Inside Reading 2 Student Book Pack: The Academic Word List in Context

158 Pages·2007·29.66 MB·English

by  Lawrence J. Zwier

Inside Reading

THE ACADEMIC WORD LIST IN CONTEXT

By Lawrence J. Zvier
Series Direclor: Cheryl Boyd Zimmerman

PD wir student co-Rom

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Inside Reading
THE ACADEMIC WORD LIST IN CONTEXT

By Lawrence J. Zwier
Series Director: Cheryl Boyd Zimmerman

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OXFORD

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Acknowledgments

From the Series Director
Inside Seadiag represen collaboration as ie should be, That is, the projet resuled Irom

a balance of expetise from a team at Oxford University Tress (OUP) anda collection of
sill partitipants from several universities. The projet would not have happened without
considerable inses-ment and tale fom both sides

“This idea took enor and developed with she colboraion and support ofthe OUP eiorial
team. Lam puciclaely gratetal to Pietro Along, whose vison fr this series began wich his
recognition ofthe reciprocal relationship between reading ard vocabslary. Lam also grate
to Dena Daniel the lea editor onthe projet, and Janet Aitchison for her involvement in the
carly stages of this venture.

‘OUP was joined by the contibutions of participants from various academic sens. ist,
‘ver Coshead, Massey Unnverty, New Zealand, erected the AczUemic Word Lst 3
principled, research-based collection of academic words which nas led Lock to much ofthe
research which supports this peeject aad tothe materiale chemaelvss, Dt Tam Klammes, Dean
‘of Humanities and Socal Sciences at Caliocni Sete University, Fullerton (CSUF], made my
participation in ths project possible, fst by endorsing its value, then by providing te ine T
needed. Aesctace and insight were provided by CSUR participants PaiciaBalders, Arline
Burgmeieg and Margaret Plnert, ae well ae by many TESOL Masters stadene at CSUR

Finally, chank you tothe many reviewers who gave us fedeck along the wav: Nancy Beur,
University of Texas at Arlington; Adele Camus, George Maton University; Carole Coline,
Northampton Community College Jennifer Paral, University of Connecticut, ALP: Laurie
Trazier, University of Minnesota; Debbie Gold, California State Unversity, Lang Beach,

ALL Jane: Tlarclerode and Teni Randal, Santa Monica Connusity College; Macianse How
Sante Middlesex County Colle; Stcv> Jones, Communiey Collage of Philadelphia; Lucille
King, University of Connecticut Shalle Leeming, Academy of Ac Uaiversiy, San Francisco;
(Gerry Luton, University of Victoria; David Mindock, Universey of Denver; William Morrill,
University of Washington; and Peggy Alpekin. This is collatoration inceed!

From the Author

‘ig thanks go out xo everyone at Oxford University res for their hp and advice te Petro
Along! for bringing me into the seres and showing me the ropes, To Chery Boyd Zimmerman
tor hr truly exceptional ideas about efective vocabulary exercises and for he spot-on
editorial work. To Dena Daniel for bringing tlexiiy a fine sease of humor ans superb
‘organizational skis to the hard tak of turning it all into areal book. And finally to Gleam
‘Mathes I for introducing me to this great team.

‘ACKNOWLEDGMENTS.
Contents

Acknovedgements ative i
To the Teacher vi
References " - is
Unit Tour x

Going Underground 1

(Content area: Engineering

Reng salen: Previewing ané predicting « aa
“Text 1 Coober Pedy: Really Dow Ueder aien nseriooen ieee B
“Text 2: Understanding Phil's Basement. £
Vocabulary atvtiss Sp iaceeaa a

The Business of Branding 15

‘Conte area: Business

;

"Toot Is The Posuer of Brae seseee IG
‘Text 2: My Bra Is Me. : ceeuiven 23
Reacing strategy: Finding che man idea sageeeee TBS
Vocabulary activites 02. .s.escsescsesessesseeeseserseeseeensenees 19,25,

HIE] Machines That Recognize Faces 29

Content ares Technology

Text 1: Looking for Ba Guys atthe Big Game Bian pieces ween sD
exe 2: Race inthe Aiport Cron x6
Reading strategy Sea 32,38
Vocabulary activities 35,39

How Could They Do That? 43

Conrent area: Vitertare
‘Text 1: Could Shakespeare Have Writen Shakespeare's Plays?
“Test 2: Fame in Foreign Language: Joseph Cowsad.

