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Word Knowledge: A Vocabulary Teacher's Handbook, by Cheryl Boyd Zimmerman
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To know a word means to know a great deal about it-including its meaning, collocations, grammatical features, derivations, register and appropriateness. This book presents useful and practical strategies to help readers identify learner errors, provide helpful feedback and recognize features that may be problematic. It also offers techniques for encouraging students to become independent word learners.
- Sales Rank: #243808 in Books
- Published on: 2008-03-01
- Original language: English
- Number of items: 1
- Dimensions: 6.00" h x .50" w x 8.90" l, .53 pounds
- Binding: Paperback
- 160 pages
Review
Educators seeking pointers regarding how best to teach a particular layer of word knowledge will find snapshot tips in each chapter. For meaning, encourage students to ask questions about new words. For word parts, be selective about prefixes and suffixes taught; choose only the most common (included in the book). Particularly helpful for teachers are the numerous classroom exercises at the end of each chapter. These are not your standard fill-in-the-blank tasks, but rather are useful, interactive, fun and even thought-provoking exercises that students and teachers will enjoy, involving lots of pair work and discussion.
...Teachers will find themselves referring to this book again and again for information, classroom activities and insights.
- Deborah Silver, Northeastern Illinois University, Chicago, IL (Fall 2010)
About the Author
Cheryl Boyd Zimmerman is an associate professor of TESOL(Teaching English to Speakers of Other Languages) and the TESOL Coordinator in the Department of Modern Languages and Literatures at California State University, Fullerton, USA. Her Ph.D. is from the University of Southern California where she specialized in language, literacy and learning and completed a dissertation on second language vocabulary acquisition. Her publications have appeared in a variety of journals including Text, TESOL Quarterly, CATESOL Journal, and Studies in Second Language Acquisition and in edited collections including Second Language Vocabulary Acquisition, Language in Use (papers from the Georgetown Roundtable) and Directions in Applied Linguistics: Essays in Honor of Robert B Kaplan. She is the series editor of a reading and vocabulary textbook series and a textbook for vocabulary teachers, both published by Oxford University Press. Her publications focus on Second Language vocabulary acquisition. Visit her website at http://hssfaculty.fullerton.edu/mll/cbzimmerman/index1.html#
Most helpful customer reviews
7 of 7 people found the following review helpful.
concise, readable, instant classroom use
By Anna Noehre
In summer-2009, a group of instructors in Portland State University's Intensive English Language Program chose "Word Knowledge" as our professional development discussion book. We read one chapter per week and it was fabulous! Each chapter is followed with immediately useful exercises for all proficiency levels, including some good materials for early beginners.
The hottest topics for our group of TESOL pro's (most with decades of experience)were Vocabulary in Context and Teaching Register. If you're in TESOL, you know that these items are both troublesome.
As Zimmerman points out, students need to be able to comprehend about 90 percent of the words in the text before it is possible to grasp the context. So, insisting that early-stage learners derive word-meaning from context is a pretty dysfunctional way to teach vocabulary. (And yet, most of us were trained to do that.) Luckily Zimmerman proposes some more functional strategies, including pre-teaching the context and focus on collocations. Great exercises included for each of her corrective suggestions, too.
When our group was talking about teaching students how to identify and use the situationally correct Register, I think the temperature in the room rose about 10 degrees! It's hugely frustrating. The old advice to new English learners seemed to be "pick someone you admire and talk like they talk and write like they write". While that's probably good advice in a slow and stable culture, it doesn't work in mercurial Anglosphere society with its vibrant youth cultures, its liberal but formal academic culture, conservative religious cultures, etc. There are so many usage registers available in English that no simple guidelines exist.
So how to properly train the students in this "hot" cultural-linguistic skill? Again Zimmerman proposes doing more pre-teaching about register than many of us normally do. Zimmerman suggests (often implicitly) that students as well as their teachers need to learn some linguistic meta-language to talk "about" English before jumping into talking English!
"Word Knowledge" was a great read for me as an English for Academic Purposes instructor. I'd recommend it to any reflective practitioner of TESOL, even at the survival-English level, due to the clear, concise discussions of the challenges involved and the immediately useful solutions following each chapter.
2 of 2 people found the following review helpful.
Excellent, concise guide for how to improve teaching vocabulary to English language learners
By E. Jaksetic
This is a concise handbook for teachers that explains how to improve teaching of vocabulary to English language learners. In this short but informative book, the author: (1) identifies the different aspects of a word's meaning; (2) discusses the importance of English language teachers and English language learners being aware of each aspect of a word's meaning; (3) notes the various difficulties and problems that English language learners have with trying to learn English vocabulary; (4) makes practical suggestions about various ways that teachers can help English language students understand and learn the different aspects of words in English; and (5) offers advice for how teachers can help English language learners become independent learners of English words.
Although the author discusses theories and concepts about vocabulary teaching, the author does a very good job of offering many practical ideas and suggestions to help English language teachers prepare classroom materials and conduct lessons to teach vocabulary to English language learners, and improve the ability of students to learn English vocabulary on their own outside the classroom. Some English language teaching books are more theoretical and conceptual than practical; this textbook is definitely more practical than theoretical and conceptual.
Readers interested in teaching vocabulary to English language learners should also consider taking a look at the following other books: Keith S. Folse, Vocabulary Myths: Applying Second Language Research to Classroom Teaching; I.S.P. Nation, Learning Vocabulary in Another Language (Cambridge Applied Linguistics) ; and Jean Yates, Practice Makes Perfect English Vocabulary for Beginning ESL Learners (Practice Makes Perfect Series) 2nd (second) edition.
0 of 0 people found the following review helpful.
really love this book!
By Loan Nguyen
totally new! good edition! easy to understand and lots of useful information about teaching Vocabulary! You will enjoy reading it!
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