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Bridging the Vocabulary Gap between Intermediate- and Advanced-level CFL Textbooks
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Individual Paper Proposal for the CLTA 2008 Annual Meeting
Title Bridging the Vocabulary Gap between Intermediate- and Advanced-level CFL
Textbooks
Description Preparing intermediate-level learners for the formal register at advanced levels contributes to a smoother transition for the learners and a better-articulated curriculum. Focusing on vocabulary, the author will suggest ways to gloss and practice intermediate-level/advance-level borderline vocabulary, including characters-as-morphemes, embedded syntactic structures in non-monosyllabic words and layers of meanings. Content Even though many effective ways to practice vocabulary frequently spotted in advance-level textbooks have been proposed and tested in the classroom, for CFL learners, the jump from an intermediate-level class to an advanced-level class is more often than not a challenging one. Intermediate-level textbooks tend to highlight vocabulary more commonly used for informal oral and written communication, whereas advanced-level texts contain mostly formal expressions. To shorten the gap between the intermediate- and advanced-level classes, the author proposes that 1) inclusion of a selection of words and expressions frequently used in the formal written register in intermediate-level classes helps to cushion the learners’ initial advanced-level “shock”, 2) glossing of such vocabulary should give learners some insights into the characteristics of word formation and usage in the formal register, and 3) various oral practice activities combining such vocabulary and familiar sentence patterns aid learners in mastering the words. Method As a warm-up, the presenter will start by eliciting from the audience their perspectives on the glossing of vocabulary in the textbooks in light of the articulation between intermediate- and advanced-level CFL classes. The presenter will then critique the ways new vocabulary is presented in some popular intermediate- and advanced-level textbooks. Then the presenter will share a summarized list of effective teaching techniques from existing literature. The list will subsequently be used as a reference for the presenter’s proposals regarding glossing in intermediate- and advanced-level textbooks, including dissecting non-monosyllabic words, delineating the relationship between word-forming characters, specifying implied meanings of certain words in the target culture, etc. The presenter will follow up with a number of examples of vocabulary glossing for intermediate-level texts. Immediate feedback from the audience will conclude the presentation. Benefit By pinpointing glossing and practice of words and expressions frequently used in the formal register for intermediate-level learners, this presentation aims to inspire the audience to reexamine the articulation of intermediate- and advanced-level classes as well as reevaluate methods of glossing for different levels.
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Individual Paper Proposal for the CLTA 2008 Annual Meeting
Title Bridging the Vocabulary Gap between Intermediate- and Advanced-level CFL
Textbooks
Description
Preparing intermediate-level learners for the formal register at advanced levels
contributes to a smoother transition for the learners and a better-articulated curriculum.
Focusing on vocabulary, the author will suggest ways to gloss and practice intermediate-
level/advance-level borderline vocabulary, including characters-as-morphemes,
embedded syntactic structures in non-monosyllabic words and layers of meanings.
Content
Even though many effective ways to practice vocabulary frequently spotted in advance-
level textbooks have been proposed and tested in the classroom, for CFL learners, the
jump from an intermediate-level class to an advanced-level class is more often than not a
challenging one. Intermediate-level textbooks tend to highlight vocabulary more
commonly used for informal oral and written communication, whereas advanced-level
texts contain mostly formal expressions. To shorten the gap between the intermediate-
and advanced-level classes, the author proposes that 1) inclusion of a selection of words
and expressions frequently used in the formal written register in intermediate-level
classes helps to cushion the learners’ initial advanced-level “shock”, 2) glossing of such
vocabulary should give learners some insights into the characteristics of word formation
and usage in the formal register, and 3) various oral practice activities combining such
vocabulary and familiar sentence patterns aid learners in mastering the words.
Method
As a warm-up, the presenter will start by eliciting from the audience their perspectives on
the glossing of vocabulary in the textbooks in light of the articulation between
intermediate- and advanced-level CFL classes. The presenter will then critique the ways
new vocabulary is presented in some popular intermediate- and advanced-level
textbooks. Then the presenter will share a summarized list of effective teaching
techniques from existing literature. The list will subsequently be used as a reference for
the presenter’s proposals regarding glossing in intermediate- and advanced-level
textbooks, including dissecting non-monosyllabic words, delineating the relationship
between word-forming characters, specifying implied meanings of certain words in the
target culture, etc. The presenter will follow up with a number of examples of
vocabulary glossing for intermediate-level texts. Immediate feedback from the audience
will conclude the presentation.
Benefit
By pinpointing glossing and practice of words and expressions frequently used in the
formal register for intermediate-level learners, this presentation aims to inspire the
audience to reexamine the articulation of intermediate- and advanced-level classes as
well as reevaluate methods of glossing for different levels.
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