Reading stare Ourliing

Voccbularysetvtes

Weather Warnings 57

Convent atea: Meszorology

Text 1: The Weather Gees t0 Courts Forensie Meteorology sa
“exe 2: Alber Chippers . 6
Reading strategy: Reading eraphs 60, 66,
Vocal lary aetiviten . 61,67

iw TABLE OF CONTENTS:
Brain Food 71

CContene area: Nutition
‘Text 1: Fat for Brains.

“Text 2: The Minnesou Starvation Esperia
Reading stsregy: Summarizing
Voczbularyaetivtes +.

Roving Continents 85
© Contear ares: Gxiagy
Text 1: Pieces ofa Prk: The Evidence for Pangee
“ext 2: An Ocean Waiting to Happen
Reading semegy Making infroces
ocebulry seis

Clicks and Cliques 99

Coment ares Sociology

Text 1 Judging Roommates ly Thur Baloo Comers
‘Test 2: High School Soceris Who Belongs Where?
Reading stacey: Highlghsing and annorating
Voccbulary setivces

‘True and False 113
© Convent area: Jouralisra
“Text 1: A Gome of Cechers
“Tex 2: Playin wih the Pic
Reading sazepy: Underseanding sequences
Vocsbulay ative

HERD] Bites and stings 127

(Comment area: Medicine
“Text I: Atak ofthe Fie Ants foe
Tee 2: Yeu Wouldn't Kaow IIH Bit You

Reading sraeyys Recording processes wih flow chars
Vocabulary setvtes

ede: The Acaemic Ward List

n

2
74,41
75,81

86
2
98,94
= 88,95

100
106
+102, 106
103, 108

14
1G shake ves Sov ceeses 120
116, 122
17,128

ns

14
130, 136
131, 136

14

TABLE OF CONTENTS y
To the Teacher

There is a natural relationship benwsen academic
reading and word learning, inside Reading isa
fourleval reading and vocabulery sris designed

*o use ths relationship to est advantage. Through
brineiled instuctien ane practice with reading
Serategies and skills, seudents wll increase their
ability to competed reading nate, Likewise,
‘hrough a principled approach ro che complex

tance of vocahlary knavaledgs, learners wil eter
understand how za make sense ofthe comalex ratare
of academic word learning Inside Reading 2s
ineenced for students atte intermectate lvl

‘Academic Reading and Vocabulary:
[A Reciprocal Relationship

In the beginning stages of language lescning,
when the laraceis aking simple conrections
between familiar oral word ard written forms,
vocabulary kaowledge plays a crucial ole Ta
later tages, sch as those adresse by Irie
Reading, word learning and reading are increasingly
interdependent rick word knowledge facilitates
reading, and effective reading sil faci
vocabulary comprebersienan¢ learning"

“The word knowledge shat is nzeced by the readoe
in sie reciprocal process it more chan knowledge
of definitions Trly knowing s word well rough
couse iin reading is well asin production) means
lenowing something abate its gamma, word forest,
collocations, registes, associations, and a grect deal
but ning: cng ily ental and
‘muleple meanings Any of his informacion may be
called upon to help che reader make the inferences
‘edd to understand the wor’s meaning in a
parteulr text For example a passage’s meaning can
be controled completely by connotation

‘She was fragal. {positive connotation}

She was stingy. (negative connotation)
by gramnatical form

He vale hie memory.

He valved his memories

fora akenate meaning
“The labor was intense, (physical work vs
ctuldbirh)

Inside Reasing recognizes the complesty of
ving» won Studeate ace piven frequent and
vari preci with all specs of word kuwwledge
Nocabulary acevses ae closely related in eopie©
the reading selections providing multiple exposures
twa word inactual wre and oppoctanities to work
‘wick its meanings, grammetical features, word forms,
collecations,rpiste, and associations.

To jin principled vocabulary intrction with
academic reding inatuction ie both natural and
cefective. Inside Roading s designed to address
the recipeneal relationship he-ween reading and
vocabulary and coe it to elp sedents develop

A Closer Look at Academic Reading

Storlents preparing for ncademis work benefit
{ious instruction that includes attention tothe
Fanguage ay well ay aldetion tote prnsas of
racing. The Ineracve Reacing model indicates that
racing isan ative proses n which readers draw
upon top-down processing (bringing meaning t0
the ext) a8 well as Bottom-up processing (decoding
‘words and other cess of language.”

