On textbooks, moving, and being cold in Australia
Sorry about the lack of updates lately! I have now been in Australia for one year, which means (supposedly) I am a third of the way through my PhD already. My days are filled with reading textbooks (all eighteen of them) and analysing vocabulary lists, which I know sounds incredibly
tedious exciting. I’m also currently in the middle of moving so even though we’re still on the break between semesters, I haven’t had any time to update the site or blog.
I am extremely excited about the house I’m moving into (not so much about all the money I’m spending on furniture though), especially since it has ducted heating & cooling. Australia may be known as a hot country, and it doesn’t exactly get that cold in winter – the average temp around here is 15° C / 59°F – but to North Americans like me, it is very cold indoors. Houses aren’t built to keep the warmth in, and a lot of places just have electric heaters which are very expensive to use. The place I live now is usually only 12° C / 53.6°F when I get up in the morning. I cannot wait for spring! Plus I will be able to have a cat at the new place, so Canaille will soon have an Aussie cousin. The other major accomplishment this past month was buying a car. I’m still getting used to driving on the left, though it’s actually sitting on the right side of the car and using my left hand to shift into drive that I still find bizarre. I keep reaching for the seatbelt on the wrong side!
So while I’m still distracted from the blog thanks to real life, here’s a quote from Paul Nation on the vocabulary in language textbooks that teachers and students should think about:
“It is worth noting that there are principles that some teachers and course designers follow that go against research findings. These include: ‘All vocabulary learning should occur in context,’ ‘The first language should not be used as a means of presenting the meaning of a word,’ ‘Vocabulary should be presented in lexical sets,’ Most attention should be paid to the first presentation of a word,’ and ‘Vocabulary learning does not benefit from being planned, but can be determined by the occurrence of words in texts, tasks and themes.’ Course designers who follow these principles should read the relevant research and reconsider their position.” (Learning Vocabulary in Another Language, 2001, p. 387)
I am particularly interested in the first three principles, and I’ve already posted about use of the first language in classrooms. The issue of lexical sets is what I am focusing on right now and will hopefully be able to write about on the blog soon.