This document discusses strategies for teaching vocabulary through language-focused learning. It outlines advantages such as speeding up acquisition rates and helping learners improve grammar. Limitations include the inability to change order of acquisition and needing opportunities for meaningful use. The best instruction involves understanding words as systems rather than messages by exploring spelling, meanings, word parts, collocations and context clues. Teaching vocabulary in this way can build implicit and explicit knowledge faster. Monitoring should check for attention to multiple word aspects, creativity, and links to prior knowledge. Key lists mentioned are the General Service List and Academic Word List.

1. Chapter 8
Language-focused Learning
Deliberate Teaching
Nation & Newton. (2009). Teaching ESL/EFL Listening and Speaking.
Routledge.
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2. Advantages
1. A combination of language-focused learning and
meaning-focused use leads to better results than
either kind of learning alone.
2. Language-focused learning can speed up the rate
of second language acquisition.
3. Language-focused learning may help learners to
continue to improve their control of grammar
rather than becoming stuck with certain errors.
4. Some language-focused learning can lead directly
to acquisition, depending on the kinds of items
focused on, especially vocabulary (Elgort, 2007).
5. Language-focused learning can indirectly provide
meaning-focused input.

3. Limitations
1. Language-focused learning cannot change the order in which
learners acquire certain complex, developmental features of
the language, such as questions, negatives, and relative
clauses.
2. Language-focused learning needs to be combined with the
opportunity to use the same items in meaning-focused use.
3. Some grammatical items learned through language-focused
learning may only be available to the learner in planned use.

5. The strategy for voca learning
The best language-focused vocabulary instruction involves
looking at a word as part of a system rather than as part of a
message. This means paying attention to regular spelling and
sound patterns in words, paying attention to the underlying
concept of the senses of words (head of the school, head of a
bed, head of a match . . .), paying attention to word building
devices, giving attention to the range and types of collocations of
a word, and paying attention to the range of clues to the word’s
meaning provided by context.

6. Vocabulary Instruction
1. Speeds up the rate of learning, both in terms of quantity and
quality
2. Builds implicit knowledge: the vocabulary is subconsciously
and fluently available for use
3. Speeds up the development of explicit knowledge

7. Vocabulary Range
• The most important 2000 to 3000 word families make up such
a large proportion of both spoken and written use.
• To cope with unsimplified spoken language, a vocabulary size
of around 6000 word families is needed (Nation, 2006).

8. Focus of Instruction
• Vocabulary List – High frequency words
• Learning and coping strategies (e.g. Using context for making
inference, Using mnemonics)
• Andy Bell’s Link Method
http://youtu.be/X-xl7_hdWZo
http://youtu.be/9NROegsMqNc

9. General Service List
• “The General Service List (GSL) (West. 1953) is a set of 2,000
words selected to be of the greatest "general service" to
learners of English. They are not the most common 2,000
words, though frequency was one of the factors taken into
account in making the selection. Each of the 2,000 words is a
headword representing a word family that is only loosely
defined in West.”
• http://jbauman.com/aboutgsl.html

10. Academic Word List
• “Academic Word List Coxhead (2000). The most frequent word
in each family is in italics. There are 570 headwords and about
3000 words altogether. For more information see The
Academic Word List .”
• http://www.uefap.com/vocab/select/awl.htm

11. Monitoring Voca Learning
“Levels of Processing” Viewpoint (Craik and Tulving, 1975;
Baddeley, 1990: 160–173)
1. Are the learners giving attention to more than one aspect of
the word? For example, meaning, form, use.
2. Are the learners being original and creative in the way they
look at the word?
3. Are the learners relating the word to previous knowledge?