‘The top-down aspect of this construct suggests
that reading is facilitated by interesting and relevant
reading materials that scrivate a range of xowlelge
ina reader's mind, knowledgs thats refined and
extended during the ae oF reading

The bottom-up aspect of this model suggests
‘thatthe learner needs fo pay attention to language
proficiency, induding vorabular. An academic
Feading course must addres the teaching of higher
level eading strategies withont neglecting the nesd
for language support

oa 2008

Sec themac-anals f LIvealr ses by Stal Fan, 1986

(anal Desig, and Ek, 1988

5 Sata 1990
* dich, 202 e888

wi TO THE TEACHER
Inside Reading cddresss both sides ofthe
tive model. Hig inerer academic readings
tnd seivitos provide sents with opporniities
‘aw upon lift expeicnee in their anasery of wide

variety of sates and sil ineloding

+ previewing

+ scanning

«+ using context clucs ro clarify meaning

finding the main idea

+ eommarning

+ asking inferences.

Rich vocabulary instrction and practice that
‘args vocabulary from the Academic Word List
{AWL) provide opporeunities for stents imorove
their language puoiiency and thelr ability ta decode
Aan process vocabulary
A Closer Look at Academi
Academic vocabulary consists of chose words
which are use Inaadlly i al acadenve domains, but

‘requent in her domaine. They
ace words ia the academic rgite that are needed
by students who intend to pursue higher educator.
“They ate not the technical words wed in ene
scacemisfeld or another (egy gets, fduciery,
proton), hut are found in all academic areas, ofen in
a suprortive role (substitute, function, inhibi

Vocabulary

The most principled and widely soepted lit of
demic words to date is The Academe Word List
|AWL}, corapiled by Averl Coxhead in 2000 les
selection was aased ona corpus of 3S million words
‘fg text fom meade utes acres eur
academic disciplines: ce hurnanits, business, law
‘and the physical and life sciences, The criteria for
{section ofthe $70 woed families onthe AWL wae
thatthe words appear fequertly and uniforely
acoss a wide range of academe texts, and that they
tat appear among the fat 2000 ment cmt werd
of English, identid by dhe Geral Service List

Acros the four levels of Inside Reading, students
ace itroduced tothe 370 word families ofthe AWL.

a a gradual pase of about 15 woods per unit. Their
usage is athens, the readings in which they appear
fre high interest, nd the words are pracaced and
feoyeld ina variery of scr, facleatng hath
tending compechension and word learn,

There has beer a great deal of esearch into the
‘optimal classroom conditions for falitaing word
learaing. This research point to several key factors.

[oticing: Before new words can be learned, they
snus be noticed. Schmidt, im his well-known rovcing
Iypotbes, sates

noticing i the neesiary and sufficient colton
for converting imps ino intake Incidental
learning or the ether has) is clearly both
possible and effective when the demand ofa tak
fous atcnion on what ito be lenened”

Inside Reading facltstes noticing ia wo ways.
Target words ate printed in boldface rype at cheiz
fese occurence to draw the students attention
‘heir comers, sae, and word form. Students are
en ofered reeated opportunities to focus on
fhe fn activites and dscisions side Reading
sleo devores aciviies and tasks to portinlar target
‘words. Thisis often accompanied bya presentaton
‘ox giving information about the word its aly
members and its ssnge

Teachers can further facilitate noticing hy pre
teaching selected words th-ough "ich instracson,”
rnezning insruction chat focuses on what it means

ta know a word, loo«s 3 the word in more chan one
seteng, and involves learners in actively >rocesing
the werd. Inside Resin facilitates ch instevction
hy proving engagirg activities chat use and spocight
ranger orden huth writen al oval practice

Repetition: Word learring is incremental. A
leanne able w pick yp new knoledge about a
sword with each encounter Repetition abo assists

sae: remony-—mltiple expesnes at ¥a"ying,
xerval dramatically eshance reeention.

Repetition alone doesnt aesoun or leaning: the
‘pes teats of septivons ae also important.

TDTHETEACHER vit
Research show har words are best retained when
the practice with anew word i rif ou the word is
peated several rimes a increasing interval? Inside
easing proviges multiple exposures to words at
‘varying intervals and reycles vocabulary throughout
the 900k to asast chis proces,

Learner involvements Word-leacning activities
are ot guaranteed tobe elective simply by virtue
cf being interactive er communicative. Activites
tertasks are mest affective when learners are

most invcled in them. Optimal involvement
characcerizod bya learner own perceived need
for the urknown word, the dsie to seach for
the information needed for the task, and th effort
‘expenced to eumpare the word ro other words. T
has been found rhar the preter he level oF lesener
involvement, rhe here the rerentin.

