תוכנה לניהול מכללות העתק טקסט בלבד מכללת סמינר הקיבוצים
9/27/2020 שעות שבועיות שנתי 2 שנת לימוד 2014

הקשר בין תשומה לשונית, הפקה לשונית ואוצר מילים

14106244010ס'01
  ד"ר טינה ולדמן
 אופי הקורס
 סמינריון
חובת נוכחות
 חובת נוכחות
The students will attend all lessons and meetings with the lecturer

אין חובת מבחן
תקציר

In this course the students will study about vocabulary acquisition and learning in a foreign language. Emphasis will be placed on the connection between learning vocabulary, meaning focused input, and meaning focused output. They will propose and carry out research, and prepare and write a seminar research paper.


מטרות הקורס

This course will familiarize the students with the most recent research on three components integral to teaching and learning a foreign language: vocabulary acquisition, meaning focused input, and  meaning focused output.. The students will understand research design used in applied linguistics and be able to carry out their own research.  The students will be able to write a research paper which will be accepted by the requirements of the discipline of applied linguistics.


הנושאים

The discipline:

What is a word

What are lexical phrases

How many words are needed

Which words are needed

How are words learned/acquired

How is vocabulary knowledge tested

What a corpus shows

What input involves

What output involves

Intentional learning vs' incidental learning

 

 

Research design:

Experimental

Case study

Corpus

Carrying out research: preparation and collecting the data

 

Writing the research seminar paper:

Introduction

Purpose

Research questions

Methodology

Results

Discussion

APA style

 


דרכי הוראה

1. Lesson, meetings and discussions will focus on the discipline and on writing a seminar paper based on APA guidelines. 

2. Individual guidance will be given in preparing proposals for research, collecting data, and personal input will be provided in the writing of the research papers.


קהל יעד

חובות התלמיד
  • The students will read assigned articles
  • Summarize and paraphrase the articles
  • Find and read articles relevant to their own area of enquiry
  • Write a research proposal
  • Carry out research: collect and analyze data
  • Write a research seminar paper: chapters to be submitted on specified dates.
  • Meet the lecturer for individual conferences
  • Keep to the timetable for submitted works

הערכת התלמיד

Twenty percent of the grade is given for class  and forum participation

 

Eighty percent of the grade is given for the paper  however, not on the final product alone.

 

The student should submit all drafts to the teacher and get the teachers input before submitting the final draft.

 

Finally, late papers will be penalized by  five to twenty percent depending on how late they are.


ביבליוגרפיה

 

 

Partial Bilbliography

 

Cobb, T. (2010) Technology and vocabulary learning. Encyclopedia of Applied Linguistics. Wiley & Sons. PP.1-11.

 
 
 
Laufer, B. & Girsai, N.(2008).  The use of native language and translation to improve incidental 2 vocabulary acquisition.  In  A. Stavans and I. Kupferberg (Eds.),  Studies in language and Education.  Jerusalem:  Magnes Press
 
 

Laufer, B. & Waldman, T. (2011). Verb-noun collocations in second language writing: a corpus analysis of learners' English" Lanaguage Learning.  Vol.61. pp. 647-672

 
Nation, I.S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59 – 82.
 
 
Publication manual of the American Psychological Association. Fifth Ed. (2001). American Psychological Association. Washington, DC.


Sonbul, S. & Schmitt, N. (2010)   Direct teaching of vocabulary after     reading: Is it worth     the Effort. ELT Journal.Vol. 64.3.  .253-260.

 

Waring, R. Nation, P.  (2004).  SECOND LANGUAGE READING AND

INCIDENTAL VOCABULARY LEARNING

Angles on THE ENGLISH-SPEAKING WORLD .1 – 13.


 
 

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