Exploring Vocabulary by Gardner Dee;

Author:Gardner, Dee;
Language: eng
Format: epub
ISBN: 1344633
Publisher: Taylor & Francis Group

(Gardner, 2007b, p. 368)

As Beck and her colleagues point out, the difference between directive contexts (4) and instructional contexts (5) is that the authors of the former are simply telling a story or conveying an idea, with no intention of teaching particular words. This is the case with most, if not all, “authentic” narrative writing like that used in the examples above. In fact, I would add that authors of most “authentic” narrative contexts (1–4 above) naturally assume that their words are already known by those who will read them. This is not always the case with expository (informational) text in many academic subjects such as science, mathematics, and history, where often the very purpose of a particular text is to draw readers’ direct attention to important new vocabulary items and the concepts they represent. A simple example of the characteristic differences between narrative and expository contexts will illustrate this point. Figure 5.3 provides comparisons of what an ELL reader might encounter when trying to learn the word mummy using typical narrative and expository contexts written for children approximately 11 years old. Several crucial points emerge from this comparison:

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