‘se activities in Inside Reading provide
‘appornun isto be involved in she use of target
‘words at ovo lve

4+ Word level," whe words ate prt in

Isolation lor the prpone of foesing on sich
_xpects a meaning, derivation, grammatis!
feacares, and associations

4 "Sentence level," wharelezmers respond to the

eacings hy ting an paraphrasing sentences,

ecause the acivtes ave graded thew
high-interest readings 0” exch unit they provide
‘he teacher wit frequent apportniie to eptimze
learner insolvemene,

Instruction and practice with varying types of
word knowledges To know a word mee to kaow
grant deal about the word." Tae aces in
this book include oracrice with al pues uf word
lenowledge foun beh ural an eriteny meaning,
‘multiple mesningscolocstios,pramtical
fearares, der vatives, register, and scion
Helping students become independent word
learner: No single courae or back can addres all oF
the wevale lamer oil ned, Students should leave a
ase with ne skills and seategies for word lesening

sothat they can notice ad efecively practice now
words as they encounter hm. Inside Reng
includes several ates to belp guide srudens to
ming indapendent word lamer. One ic elf
astectment acing which Bogne nd ends each un
Smidents clits thei level of knowledge ofeach
wordy ranging from not knossing a woud a ally 2
Word revoguition, and thas wo so lve oF word we.
‘This exerone demonstrates the incremteatal suture
‘of word knowledge, ad guides lees tweed
ident fying whae chey know and wh fey need 10
Jenow. Seucens can make beter press i they
accurately identify the aspects of word knowledge
‘they need for themselves. Another feature the se
cofefereces anc omlire resourses To tather prepare
sodents a be indepenten word learners, instruction
ani practice in dictionary use and online resources
are provided throughout the book,

The Inside Rewdding Progeam
Inside Reading offers stents an teachers
hep ancillaries:

Student CD-ROM: The CD-ROM in the back
cof every student book contain alia practi
selves fr stents 1 work with on thelr own,
‘The accrcesaze self corecting and allow ste
ro redo an activity as many times as they wich

Instructor's pack: "The lestectors pack contains
the answer ey for the book along with te
‘generator CD-ROM, The tt generator eomenins

fone txt per student book nie Esch tse comets of
treading passage slated eo the epic ofthe uni
which features the targer vocabulary. This followed
by reading conprelemion and woeaulary questions,
‘Teachers can use each units tee in fll or costomie
iein evarery of ways.

Insie Reading opsimines the reciprocal
relationship hetween reading and vocabulary by
drawing upon considerable reseatch and enany yer
fof teach ng experience. It provides the resources to
hrlp students read well nd uo use that Knowledge 0
develop hotk a rch aexdemie vocabalary an overall
seademic language proficiency.

[Eins rng is 6020 Se Noto SCO ace
"ee ei 3001

vil TOTHE TEACHER
References

(Cartel, PL, Devine, J, $e Eskey D- (198), Ineractive approaches to second language
‘reading. Camlnide: Caubtidye University Press, (Or ase "Holding in de bortom” by Fskey)

Costu, A (2060). A new academie wordlist. TESOL Quart, #1, 213-238,

Eskey, DE. (1988). Holding in the hotrom In RL, Catch J. Devine, 8 DLE, Eskeyy Interactive
approaches to cond language reading, pp. 93-100, Canibidge: Canbridge University Pew,

Kod K. (2005). Insight nto second language reading. Cambridge: Casbridge Univesity
Pres.

aves B. (2005). Instructed second language vocabulary earning: The faulein the default
hypothes’. In A, Housen & M. iva (2ds), vestigations i Instructed Second Lamavage
Acauistion, pp. 286-393. New York: Mouton de Gruyter.

Lavfes B. (1992). Reading in foreign language: How does lexical knowledge interact
with te readers gererl academic ably? Journal of Research in Reading, 1512) 95-103,

Nation, LSP, 1990}. Teaching and learning vocabulary. New York: Newbury House

Nation, LS {2001}. Learmig vocabulary ix another language. Carbide:
Univesicy res.

cambridge

Sctinit,R (1990), The rle of consciousness in asond language learning, Applied
Linguistics, 11, 129-138

Selonit, N. (2000). Vocabulary language teaching. Cambridge: Cambridge University Press

Schmit, N- Se Zimmerman, CB. (2022), Derivative wor forts: What da luaners ki?
TESOL Quarthy 36(2) 145-171

Seah, S.A. & Fairbks, Mad (1986). The effets of yoeabulary
rete analysis. Review of Eawctional Research, 56t1}, 72-110.

immersion: A model based

REFERENCES ix