Great Essays 2nd Edition Folse

Many teachers believe that students should first try to guess the word from context and, if unsuccessful, consult a monolingual dictionary.Folse notes that there is an insufficient research base to support this typical teacher aversion to their students using bilingual dictionaries.

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[There is more about collocation on this page of the website.] Folse relates an incident in a Japanese shop where, despite some knowledge of Japanese grammar and much creative effort, he was unable to communicate what he needed (flour) through the simple lack of the Japanese word for it.

This section is best summed up in the quote by Wilkins that Folse includes in his research overview: Folse relates the story of a Japanese woman who had learned English to a good standard using the audio-lingual method.

Folse relates an incident when he failed to choose the right Japanese word for an essay, despite assiduous use of a dictionary.

Folse discusses research which reveals the prevalent teacher notion that students should be discouraged from using a bilingual dictionary.

Folse starts this section with an overview of the reasons why many teachers try to avoid all use of L1 in the L2 classroom.

He goes on to cite recent research that he summarizes as follows: Folse relates an incident where he failed to guess a word in context, despite applying the usual "word attack" strategies.Folse relates an incident from his own teaching when a student made him realise that often a simplistic word attack strategy can be superior to a more sophisticated and specific approach.Folse discusses numerous studies on the various vocabulary learning strategies.In the discussion of phrasal verbs Folse notes that: "Native speakers have no idea that they are using phrasal verbs, nor do they see why these words are so hard for ESL students to deal with." For more about phrasal verbs, see: " The second question that Folse discusses is What does it mean to say you know a word?While most non-linguists would answer that knowing a word entails knowing what it means, Folse points out that the implicit knowledge of a word possessed by literate native-speakers includes much more than just this.It's like having your own 24/7 virtual writing center.This webpage is a summary of the above-mentioned book by Keith Folse, currently Associate Professor of TESOL at the University of Central Florida.His conclusion is that there is no specific strategy that can be recommended above all others.There are several strategies that may be effective depending on learner and context variables, and there are also strategies that likely to be ineffective.He uses the story to make the point that some of the old-fashioned methods of learning a second language, that have generally fallen into disrepute, could in fact help students to acquire strong vocabularies.Folse discusses several studies indicating that the fairly prevalent aversion among language teachers to having their students learn vocabulary lists is unfounded Folse writes that he has authored over 30 ESL textbooks, many of which have the explicit purpose of developing students' vocabulary.