Vocabulary in Curriculum Planning: Needs, Strategies and Tools

233 Pages·2020·3.511 MB·English

by  Marina Dodigovic, María Pilar Agustín-Llach

Vocabulary in
Curriculum Planning
Needs, Strategies and Tools
Edited by
Marina Dodigovic
María Pilar Agustín-Llach
Vocabulary in Curriculum Planning
Marina Dodigovic
María Pilar Agustín-Llach
Editors
Vocabulary in
Curriculum Planning
Needs, Strategies and Tools
Editors
Marina Dodigovic María Pilar Agustín-Llach
University of La Rioja Department of Modern Philologies
Logrono, Spain University of La Rioja
Logrono, Spain
ISBN 978-3-030-48662-4 ISBN 978-3-030-48663-1 (eBook)
https://doi.org/10.1007/978-3-030-48663-1
© The Editor(s) (if applicable) and The Author(s) 2020
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Acknowledgements
The editors would like to acknowledge the help and support of several
groups and individuals, without whom this project would not have suc-
ceeded. First and foremost, we would like to thank the contributing
authors for submitting the work of great substance. Next, we acknowl-
edge the American University of Armenia for sponsoring research proj-
ects included in this volume. Equally, we are grateful to the University of
La Rioja for providing research platforms and library resources. We are
also indebted to Jelena Colovic Markovic for her support from the begin-
ning of this project. Moreover, we are grateful to confidential reviewers
for their invaluable comments on our work. A debt of gratitude is also
owed to other readers of the manuscript who felt that they could support
it. Last, but not least, we would like to thank our Palgrave Macmillan
editor, Alice Green, for steering us most competently through this effort,
as well as the entire Palgrave Macmillan team, including of course Cathy
Scott, the Commissioning Editor for Language and Linguistics.
v
Contents
1 Introduction to Vocabulary-Based Needs Analysis 1
Marina Dodigovic and María Pilar Agustín-Llach
Part I Some Lexical Principles for Needs Analysis 7
2 Vocabulary Size Assessment: Assessing the Vocabulary
Needs of Learners in Relation to Their CEFR Goals 9
James Milton and Thomaï Alexiou
3 The Comparison of Receptive and Productive Vocabulary
Size of Afghan Tertiary Students 29
Mohammad Asif Amin
4 How Does Vocabulary Knowledge Relate to Reading
Comprehension? 57
Xuerong Wei
vii
viii Contents
Part II Understanding Vocabulary Learning Strategies in
Another Language 75
5 Vocabulary Size and Strategies of English Learners in
Armenia: What the Research Says 77
Marina Dodigovic, Rubina Gasparyan, Syuzanna Torosyan,
and Mary Alik Karamanoukian
6 Vocabulary Learning Strategies Used by Armenian EFL
Students 103
Hripsime Manukyan
7 Cognitive and Metacognitive Vocabulary Learning
Strategies: Insights from Learning Diaries 121
Brankica Bošnjak Terzić and Višnja Pavičić Takač
Part III Examining Lexical Errors 143
8 Lexical Errors in the Writing of EFL Students in the
Armenian Context 145
Nektar Harutyunyan and Marina Dodigovic
9 Semantic and Conceptual Transfer in FL: Multicultural
and Multilingual Competences 165
María Pilar Agustín-Llach
Part IV Developing Needs Based Procedures and Tools to
Support Vocabulary Learning 181
10 Fostering the Teaching of Cultural Vocabulary in EFL
Contexts 183
Andrés Canga Alonso
Contents ix
11 DIY Needs Analysis and Specific Text Types: Using The
Prime Machine to Explore Vocabulary in Readymade and
Homemade English Corpora 199
Stephen Jeaco
Index 225
Notes on Contributors
María Pilar Agustín-Llach, Accredited Full Professor, University of La
Rioja. Her main research interest is the examination of vocabulary acquisi-
tion and teaching in light of the variables age, gender, proficiency level, L1
influence, learning context. Other vocabulary-related issues like lexical errors,
lexical transfer, vocabulary strategies are included in her research agenda.
Thomaï Alexiou is Associate Professor at the Department of Theoretical
and Applied Linguistics, School of English, Aristotle University of
Thessaloniki, Greece. Her expertise is in early foreign language learning,
SLA pedagogy and material development for young learners. She has also
authored textbooks for children learning English as a foreign language.
Mohammad Asif Amin grew up in a Pakistani refugee camp, at the
time of Soviet occupation of Afghanistan. Now 36, Amin has been an
English lecturer at Nangrahar University for 12 years. In 2018 he com-
pleted his graduate degree of Teaching English as a Foreign Language
from the American University of Armenia.
Brankica  Bošnjak  Terzić is an English teacher at the Faculty of
Mechanical Engineering and Naval Architecture of the University of
Zagreb, Croatia, with more than 18 years of experience in teaching
ESP. Her main research interests are vocabulary learning strategies, ESP,
self-regulated learning and motivation in ESP and e-learning.
xi
xii Notes on Contributors
Andrés Canga Alonso is tenured Associate Professor of English Studies
at the University of La Rioja (Spain). His current research focuses on
young learners’ cultural vocabulary in EFL. He has published on EFL
learners’ cultural and receptive vocabulary in national and international
peer-reviewed journals.
Marina Dodigovic, PhD, is a professor of TESOL holding several hon-
orary titles. Her research interests include educational technology as well
as vocabulary teaching, learning and assessment. She has a number of
books, chapters and journal articles to her name.
Rubina Gasparyan is a lecturer at AUA. Her major interest is in lan-
guage assessment. She has participated in a number of assessment proj-
ects and research; presented papers on issues related to language testing
and assessment at professional conferences, such as TESOL Arabia and
ALTE; has co-authored reports, manuals and articles.
Nektar Harutyunyan, AUA MA TEFL (2018), currently teaching at
Military College named after Monte Melkonyan, RA. Her research inter-
ests include neurolinguistics and educational technology as well as vocab-
ulary teaching and learning. She has participated in several exchange
programs and in numerous workshops and trainings.
Stephen  Jeaco is Associate Professor at Xi’an Jiaotong Liverpool
University in Suzhou, China. He has lived and worked in Higher
Education in China for over 20 years, with responsibilities in teaching
and managing EAP, and later, lecturing in linguistics and TESOL.
Mary Alik Karamanoukian received a master’s degree in Teaching
English as a Foreign Language from the American University of Armenia,
2018. Her research focus is on vocabulary, particularly the approaches
implemented by teachers to facilitate vocabulary teaching and learning.
Hripsime Manukyan received her BA in Linguistics in 2016 from the
Armenian State Pedagogical University. She received her MA in Teaching
English as a Foreign Language from the American University of Armenia
in 2018. Her research interests include English teaching and vocabulary.