6 sessions of 3 hours duration each. The sessions take the form of lectures and in-class discussions, during which students need to be actively involved. 

 

SCHEDULE: tbc 

Session  Date  Topic  Reading 
1    Introduction 

Vocabulary, frequency, word lists 

Knowing a word

 The mental lexicon; dimensions of lexical knowledge  

  

Nation (2013) Ch. 1 

Nation (2013) Ch. 2  

 Carroll (2008) Ch. 5 (Optional)
2 

  

   Teaching vocabulary 

Session on vocabulary learning diary

 Nation (2013) Ch. 3
3 

  

   Vocabulary and reading Nation (2013) Ch. 4 & 5
4 

  

   Vocabulary learning strategies  Nation (2013) Ch. 7 & 8 
5 

  

   Testing vocabulary knowledge and use Nation (2013) Ch.13 
6     

Designing a vocabulary component of a lesson/ programme
Q&A 

 

 Nation (2013) Ch.14 

Note. This schedule is tentative. It will be subject to changes as the semester unfolds. 

 

Contingency plan: In case of unforeseen circumstances (e.g. suspension of classes), all classes will be run online via Zoom during normal class hours. This is to minimize disruption to your other study/work schedule and progress. For latest updates, pay attention to announcements on course Moodle site and/or emails in due course. 

 

KEY REFERENCE 

Course texts 

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press. 

 

OTHER USEFUL REFERENCE 

Carroll, D. W. (2008). Psychology of language. (5th Ed.). Belmont, CA: Thomson Wadsworth. 

 

ASSESSMENTS 

Task No.  Type of Assessment Task/Activities  Mode of Assessment  Weighting  Due date  Related CLO(s) 
1  Work on either one of the options. See note below.  Individual  80%   tbc 1,2,3,4,5 
2 Q & A Individual 20% various 1,2,3,4,5

 

 

Note on Assessment tasks. 

Task 1 Written assignment

  1. A critical review of recent research studies or a small-scale investigation into one or more of the issues concerning vocabulary teaching and/or learning (2,000±10% words). 
  2. Produce a 2,000-word (±10%) portfolio of a vocabulary learning diary that involves analyzing your vocabulary learning development (any language is welcome). In your submission, also attach the diary entries, learning materials, pictures/photos that illustrate your learning activities. See Session 2 regarding the nature of diary learning.

Please submit a softcopy of the written assignment to Turnitin by the due date. 

Task 2 Q&A

There will be in-class Q&A session in week 6. Exact details will be provided when the course starts.

GENERAL STANDARD FOR ASSESSMENT 

  • Understanding of the task and key concepts/issues involved; 
  • Depth of analysis and/or critique in response to the task 
  • Use of appropriate professional and/or research literature to support response; 
  • Structure and organization of response; 
  • Presentation of response according to appropriate academic and linguistic conventions 

 

GRADE DESCRIPTORS 

Grade 

(grade point) 

 Description 
A+ (4.3) 

A    (4) 

A-   (3.7) 

  

Excellent 

 Overall, a very impressive and excellent piece of work, equivalent to a distinction. Includes the majority of the following features: 

1.     Demonstrates an understanding of the task which may be beyond what is expected, but which is always relevant.

2.     Original perspective on the problems in question. Contextualization of sources and viewpoints and comprehensive evaluation of contributions. Application of relevant theories in answering the question. 

3.     Use of wide range of relevant sources, well understood and critically evaluated. 

4.     Well structured and organized with a clear line of reasoning. Appropriate length. 

5.     Clear, articulate style with accurate spelling, word choice and grammar. Referencing follows consistent academic conventions with all references fully and accurately cited. 
B+ (3.3) 

B    (3) 

B-  (2.7) 

  

Good 

 Overall, a good and commendable piece of work. Includes the majority of the following features: 

1.     Demonstrates sound understanding of the task. Presentation of points and arguments generally relevant to the question. 

2.     Sustained commentary on evidence and materials used. Inclusion of appropriate critical perspective. Use of theoretical models in a relevant way to answer the question. 

3.     Sound understanding of main sources of literature, well summarized and used in a critical and relevant way. 

4.     Clear structure and presentation. Control of length. 

5.     Generally accurate spelling, word choice and grammar. Generally consistent and accurate referencing. 
C+ (2.3)C    (2) 

C-   (1.7) 

  

Satisfactory 

 Overall, a satisfactory piece of work. Includes a majority of the following features: 

1.       Understands main point of the question/task. Most points and arguments presented are relevant to the question. 

2.       Adequate commentary on evidence and materials used. Some evidence of critical awareness. Use and understanding of theoretical models, but in a fairly pedestrian way. 

3.       Adequate range of source material consulted. Clear understanding of the literature used. 

4.       Good structure and presentation, minor problems in organization do not impede communication. Control of length. 

5.       Comprehensive spelling, word choice and grammar, inaccuracies do not impede meaning. Generally consistent referencing. 
D+   (1.3)D      (1.0) 

  

Pass 

 Overall, a bare pass. Includes a majority of the following features: 

1.       Understanding of basic concepts and effort made to relate them to the question. 

2.       Argument mainly descriptive points and/or points which require greater substantiation. More development of ideas needed to sustain arguments. Identification of main issues, but little critical awareness. 

3.       Some evidence of reading and understanding of the literature and theories, but range and/or relevance very limited. 

4.       Attempt made at coherent presentation, but ideas not well integrated. Comprehensible writing though inaccuracies sometimes impede meaning. Some attempt at making consistent referencing and some control of length. 
     F (0) 

  

Fail 

 Overall, a very poor piece of work. Includes a majority of the following features: 

1.       Inadequate understanding or misunderstanding of task. Purely descriptive account with little or no analysis. 

2.       Irrelevant comments and/or assertions which are not supported by meaningful evidence. Little evidence of integration of various sources to sustain an argument. Lack of any critical or appreciative framework. 

3.       Few relevant sources used and/or little use of literature. 

4.       Unstructured presentation and/or lack of coherence which impedes understanding. 

5.       Little or no attempt at consistent referencing. Major inaccuracies in grammar, word choice and spelling. Length problematic. 

  

ACADEMIC CONDUCT 

  • Regular class attendance and punctuality is required to pass the course. 
  • Assignments will not be accepted after the due date without good/medical reason(s). Late penalty will be enforced to ensure fairness. To be precise, 20% of the assignment grade will be deducted for late submission [after 48 hours of the due date]. Penalty will be dealt with separately from the quality of work submitted. 
  • APA (6th) referencing is required for all assignments. 
  • Plagiarism is strictly forbidden* 

 

To avoid plagiarism, students are recommended to read the following materials: