{"id":1914,"date":"2022-06-27T14:36:10","date_gmt":"2022-06-27T06:36:10","guid":{"rendered":"http:\/\/caes.hku.hk\/?page_id=1914"},"modified":"2026-06-24T10:03:50","modified_gmt":"2026-06-24T02:03:50","slug":"maal6018","status":"publish","type":"courses","link":"https:\/\/caes.hku.hk\/maal\/courses\/maal6018\/","title":{"rendered":"MAAL6018 Vocabulary teaching and learning"},"content":{"rendered":"

COURSE TEACHER<\/span>:<\/span>
\n<\/span>Dr. Lindsay Miller
\n<\/span><\/b>Email:\u00a0linds@hku.hk<\/a><\/p>\n

 <\/p>\n

(This refers to the 2025-26 version; updates for 2026-27 will follow.)\u00a0<\/span><\/p>\n

Aims<\/span><\/b>\u00a0<\/span><\/p>\n

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.\u00a0 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\u2019 vocabulary knowledge and reviews on-line approaches to vocabulary teaching aids such as the use of corpora and autonomous lexical development.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

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.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Course Learning Outcomes (CLOs)<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n
CLO No.<\/span><\/b>\u00a0<\/span><\/td>\nCLO Statement\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

Upon successful completion of this module, you should be able to:\u00a0<\/span><\/i>\u00a0<\/span><\/td>\n<\/tr>\n

1<\/span>\u00a0<\/span><\/td>\nunderstand how words are stored and retrieved in the human mind<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
2<\/span>\u00a0<\/span><\/td>\ndescribe a variety of word learning strategies<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
3<\/span>\u00a0<\/span><\/td>\npresent novel words to students in an appropriate and effective way<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
4<\/span>\u00a0<\/span><\/td>\nanalyse vocabulary measurement and assessment tools<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
5<\/span>\u00a0<\/span><\/td>\ncritically review vocabulary learning programmes<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n

Course Organization <\/span><\/b>\u00a0<\/span><\/p>\n

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.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Schedule: tbc<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n
Session<\/span>\u00a0<\/span><\/td>\nDate<\/span>\u00a0<\/span><\/td>\nTopic<\/span>\u00a0<\/span><\/td>\nReading<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
1<\/span>\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\nIntroduction<\/span>\u00a0<\/span><\/p>\n

Vocabulary, frequency, word lists<\/span>\u00a0<\/span><\/p>\n

Knowing a word<\/span><\/p>\n

\u202f<\/span>The mental lexicon; dimensions of lexical knowledge<\/span>\u00a0<\/span>\u00a0<\/span><\/td>\n

 <\/p>\n

Nation (2013) Ch. 1<\/span>\u00a0<\/span><\/p>\n

Nation (2013) Ch. 2<\/span>\u202f<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>Carroll (2008) Ch. 5<\/span> (Optional)<\/span><\/td>\n<\/tr>\n

2<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>\u00a0<\/span><\/td>\n

\u00a0<\/span><\/td>\nTeaching vocabulary<\/span>\u00a0<\/span><\/p>\n

Session on vocabulary learning diary<\/td>\n

Nation (2013) Ch. 3<\/span><\/td>\n<\/tr>\n
3<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>\u00a0<\/span><\/td>\n

\u00a0<\/span><\/td>\nVocabulary and reading<\/td>\nNation (2013) Ch. 4 & 5<\/td>\n<\/tr>\n
4<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>\u00a0<\/span><\/td>\n

\u00a0<\/span><\/td>\nVocabulary learning strategies<\/span>\u00a0<\/span><\/td>\nNation (2013) Ch. 7 & 8<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
5<\/span>\u00a0<\/span><\/p>\n

\u202f<\/span>\u00a0<\/span><\/td>\n

\u00a0<\/span><\/td>\nTesting vocabulary knowledge and use<\/span><\/td>\nNation (2013) Ch.13<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
6<\/span>\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n <\/p>\n

Designing a vocabulary component of a lesson\/ programme<\/span><\/p>\n

\u00a0<\/span><\/td>\n

Nation (2013) Ch.14<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Note.<\/span><\/i>\u202fThis schedule is tentative. It will be subject to changes as the semester unfolds.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Contingency plan:\u202f<\/span><\/b>In case of unforeseen circumstances (e.g. suspension of classes), all classes will be run\u202f<\/span>online<\/span><\/i>\u202fvia 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.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Key Reference<\/span><\/b>\u00a0<\/span><\/p>\n

Course texts<\/span><\/i><\/b>\u00a0<\/span><\/p>\n

Nation, I. S. P. (2013).\u202f<\/span>Learning vocabulary in another language<\/span><\/i>\u202f(2<\/span>nd<\/span>\u202fed.). Cambridge: Cambridge University Press.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Other Useful Reference<\/span><\/b>\u00a0<\/span><\/p>\n

