From: Subject: The Language Teacher Online 19.02: The Importance of an Early Emphasis on L2 Vocabulary Date: Wed, 22 Oct 2008 19:49:37 -0400 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0009_01C9347F.505BE360" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3350 This is a multi-part message in MIME format. ------=_NextPart_000_0009_01C9347F.505BE360 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.jalt-publications.org/tlt/files/95/feb/meara.html The Language Teacher Online 19.02: The Importance of = an Early Emphasis on L2 Vocabulary

The Language Teacher

The Importance of an Early Emphasis on L2 = Vocabulary

Paul Meara

University of Wales,=20 Swansea

Learning vocabulary from lists is a practice which used = to be=20 very common. Nowadays, however, hardly anybody recommends = that=20 people should learn vocabulary in this way. Most "experts" = recommend=20 that vocabulary should be acquired in context instead, and a = great=20 deal of research effort has gone into working out what the = most=20 effective contexts are. Some recent work from Holland, for = instance,=20 recommends that pregnant contexts should be used = wherever=20 possible. Pregnant contexts are contexts rich enough to = allow a=20 learner to guess the meaning of a word s/he is encountering = for the=20 first time.

This article is not against contexts. Obviously, suitable = contexts can help people to acquire new words, and there are = good=20 reasons for using contextualised learning a lot of the time. = The=20 idea I want to discuss here is that learning vocabulary from = lists=20 might not be such a bad thing either.

The main argument against the use of word lists is that = they are=20 an unnatural way of acquiring vocabulary items. This, of = course, is=20 true. Word lists ARE unnatural, but so are many of the other = things=20 that we do to teach foreign languages, and it seems unfair = to single=20 out word lists in this way.

My own view is that word lists have an important role to = play in=20 the acquisition of a new language, and that this role is=20 particularly important at the beginning stages of learning a = new=20 language. The reason for this is quite simple. When you = first start=20 to learn a new language, the biggest problem you face is = that you=20 can't recognise any of the words. Nothing that you see or = hear in=20 the new language makes any sense at this stage, because all = the=20 words are unfamiliar.

There are two solutions to this problem. The first = solution is=20 for teachers to try and protect students from the = consequences of=20 their ignorance. Typically, we do this by teaching the = students a=20 very small number of words, and then restricting the sorts = of texts=20 that the students meet: graded readers, language text-books, = and so=20 on. Some people have actually put forward the view that this = is the=20 only real way to teach a new language, and that students = should not=20 be allowed to acquire a large vocabulary until they have = mastered=20 the basic grammatical system with a very small restricted=20 vocabulary. Although this view is less common now than it = was twenty=20 years ago, in practice, most beginners courses restrict = themselves=20 to a basic vocabulary of two or three hundred words, and = make a=20 virtue out of this fact. The result is that students are = able to=20 operate reasonably well within a classroom context, where = the=20 lexical environment is very limited and very predictable. = Outside=20 this protected environment, however, they are often unable = to=20 cope.

It isn't obvious to me that establishing a protected = environment=20 is actually the best way of getting learners to operate = effectively=20 in the wider world. Instead, I believe there might be a case = for=20 teaching people very large vocabularies when they first = start to=20 acquire a language. There are two main reasons why I think = that this=20 kind of approach might be an appropriate one: one is a = linguistic=20 reason, the other a psychological one.

The linguistic justification is that a severely = restricted target=20 vocabulary, say 500 words or so for a beginners' course, = doesn't=20 really make much sense in terms of what we know about the = lexical=20 structure of languages. In all languages, a small number of = words=20 account for a very large proportion of the material which we = see or=20 hear on a regular basis. In general any corpus of language = has a=20 small number of words that occur many times, and a larger = number of=20 words that appear only once or twice. You can see this=20 characteristic very easily if you take a short piece of = writing, and=20 count up the number of times each word appears in the text. = Then,=20 construct a graph by taking the most frequent word, and = plotting the=20 number of times it occurs in your text. Next, add to this = total the=20 number of times the next most frequent word occurs, and plot = this=20 new total on your graph. Then, do the same with the third = most=20 frequent word, and so on. The result should be a graph which = looks=20 something like Figure 1. This graph is a cumulative = frequency count=20 of the words in your text. What the figure shows is that a = very=20 small number of words account for a surprisingly large = proportion of=20 the text.

