‫מכללת לו י נסק י לחי נ וך‬
yaavudga V :aay ogav
‫ ד"ר ששון איילת‬:‫מרצה‬
A 2: S dvcnavdA ‫ אוצר מילים‬:2 ‫ מיומנויות פדגוגיות מתקדמות‬:‫שם שיעור‬
0-7300016-0 :‫מספר שיעור‬
‫ ב‬:‫סמסטר‬
3 :‫שעות שבועיות‬
3 :‫נקודות זיכוי‬
‫דרישות קדם‬
aavdyaavudga V :aay ogav
A 3: vdv ‫ דקדוק‬:3 ‫מיומנויות פדגוגיות מתקדמות‬
‫ ד"ר איילת ששון‬:‫מרצה‬
Advanced Pedagogical Skills: vocabylary -)‫ דקדוק – מיומנויות מתקדמות (מתמחות‬:‫שם שיעור‬
7300010-0 :‫מספר שיעור‬
‫ ש‬:‫סמסטר‬
2 :‫שעות שבועיות‬
2 :‫נקודות זיכוי‬
)‫דקדוק – הבנה והערכה (מתמחות‬
Syllabus – 2013 – 2014
6100030-0
Advanced Grammar Skills - Lecture and Workshop
Dr. Ayelet Sasson
Two Semesters – Two hours a week
Rationale
Lexicon is the building material for our language, which is at the heart of practically
every human interaction. Students aiming to become English teachers in Elementary
School and Junior High should master it. The course will focus on the different
perspectives pertaining to the teaching of vocabulary in the EFL classroom in the light
of the controversy concerning the place of vocabulary in the English lesson. The
lexicon will be presented not as an end but as a means to reaching the highest
achievable standards of excellence in the four domains of foreign language teaching.
Course goals
1. To review the basic vocabulary structures taught in classes studying English as
a foreign language
2. To present the different approaches to vocabulary teaching
3. To enable students to become aware of the difference between knowing
vocabulary and being able to transmit this knowledge to their pupils.
4. To discuss the importance of adequate integration of vcabulary into the
English lesson.
1
‫מכללת לו י נסק י לחי נ וך‬
Course Description
The course will deal with the following topics:



Review of Basic vocabulary structures
What does learning vocabulary involve?
Form, meaning and use
Mode of Teaching
The course is based on lectures, class workshops and practice
Students’ Obligations and Assessment
Obligations
1. To attend classes regularly.
2. To become knowledgeable about the assigned structure for each week.
3. To do all the homework assignments
Assessment
Minimum passing Grade – 70
Class Contribution and Preparation (10%)
Reading responses (30%)
Lesson plan +teaching demonstration (30%)
Philosophy of teaching grammar paper (30%)
Background Reading
Teaching Vocabulary: some useful references.
Cobb, T. & Horst, M. (2001).Reading academic English: carrying learners across the lexical
threshold. In J. Flowerdew & M. Peacock, Research perspectives in English for
academic purposes. (315-329). Cambridge: Cambridge University Press.
Coxhead, A.(2000) A new Academic Word List. TESOL Quarterly, 34(2): 213-238.
Coxhead, A. & Nation, P. (2001). The specialised vocabulary of English for academic
purposes. (252-267).In J. Flowerdew & M. Peacock, Research perspectives in English
for academic purposes. (315-329). Cambridge: Cambridge University Press
Hoey, M. (2003). What’s in a word? [Electronic version] MED Magazine(10). Retrieved
February 5, 2005 at http://www.macmillandictionary.com/medmagazine/August2003/10-Feature-Whats-in-a-word.htm
2
‫מכללת לו י נסק י לחי נ וך‬
Hulstijn, J. and B. Laufer. (2002a).Incidental vocabulary acquisition in a second language:
The construct of task-induced involvement. Applied Linguistics 22(1), 1-26.
Hulstijn, J. and B. Laufer. (2002b). Some empirical evidence for the Involvement Load
Hypothesis in vocabulary acquisition. Language Learning 51, 539-558.
Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second
language. Modern Language Journal, 88, 416-432.
Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge
University Press.
Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
Read, J. (2004). Research in teaching vocabulary. [Electronic version] In Annual Review of
Applied Linguistics, 24, 146-161.
3