Carroll, D. W. (2008).\u202f<\/span>Psychology of language<\/span><\/i>. (5<\/span>th<\/span>\u202fEd.). Belmont, CA: Thomson Wadsworth.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Assessments<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n\n
Task No.<\/span>\u00a0<\/span><\/td>\nType of Assessment Task\/Activities<\/span>\u00a0<\/span><\/td>\nMode of Assessment<\/span>\u00a0<\/span><\/td>\nWeighting<\/span>\u00a0<\/span><\/td>\nDue date<\/span>\u00a0<\/span><\/td>\nRelated CLO(s)<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
1<\/span>\u00a0<\/span><\/td>\nWork on either one of the options. See note below.<\/span>\u00a0<\/span><\/td>\nIndividual<\/span>\u00a0<\/span><\/td>\n60%<\/span>\u00a0<\/span><\/td>\ntbc<\/span><\/td>\n1,2,3,4,5<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nQ & A<\/span><\/td>\nIndividual<\/span><\/td>\n40%<\/span><\/td>\nvarious<\/span><\/td>\n1,2,3,4,5<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

Note on Assessment tasks.<\/span><\/i>\u00a0<\/span><\/p>\n

Task 1 Written assignment<\/strong><\/p>\n

    \n
  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\u00b110% words).<\/span>\u00a0<\/span><\/li>\n
  2. Produce a 2,000-word (\u00b110%) 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.<\/li>\n<\/ol>\n

    Please submit a softcopy of the written assignment to Turnitin by the due date.<\/span>\u00a0<\/span><\/p>\n

     <\/p>\n

    Task 2 Q&A<\/strong><\/p>\n

    There will be in-class Q&A session in week 6. Exact details will be provided when the course starts.<\/p>\n

    General Standard for Assessment <\/span><\/b>\u00a0<\/span><\/p>\n

      \n
    • Understanding of the task and key concepts\/issues involved;<\/span>\u00a0<\/span><\/li>\n
    • Depth of analysis and\/or critique in response to the task<\/span>\u00a0<\/span><\/li>\n
    • Use of appropriate professional and\/or research literature to support\u00a0response;<\/span>\u00a0<\/span><\/li>\n
    • Structure and organization of\u00a0response;<\/span>\u00a0<\/span><\/li>\n
    • Presentation of response according to appropriate academic and linguistic conventions\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/span>
      \n<\/span><\/li>\n<\/ul>\n

       <\/p>\n

      Grade Descriptors<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n
      Grade<\/span><\/b>\u00a0<\/span><\/p>\n

      (grade point)<\/span>\u00a0<\/span><\/td>\n

      		Description<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
      A+\u202f<\/span><\/b>(4.3)<\/span>\u00a0<\/span><\/p>\n

      A\u202f<\/span><\/b>\u202f\u202f (<\/span>4)<\/span>\u00a0<\/span><\/p>\n

      A-<\/span><\/b>\u202f\u202f\u202f<\/span><\/b>(<\/span>3.7)<\/span>\u00a0<\/span><\/p>\n

      \u202f<\/span><\/b>\u00a0<\/span><\/p>\n

      Excellent<\/span><\/b>\u00a0<\/span><\/td>\n

      		Overall, a very impressive and excellent piece of work, equivalent to a distinction. Includes\u00a0the majority of\u00a0the following features:<\/span>\u00a0<\/span><\/p>\n

      1.\u202f\u202f\u202f\u202f Demonstrates an understanding of the task which may be beyond what is expected, but which is always relevant.<\/span><\/p>\n

      2.\u202f\u202f\u202f\u202f 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.<\/span>\u00a0<\/span><\/p>\n

      3.\u202f\u202f\u202f\u202f Use of wide range of relevant sources, well understood and critically evaluated.<\/span>\u00a0<\/span><\/p>\n

      4.\u202f\u202f\u202f\u202f\u00a0<\/span>Well structured<\/span>\u00a0and organized with a clear line of reasoning. Appropriate length.<\/span>\u00a0<\/span><\/p>\n

      5.\u202f\u202f\u202f\u202f Clear, articulate style with accurate spelling, word choice and grammar. Referencing follows consistent academic conventions with all references fully and accurately cited.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

      B+\u202f<\/span><\/b>(3.3)<\/span>\u00a0<\/span><\/p>\n

      B\u202f<\/span><\/b>\u202f\u202f\u202f<\/span><\/b>(<\/span>3)<\/span>\u00a0<\/span><\/p>\n

      B<\/span><\/b>-\u202f\u202f<\/span><\/b>(<\/span>2.7)<\/span>\u00a0<\/span><\/p>\n

      \u202f<\/span><\/b>\u00a0<\/span><\/p>\n

      Good<\/span><\/b>\u00a0<\/span><\/td>\n

      		Overall, a good and commendable piece of work. Includes\u00a0the majority of\u00a0the following features:<\/span>\u00a0<\/span><\/p>\n

      1.\u202f\u202f\u202f\u202f Demonstrates sound understanding of the task. Presentation of points and arguments generally relevant to the question.<\/span>\u00a0<\/span><\/p>\n