Instead of=20 working with a small text, you can do similar counts using = very=20 large corpora, and if you do this, you still get the type of = curve=20 that appears in Figure 1. The actual figures for English = suggest=20 that a basic vocabulary of about 2,000 words accounts for = about 80%=20 of what we see or hear (the points marked by the arrows in = Figure=20 1). Other languages produce slightly different shapes of = curve, (for=20 instance, some languages don't have articles, or auxiliary = verbs,=20 and this affects the number of high frequency words), but = all=20 languages produce the characteristic curve with a very steep = slope=20 followed by a much slower rise that is shown in Figure 1. Of = course,=20 the graph does not show that a person with a = vocabulary of=20 2,000 words will understand 80% of what they see or hear in = English!=20 In most texts, the really important meanings are carried by = the=20 words that the learner is not likely to know. What the graph = does=20 show is that a person with a vocabulary of 2000 words is = going to be=20 able to recognise at least some of the words s/he hears. In=20 contrast, the graph suggests that a person whose vocabulary = is=20 limited to only 500 words or so will meet a very large = number of=20 unfamiliar words in almost any common context. These = unfamiliar=20 words will be enough to prevent most learners at this level = from=20 understanding very much, except in very unusual = circumstances. The=20 obvious conclusion, from a linguistic point of view, is that = a=20 vocabulary of 500 words is pretty useless, while a = vocabulary of=20 2,000 words goes a considerable way towards a realistic = level of=20 competence. The linguistic evidence, then, suggests that it = might be=20 sensible to teach beginners a very large vocabulary very = quickly,=20 and not restrict their lexical development to small = vocabularies=20 acquired over an extended period of time.

The second reason why it might make sense to teach people = large=20 vocabularies very early on in their learning career is a=20 psychological one. Most learners have a rather naive = understanding=20 of what learning a language involves, but most people are = sure that=20 learning a language means learning lots of new words. So, in = a=20 sense, most learners expect to have to learn vocabulary, and = it=20 therefore makes a lot of sense to capitalise on these = expectations.=20 And unlike many aspects of language learning, vocabulary = acquisition=20 is a skill which it is easy for non-specialists to = understand and=20 easy for them to evaluate their own performance in. A score = of 75%=20 on a well constructed vocabulary test is very = straightforward to=20 interpret: (a) It means that you know only three quarters of = the=20 vocabulary that you ought to know, and (b) it is obvious = what you=20 have to do about it. A score of 75% on a grammar test, or a=20 translation test is much more difficult for an untrained = person to=20 make sense of.

Most methodologies don't make anything of this interest = in words.=20 Instead, they set extremely low targets for vocabulary = knowledge,=20 and tend to play down the importance of learning words. = Typically=20 learners are not set vocabulary targets at all, and when = they are,=20 the number of words they are expected to pick up is very = small. This=20 seems to me to be a mistake, both on linguistic and on = psychological=20 grounds.

What is the alternative then? One possible alternative is = to=20 deliberately make the early stages of learning a language = focus on=20 the acquisition of vocabulary. Instead of allowing the basic = vocabulary to be acquired slowly over a period of many = years, it=20 might be possible to teach it all, deliberately, and = relatively=20 quickly. This might sound like a radical suggestion, but = there are=20 several reasons why it is worth considering.

Firstly, young children learn their first language by = acquiring=20 single words in the first instance. They eventually get = round to=20 putting these words together into phrases and sentences, but = this=20 development takes a long time. Children don't start using = two word=20 utterances until they have a basic vocabulary of about 100 = words.=20 Longer utterances only come with a much bigger vocabulary, = and even=20 then, the syntax of these utterances is pretty peculiar. It = takes=20 several years before children start to use a sentence = structure that=20 clearly resembles that of a normal adult. If a single word = stage is=20 important for children learning their L1, then quite = possibly a=20 similar stage might be natural for L2 learners as well.

The second reason for building a vocabulary quickly is = that a=20 large vocabulary does in fact allow you to communicate with = other=20 people over a wide range of unpredictable situations. The=20 communication that results might not be perfect, but at = least the=20 words are being put to some real use -- much like the = imperfect=20 sentences of children in fact. If you know the words, it's = easy to=20 learn how to use them properly. Corrective feedback from = other=20 speakers will eventually teach you how to formulate = correctly what=20 you want to say; if you don't know the words you need to = use, then=20 this natural process cannot even get started.

The third reason for emphasising vocabulary rather than = grammar=20 is that grammar is mainly about patterns. Patterns are much = easier=20 to recognise if you have a lot of data to work with, = particularly if=20 the patterns are statistical ones, rather than absolute=20 regularities. It is very difficult to recognise a pattern if = you=20 only have a few instances to work with. If you only know 100 = words,=20 it's very difficult to discover the regularities that they = show when=20 you meet them in texts, especially when these texts have = been=20 specially constructed by a well-meaning text-book writer! = When you=20 know 2,000 words, it is very much easier to see the patterns = in the=20 way these words behave. Human brains seem to be particularly = good at=20 recognising patterns in complicated data. Restricting = language input=20 to a relatively small vocabulary hides the patterns, and = makes it=20 difficult for the brain to carry out its natural learning=20 function.

