14th TALGS Keynote Speaker
Eli Hinkel teaches applied linguistics and TESOL at Seattle Pacific University. She has taught ESL and applied linguistics, as well as trained teachers, for more than thirty five years. She has published books and numerous articles on learning second culture, and second language grammar, writing, curriculum development, and pragmatics in such journals as TESOL Quarterly, Applied Linguistics, Journal of Pragmatics, and Language Teaching Research. Her books include Culture in Second Language Teaching and Learning, New Perspectives on Grammar Teaching, Second Language Writers' Text, Teaching Academic ESL Writing, Handbook of Research in Second Language Teaching and Learning, Volumes 1, 2, and 3 (2005, 2011, 2017), Effective Curriculum for Teaching Second Language Writing, and Teaching English Grammar to Speakers of Other Languages, as well as several student textbooks. She is also the editor of ESL & Applied Linguistics Professional Series of books and textbooks for teachers and graduate students, published by Routledge. Eli Hinkel can be reached at email@example.com.
Vocabulary knowledge is crucial for students' success in English. Based on current research findings on L2 vocabulary in productive skills (speaking and writing), this presentation elaborates on successful and time-tested techniques for academic vocabulary learning -- recycling, reviewing, practicing, and contextualizing -- all of which are designed to promote vocabulary retention.
Retention rate is the single most important factor in expanding learners' L2 academic vocabulary range. Teachers need to be aware of how vocabulary is most effectively taught and learned, and use this knowledge to implement practical classroom techniques, as well teach students how to study and retain new words and expressions.
When students encounter a new vocabulary item, whether a word or a multi-word expression, what is the best way to help them learn its meaning and retain it? There are various options. This presentation takes a look at the findings of the relevant research for teaching new words effectively. The discussion covers various instructional strategies and their associated advantages and disadvantages, and suggests a few shortcuts for practical classroom teaching in different contexts. The numerous and effective teaching strategies and techniques included suggest a range of activities for increasing L2 learners' productive vocabulary base which can lead to a noticeable improvement in L2 production.