<p>For tenth graders, the curriculum proposed by the Ministry of Education (MINEDUC) states how important vocabulary is in L2 learning, but several key aspects of vocabulary teaching and learning are overlooked, such as competences involved in acquiring vocabulary, the array of dimensions of receptive and productive knowledge of a word, vocabulary learning strategies, resources available for both students and teachers, and formal instances of vocabulary assessment. The current pedagogical proposal aims at filling the aforementioned voids in the current MINEDUC curriculum for the English subject by using a multidimensional syllabus (Johnson, 2009), whose main objectives are (1) to help learners develop the strategy to recognize topic-related vocabulary in reading texts, (2) to help learners develop the seven-step dictionary use strategy (or SSDUS), and (3) to teach learners how to exploit different types of dictionaries. Seminal books on vocabulary teaching, learning, and assessment (e.g. Nation, 2001; Read, 2011) will be reviewed so as to inform the following proposal</p>
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Licenciado en Educación
Profesor de Ingléstítulo
INGLES
<p>For tenth graders, the curriculum proposed by the Ministry of Education (MINEDUC) states how important vocabulary is in L2 learning, but several key aspects of vocabulary teaching and learning are overlooked, such as competences involved in acquiring vocabulary, the array of dimensions of receptive and productive knowledge of a word, vocabulary learning strategies, resources available for both students and teachers, and formal instances of vocabulary assessment. The current pedagogical proposal aims at filling the aforementioned voids in the current MINEDUC curriculum for the English subject by using a multidimensional syllabus (Johnson, 2009), whose main objectives are (1) to help learners develop the strategy to recognize topic-related vocabulary in reading texts, (2) to help learners develop the seven-step dictionary use strategy (or SSDUS), and (3) to teach learners how to exploit different types of dictionaries. Seminal books on vocabulary teaching, learning, and assessment (e.g. Nation, 2001; Read, 2011) will be reviewed so as to inform the following proposal</p>
