Advanced pupils learning English for Academic needs (EAP) want to develop their educational sound on paper. Lexical competence is really a key section of doing that. In today’s post, Final Draft series editor Jeanne Lambert stocks three ways to simply help EAP students deepen their lexical competence.
Regular practice of extended chunks of language
Imagine a posted educational text with no academic expressions. It can seem unskilled and unrefined. Indigenous speakers frequently understand these phrases from several years of reading in English. ESL students require regular training together with them, but regrettably, most ESL textbooks do maybe maybe maybe not add them.
Incorporating longer chunks of language, such as for instance scholastic expressions ( e.g., it is critical to note that…, the important thing problem is…, in the other hand…) assists composing noise more natural and advanced level. Most of us currently include collocations – 2 or maybe more words that go together therefore often as a unit (e.g., economic resources) -into our vocabulary teaching that we see them. We have to include phrases that are academic.
Here’s a lesson that is academic-phrase used in combination with success:
- offer a list of 4-5 expressions and also students match them to a product which explains their function.
- follow through having a reading passage with missing expressions and also have the students select proper expressions from record in step one.
- prompt pupils to utilize newly learned expressions in a writing project.
Incorporating longer devices of language in vocabulary classes is going to make pupil writing noise normal and advanced level and can develop students voice that is’ academic.
Make language lessons corpus-based
An educational corpus is a collection of educational texts that may be searched and analyzed. A corpus often helps us understand which terms show up most often in scholastic texts. Utilizing corpus-based resources such as the Academic Word List to create our classes means that our students practice high-frequency educational language. Concentrating our instruction from the many language that is relevant educational writing aligns with your EAP students’ objectives.
With restricted class room hours, why spending some time on scrutinize (low-frequency) as opposed to evaluate (high-frequency)? This is simply not to express there isn’t any usage for studying low-frequency terms. Instead it is crucial that you concentrate on language that college-bound pupils will encounter frequently to supply a good foundation in scholastic discourse.
Deepen lexical connections
You’ll deepen pupils’ connections to words/phrases they have examined with associational tasks. We first attempted these tasks about ten years ago after reading about them in I.S.P Nation’s Learning Vocabulary an additional Language.
The following is a vocabulary that is associational on consumerism. The two core objectives of the task are to connections which are deepen terms currently studied in a product also to have students make use of several of those terms accurately in a writing project. The final writing task is an essay on the social impact of celebrity culture for this activity.
The primary section of this class is always to offer sets of words (about 4 teams) through the device which can be thematically associated after which have pupils, in pairs, explore those groups in 2 methods:
- describing any associations on the list of categories of terms
- writing down any associated terms or examples.
Below is an example having a grouping:
Test term group
Remind pupils there are not any answers that are right
We remind my pupils there are no right answers with this task, just opportunities to connections that are deepen. Students replied the very first workout with something such as celebrity tradition and consumerism are connected—through advertising and media we eat celebrity tradition therefore we frequently want to purchase things superstars promote. For the 2nd one, pupils have actually appear with relevant words such as for example ‘fame,’ ‘advertising’ and ‘celebrity status’ and examples such as ‘Hollywood’, ‘tabloids’ and ‘the Kardashians‘. These responses as well as others assist strengthen ties between terms and a few ideas.
This activity doubles as being a brainstorming task to come up with a few ideas for the last essays, and collocations (media, celebrity tradition) and high-frequency products (news, tradition) will also be practiced. It’s rewarding to see pupils utilize the product language and connections inside their writing. These associational tasks develop on product language and engage pupils in brand new means.
Advanced EAP pupils need to develop lexical competence. Practicing much longer chunks of language and high-frequency vocabulary that is corpus-based well as deepening connections to terms are three surefire methods to help pupils do that.
I’d love to hear your tips on teaching language. Please join the discussion by the addition of a remark.
For lots more suggestions about teaching writing for scholastic purposes, why don’t you take a good look at Final Draft.