Book contents
- Learning Vocabulary in Another Language
- The Cambridge Applied Linguistics Series
- Learning Vocabulary in Another Language
- Copyright page
- Contents
- List of figures
- List of tables
- Acknowledgements
- Introduction
- 1 The goals of vocabulary learning
- 2 Knowing a word
- 3 Teaching vocabulary and the roles of the teacher
- 4 Vocabulary and listening and speaking
- 5 Vocabulary and reading and writing
- 6 Learning vocabulary out of class
- 7 Vocabulary in specialised areas
- 8 Vocabulary-learning strategies and autonomy
- 9 Learning words from context
- 10 Word parts
- 11 Deliberate vocabulary learning from word cards
- 12 Finding and learning multiword units
- 13 Testing vocabulary knowledge and use
- 14 Designing the vocabulary component of a language course
- Book part
- References
- Author index
- Subject index
14 - Designing the vocabulary component of a language course
Published online by Cambridge University Press: 02 June 2022
- Learning Vocabulary in Another Language
- The Cambridge Applied Linguistics Series
- Learning Vocabulary in Another Language
- Copyright page
- Contents
- List of figures
- List of tables
- Acknowledgements
- Introduction
- 1 The goals of vocabulary learning
- 2 Knowing a word
- 3 Teaching vocabulary and the roles of the teacher
- 4 Vocabulary and listening and speaking
- 5 Vocabulary and reading and writing
- 6 Learning vocabulary out of class
- 7 Vocabulary in specialised areas
- 8 Vocabulary-learning strategies and autonomy
- 9 Learning words from context
- 10 Word parts
- 11 Deliberate vocabulary learning from word cards
- 12 Finding and learning multiword units
- 13 Testing vocabulary knowledge and use
- 14 Designing the vocabulary component of a language course
- Book part
- References
- Author index
- Subject index
Summary
This chapter draws together many of the ideas discussed in other chapters by looking at the points to consider when doing curriculum design on the vocabulary component of a language course. It also describes important vocabulary principles by seeing how learners can be encouraged to take control of their vocabulary learning. This chapter follows a traditional model of curriculum design consisting of goals, needs analysis, environment analysis, principles of vocabulary learning, format and presentation, content and sequencing, monitoring and assessment and evaluation. It also considers how the essential vocabulary learning conditions of repetition and quality of processing can be built into a language course, and presents eight practical recommendations for improving the opportunities for repetition and quality of processing of the target vocabulary in a course. The chapter also explores how learners can be helped to become autonomous in their vocabulary learning using principles based on the parts of the curriculum design model.
Keywords
- Type
- Chapter
- Information
- Learning Vocabulary in Another Language , pp. 509 - 539Publisher: Cambridge University PressPrint publication year: 2022