So far, then, I have suggested that it might be possible = to=20 construct a language teaching methodology that focused = initially on=20 vocabulary acquisition, and aimed to build up a very large=20 vocabulary very quickly. I've indicated some of the reasons = why I=20 think this might be an interesting approach. The question = that=20 arises now is what would an approach of this sort look like = in=20 practice?

The best bet so far seems to be a memory system called = the=20 key-word method, which is mentioned in the Nation interview = and the=20 Ellis article in this issue. Research using this method = suggests=20 that it is possible for adults to learn very large numbers = of words=20 in a relatively short space of time -- fifty words in an = hour is not=20 uncommon. At that rate, a learner would be able to learn the = 2000=20 word target vocabulary in as little as forty hours. Of = course, it=20 would be very hard work, but most learners seem to expect to = work=20 hard in this way, and it ought to be possible to develop a = reward=20 schedule that made the learning fun as well. The main = argument=20 against the use of methods like the key-word method is that = they=20 encourage learners to think that words in the L1 are = directly linked=20 to words in the L2 in a one-to-one fashion. People who take = this=20 view think that this is misleading, and that it encourages = the=20 learners to remain over-dependent on translation. I think = this is=20 wrong. For me, the biggest problem in learning a foreign = language=20 vocabulary is not learning the exact meanings of the words. = It's=20 much more difficult to learn the actual shape of the words, = to learn=20 to recognise the words as physical objects, and to learn to=20 distinguish them from similar forms reliably. Traditional = vocabulary=20 teaching has tended to ignore this problem completely. My = own view=20 is that if learners can recognise the word forms reliably, = then they=20 can be encouraged to work with authentic materials which use = these=20 forms frequently. Once you start to meet the familiar word = forms in=20 natural contexts, then it will soon become obvious how they = relate=20 to each other, and how they behave in sentences.

To me, this suggests that two types of learning = activities ought=20 to accompany this initial vocabulary learning stage. In the = first=20 activity, students might be provided with authentic texts, = and=20 simply be asked to mark any word forms that they recognise. = These=20 texts could be either written or spoken texts. The object of = the=20 exercise is not for the students to understand the text, but = simply=20 for them to recognise any of the words they already know. = Given time=20 and an increasing vocabulary, comprehension should become = automatic.=20 In the meantime, exercises of this sort should train the = students=20 ears and eyes to recognise unfamiliar forms quickly and = reliably.=20 The second type of activity involves word games of different = sorts,=20 specifically designed to get the students using their new=20 vocabulary. Word games do not provide the naturalistic,=20 communicative contexts that language teachers usually think = of when=20 they are trying to provide contexts for using an L2. But, in = fact,=20 artificial contexts of this sort provide a very good = environment for=20 using words. Again, it's significant that word puzzles are=20 incredibly popular with L1 speakers, and it is surprising = that=20 language teachers have not exploited this popularity = more.

Conclusion

The idea I have explored in this paper is that there = might be a=20 case for teaching languages starting from vocabulary. I have = suggested that it might be possible to teach beginners much = bigger=20 vocabularies than we usually aim for, and that it might be = possible=20 to achieve these vocabulary targets very quickly if we = concentrated=20 on words. I have explained the linguistic and the = psychological=20 reasons why I think this kind of approach might be worth = trying. One=20 word of caution seems in order, however. I use this = vocabulary-based=20 approach in my own language learning whenever I have to = learn=20 something of a new language for a trip to a foreign country, = and as=20 far as I can see, it is very successful. I have never used = this=20 word-based method in class with other learners, though. This = is=20 partly because school syllabuses have made it impossible to=20 experiment in this way, and partly because it has just = seemed too=20 radical. Needless to say, if any reader of The Language=20 Teacher feels brave enough to give it a try, I would be = very=20 happy to hear from you.

Paul Meara is Director of the Wales = Applied=20 Language Research Unit at Swansea University of Wales, and = Chair of=20 the British Association for Applied Linguistics. His three=20 bibliographical volumes on second language vocabulary and = lexis have=20 become the standard reference works in this field. He can be = contacted at Centre for Applied Linguistics, University = College,=20 Swansea SA2 8PP, United Kindom.

Article=20 copyright =A9 1995 by the author.
Document URL:=20 = http://www.jalt-publications.org/tlt/files/95/feb/meara.html
Last=20 modified: April 14, 2001
Site maintained by TLT Online=20 Editor

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