      2.\u202f\u202f\u202f\u202f Sustained commentary on evidence and materials used. Inclusion of appropriate critical perspective. Use of theoretical models in a relevant way to answer the question.<\/span>\u00a0<\/span><\/p>\n

      3.\u202f\u202f\u202f\u202f Sound understanding of main sources of literature, well summarized and used in a critical and relevant way.<\/span>\u00a0<\/span><\/p>\n

      4.\u202f\u202f\u202f\u202f Clear structure and presentation. Control of length.<\/span>\u00a0<\/span><\/p>\n

      5.\u202f\u202f\u202f\u202f Generally accurate spelling, word choice and grammar. Generally consistent and accurate referencing.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

      C+\u202f<\/span><\/b>(<\/span>2.3)<\/span><\/p>\n

      C<\/span><\/b>\u202f\u202f\u202f\u202f<\/span><\/b>(2)<\/span>\u00a0<\/span><\/p>\n

      C-<\/span><\/b>\u202f\u202f\u202f<\/span><\/b>(<\/span>1.7)<\/span>\u00a0<\/span><\/p>\n

      \u202f<\/span><\/b>\u00a0<\/span><\/p>\n

      Satisfactory<\/span><\/b>\u00a0<\/span><\/td>\n

      		Overall, a satisfactory piece of work. Includes a majority of the following features:<\/span>\u00a0<\/span><\/p>\n

      1.\u202f\u202f\u202f\u202f\u202f\u202f Understands main point of the question\/task. Most points and arguments presented are relevant to the question.<\/span>\u00a0<\/span><\/p>\n

      2.\u202f\u202f\u202f\u202f\u202f\u202f Adequate commentary on evidence and materials used. Some evidence of critical awareness. Use and understanding of theoretical models, but in a fairly pedestrian way.<\/span>\u00a0<\/span><\/p>\n

      3.\u202f\u202f\u202f\u202f\u202f\u202f Adequate range of source material consulted. Clear understanding of the literature used.<\/span>\u00a0<\/span><\/p>\n

      4.\u202f\u202f\u202f\u202f\u202f\u202f Good structure and presentation, minor problems in organization do not impede communication. Control of length.<\/span>\u00a0<\/span><\/p>\n

      5.\u202f\u202f\u202f\u202f\u202f\u202f Comprehensive spelling, word choice and grammar, inaccuracies do not impede meaning. Generally consistent referencing.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

      D+<\/span><\/b>\u202f\u202f\u202f<\/span><\/b>(<\/span>1.3)<\/span><\/p>\n

      D\u202f\u202f\u202f\u202f\u202f\u202f<\/span><\/b>(1.0)<\/span>\u00a0<\/span><\/p>\n

      \u202f<\/span><\/b>\u00a0<\/span><\/p>\n

      Pass<\/span><\/b>\u00a0<\/span><\/td>\n

      		Overall, a bare pass. Includes a majority of the following features:<\/span>\u00a0<\/span><\/p>\n

      1.\u202f\u202f\u202f\u202f\u202f\u202f Understanding of basic concepts and effort made to relate them to the question.<\/span>\u00a0<\/span><\/p>\n

      2.\u202f\u202f\u202f\u202f\u202f\u202f 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.<\/span>\u00a0<\/span><\/p>\n

      3.\u202f\u202f\u202f\u202f\u202f\u202f Some evidence of reading and understanding of the literature and theories, but range and\/or relevance very limited.<\/span>\u00a0<\/span><\/p>\n

      4.\u202f\u202f\u202f\u202f\u202f\u202f 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.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

      \u00a0F\u202f<\/span><\/b>(0)<\/span>\u00a0<\/span><\/p>\n

      \u202f<\/span><\/b>\u00a0<\/span><\/p>\n

      Fail<\/span><\/b>\u00a0<\/span><\/td>\n

      		Overall, a very poor piece of work. Includes a majority of the following features:<\/span>\u00a0<\/span><\/p>\n

      1.\u202f\u202f\u202f\u202f\u202f\u202f Inadequate understanding or misunderstanding of task. Purely descriptive account with little or no analysis.<\/span>\u00a0<\/span><\/p>\n

      2.\u202f\u202f\u202f\u202f\u202f\u202f 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.<\/span>\u00a0<\/span><\/p>\n

      3.\u202f\u202f\u202f\u202f\u202f\u202f Few relevant sources used and\/or little use of literature.<\/span>\u00a0<\/span><\/p>\n

      4.\u202f\u202f\u202f\u202f\u202f\u202f Unstructured presentation and\/or lack of coherence which impedes understanding.<\/span>\u00a0<\/span><\/p>\n

      5.\u202f\u202f\u202f\u202f\u202f\u202f Little or no attempt at consistent referencing. Major inaccuracies in grammar, word choice and spelling. Length problematic.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \u202f<\/span>\u00a0<\/span><\/p>\n

      Academic Conduct<\/span><\/b>\u00a0<\/span><\/p>\n