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Michigan Education Myths
Vocabulary Myths: Applying Second Language Research to Classroom Teaching
In Vocabulary Myths , Keith S. Folse breaks down the teaching of second language vocabulary into eight commonly held myths. In debunking each myth, he introduces the myth with a story based on his 25 years of teaching experience (in the United States and abroad), continues with a presentation of what empirical research has shown on the topic, and finishes with a list of what teachers can do in their classrooms to facilitate true vocabulary acquisition.
The goal of Vocabulary Myths is to foster a paradigm shift that correctly views vocabulary as fundamental in any second language learning process and demonstrates that research supports this goal-that in fact there is a wealth of empirical evidence to support these views. In addition, an important theme is that teachers have overestimated how much vocabulary students really understand, and as a result, the so-called "comprehensible input" is neither comprehensible nor input.
The second language vocabulary acquisition myths reexamined in this book
*In learning another language, vocabulary is not as important as grammar or other areas.
*Using word lists to learn L2 vocabulary is unproductive.
*Presenting new vocabulary in semantic sets facilitates learning.
*The use of translations to learn new vocabulary should be discouraged.
*Guessing words from context is an excellent strategy for learning L2 vocabulary.
*The best vocabulary learners make use of one or two really specific vocabulary learning strategies.
*The best dictionary for L2 learners is a monolingual dictionary.
*Teachers, textbooks, and curricula cover L2 vocabulary adequately.
The goal of Vocabulary Myths is to foster a paradigm shift that correctly views vocabulary as fundamental in any second language learning process and demonstrates that research supports this goal-that in fact there is a wealth of empirical evidence to support these views. In addition, an important theme is that teachers have overestimated how much vocabulary students really understand, and as a result, the so-called "comprehensible input" is neither comprehensible nor input.
The second language vocabulary acquisition myths reexamined in this book
*In learning another language, vocabulary is not as important as grammar or other areas.
*Using word lists to learn L2 vocabulary is unproductive.
*Presenting new vocabulary in semantic sets facilitates learning.
*The use of translations to learn new vocabulary should be discouraged.
*Guessing words from context is an excellent strategy for learning L2 vocabulary.
*The best vocabulary learners make use of one or two really specific vocabulary learning strategies.
*The best dictionary for L2 learners is a monolingual dictionary.
*Teachers, textbooks, and curricula cover L2 vocabulary adequately.
200 pages, Paperback
First published October 3, 2003
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Displaying 1 - 5 of 5 reviews
October 28, 2017
The material is very decent and backed by a lot of research, so I enjoyed it a lot. It contrasts with what is often said by so-called "language gurus" on the internet who preach their own subjective believes without anything to back them up other than anecdotical evidence.
No five stars as it is rather repetitive at times, and reading the conclusion chapter gives you already most of the information you need. Of course, it might not have resonated as much if I hadn't read through the whole book before. Still, a bit redundant, especially between chapters. One or two myths could cover all the ideas in the book at once.
Also, it is based on research up to 2004. A lot has happened since, in the field, so I wouldn't recommend it as the final say on the topic. Especially with the advent of online Space Repetition Software, people acknowledge much more the importance of vocabulary as than what they did 10 years ago. At least, that's my subjective impression.
No five stars as it is rather repetitive at times, and reading the conclusion chapter gives you already most of the information you need. Of course, it might not have resonated as much if I hadn't read through the whole book before. Still, a bit redundant, especially between chapters. One or two myths could cover all the ideas in the book at once.
Also, it is based on research up to 2004. A lot has happened since, in the field, so I wouldn't recommend it as the final say on the topic. Especially with the advent of online Space Repetition Software, people acknowledge much more the importance of vocabulary as than what they did 10 years ago. At least, that's my subjective impression.
August 18, 2020
Working in the field, there wasn't much new for me in terms of content. But there were several things I appreciated. Firstly, it was brimming with research and secondly, this is presented in professional language, rather than academic language. This makes it very suitable for my own teacher trainees, to whom I've recommended it. Thirdly, it is very handy to have all of this content between two covers, rather than having to root around looking for the information which is published all over the place, often in journals which not everyone has access to.
June 15, 2011
Not as in-depth in terms of research as I. S. P. Nation's books, but practical, focused, and a good overview of how we've probably been doing it wrong. Highly recommended as food for thought for second/foreign language teachers, regardless of whether you come from a very modern communicative-style teaching background or a more old-school grammar-translation/audiolingual-style background.
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November 19, 2010It has interesting implications for second language vocabulary teaching, no matter what language skill or content you are teaching.
March 16, 2011
Clear, well-written and recommended for my comps in a couple of months, so not like I had much choice... ;)
Displaying 1 - 5 of 5 reviews