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A framework for selecting appropriate online vocabulary learning environments

A framework for selecting appropriate online vocabulary learning environments. Dr. Rob Waring Notre Dame Seishin University. Example Activities. Example Activities. Example Activities. Example Activities. Example Activities. Language Study. Fluency practice. The Balanced Curriculum.

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A framework for selecting appropriate online vocabulary learning environments

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  1. A framework for selecting appropriate online vocabulary learning environments Dr. Rob Waring Notre Dame Seishin University

  2. Example Activities

  3. Example Activities

  4. Example Activities

  5. Example Activities

  6. Example Activities • Language Study Fluency practice

  7. The Balanced Curriculum

  8. The Balanced Curriculum Build language knowledge and get control over it Develop learning strategies Develop a sense of how the language works Build autonomy Build pragmatic and cultural knowledge

  9. Balance in Language Teaching - provides new knowledge about language features -raises awareness of how the language works - raises awareness of learning strategies -gives practice in checking whether something is known - allows learners to actively construct language - focuses on accurate control over language features - Learners get a feel for how the language works - consolidates the discretely learned language features - allows learners to meet huge amounts of text - gives real time opportunities to experiment with language use - gives feedback on the success of language use - builds fluency of language production

  10. The Balanced Curriculum Box 1 - Formal Learning Building knowledge about the language Awareness raising Box 2 - “Getting Control” Linking knowledge Accuracy focus Box 3 - Fluency Input Networking knowledge Comprehending input fluently Box 4 - Fluency Output Experimenting with language Developing fluency

  11. How does learning happen? “Then they saw an ancient temple …” Understand and add to our knowledge Get feedback Correct use Notice something Try it out Incorrect use We don’t understand Get more input

  12. The Cycle of Learning Notice something Add to our knowledge Get more input (feedback) Try it out

  13. How does the cycle of learning fit The Balanced Curriculum? Notice things Add to your knowledge Get more input Try it out (controlled) Notice things Add to your knowledge Get more input Try it out (free production)

  14. What happens if they don’t do these things? - Fewer chances to notice new things - Hard to add new knowledge - Can’t check the accuracy of what they learnt - Not enough input - Few chances to develop automatic processing - Can’t develop fluent eye movements - Can’t experiment with their knowledge fluently

  15. Two states of vocabulary learning Form-meaning relationship - matching the spelling and sound to a meaning The ‘deeper’ aspects of vocabulary learning - multiple meaning senses / nuances of use - frequency, usefulness etc. - use in context - domain (lexical set) - restrictions on use / pragmatic values - register – polite, rude, spoken, written, formal, informal - collocation and colligation - lexical access speed, fluency, automaticity - etc.

  16. Central Vocab Concepts Frequency – Usefulness / Need - Range Receptive – Productive Contextualized – Decontexualized Intentional – Incidental learning Scaffolded learning – Random learning Single items – Multi-part words Massed – Distributed practice Spaced retrieval Scheduled review / recycling / repetition

  17. What happens to things we learn? We forget them over time unless they are recycled and memories of them strengthened Our brains are designed to forget most of what we meet - not to remember it Knowledge The Forgetting Curve Time

  18. Leitner’s Memory System Spaced, expanded retrieval Image source: www.lexxica.com

  19. Memorization software Anki http://ankisrs.net/ Supermemo http://www.supermemo.com/ Memosyne http://www.mnemosyne-proj.org/ Open cards http://www.opencards.info/ Quizlet http://www.quizlet.com AWL Builder http://www.charlie-browne.com FlashcardDB http://flashcarddb.com/ SocialDecks www.socialdecks.com Flashcard friends http://www.flashcardfriends.com/

  20. iKnow.jp

  21. iKnow.jp

  22. iKnow.jp

  23. iKnow.jp

  24. Comparison of software

  25. Memosyne

  26. Anki

  27. Online Intentional Learning Apps Current vocab software do quite well: recognition, productive practice spelling spaced repetition sequenced /scaffolded learning immediate feedback sometimes and LMS included for tracking almost all is controlled practice

  28. Online Intentional Learning Apps They don’t do so well with these things: indicating frequency or usefulness engagement – too functional general appeal – not all will like these method poor tie in well with current reading and courses wide variety of features - ? Lack of clear principles? often lack context and pronunciation few contrasts with antonyms and synonyms generative vocabulary (adding uses take a test -> take a drive, take a rest, take time-out, take a XXXX) uneven block sizes (20-50 optimal)

  29. Integrated Software solutions EnglishCentral.com Native level input from thousands of YouTube videos Facility to practice your speech / pronunciation Vocabulary tracking DynEd.com Highly controlled and sequenced learning Focus on listening Pronunciation modeling and practice Rosetta Stone Integrated solutions in dozens of languages

  30. DynEd

  31. The Balanced Curriculum

  32. The Balanced Curriculum

  33. Recommendations for Vocabulary Software Designers Focus less on functional, form-meaning level aspects Focus on contextualizing the learning, too Replace native-level definitions with those like learner dictionaries There should be a transition /link to course work or some direct end goal for the learning Where’s the context/ the narrative/ the story? Personalization of the learning to one’s own interests? Make it fun! Make it engaging

  34. ‘Flow’ in gaming ‘Flow’ refers to intense focus on a task to the exclusion all distractions. Csikszentimahalyi (1990) identifies several aspects of flow loss of sense of time; few feelings of self-consciousness and bodily needs; clear goals and high sense of control; high concentration; direct and immediate feedback a chance to adjust behaviours a highly rewarding task Examples: Being lost in a good book Video gamers who play for 20 hours straight

  35. Textual input BeeOasis.com Online graded readers www.robwaring.org/er/ OUP graded readers on iTunes Note: Moodlereader.org (2000 tests for graded readers online with LMS)

  36. Vocabulary Size Tests There are (too) many? Some are good, but many are poorly made – tests not properly leveled Many lack context Many are for natives and text levels too high Not enough low level items No good test for younger learners Tests are not adaptive

  37. http://www.lextutor.ca/tests/levels/productive/

  38. http://www.lextutor.ca/tests/levels/productive/

  39. http://www.insightin.com/test/take_test.phtml

  40. my.vocabularysize.com

  41. Summary Keep the framework in your mind when selecting online vocab software – balance of receptive/productive and language focus/ fluency focus Ask: Is it flexible? How integrated is it? How does it fit each learner’s needs? LMS? IT issues? Access to machines and devices?

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