A framework for selecting appropriate online
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A framework for selecting appropriate online vocabulary learning environments Dr. Rob Waring Notre Dame Seishin University Example Activities • • • • • • Explicit teaching Dictionary work Studying from a grammar book Intensive reading Language awareness activities Conscious word learning • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • • • • Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music • ‘Free’ language production activities. • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays Example Activities • • • • • • Explicit teaching Dictionary work Studying from a grammar book Intensive reading Language awareness activities Conscious word learning • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • • • • Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music • ‘Free’ language production activities • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays Example Activities Receptive Productive • • • • • • Explicit teaching Dictionary work Studying from a grammar book Intensive reading Language awareness activities Conscious word learning • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • • • • Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music • ‘Free’ language production activities. • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays Example Activities Receptive Productive • • • • • • Explicit teaching Dictionary work Studying from a grammar book Intensive reading Language awareness activities Conscious word learning • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • • • • Extensive reading Extensive listening Watching movies Browsing the Internet Listening to the radio or music • ‘Free’ language production activities. • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays Example Activities Receptive Language Study Fluency practice Productive • Explicit teaching • Dictionary work • Studying from a grammar book • Intensive reading • Language awareness activities • Conscious word learning • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • • • • • • • • • • • • Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music ‘Free’ language production activities. Casual conversations Debates and discussions Email, and online chat Diary writing Essays The Balanced Curriculum Receptive • Explicit teaching • Dictionary work Language Study • Studying from a grammar book • Intensive reading • Language awareness activities • Conscious word learning Fluency Practice • • • • • Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music Productive • Controlled language production activities. • Language and pronunciation drills • Gap fill exercises • Memorized dialogs • Sentence completion tasks • Tests • ‘Free’ language production activities. • Casual conversations • Debates and discussions • Email, and online chat • Diary writing • Essays The Balanced Curriculum Receptive Language Study Productive Build language knowledge and get control over it Develop learning strategies Develop a sense of how the language works Fluency Practice Build autonomy Build pragmatic and cultural knowledge Balance in Language Teaching Receptive Language Study Fluency Practice Productive - 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 The Balanced Curriculum Receptive Language Study Productive Box 1 - Formal Learning Box 2 - “Getting Control” Building knowledge about the language Linking knowledge Accuracy focus Awareness raising Fluency Practice Box 3 - Fluency Input Box 4 - Fluency Output Networking knowledge Experimenting with language Comprehending input fluently Developing fluency How does learning happen? “Then they saw an ancient temple …” Notice something Understand and add to our knowledge Try it out Get feedback Correct use Incorrect use We don’t understand Get more input The Cycle of Learning Notice something Add to our knowledge Get more input (feedback) Try it out How does the cycle of learning fit The Balanced Curriculum? Receptive Notice things Language Study Productive Try it out (controlled) Add to your knowledge Get more input Notice things Fluency Practice Add to your knowledge Get more input Try it out (free production) What happens if they don’t do these things? Receptive Language Study Fluency Practice Productive - 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 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. 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 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 Leitner’s Memory System Spaced, expanded retrieval Image source: www.lexxica.com Memorization software Anki Supermemo Memosyne Open cards Quizlet AWL Builder FlashcardDB SocialDecks Flashcard friends http://ankisrs.net/ http://www.supermemo.com/ http://www.mnemosyne-proj.org/ http://www.opencards.info/ http://www.quizlet.com http://www.charlie-browne.com http://flashcarddb.com/ www.socialdecks.com http://www.flashcardfriends.com/ iKnow.jp iKnow.jp iKnow.jp iKnow.jp Comparison of software Anki Supermemo iKnow! WordEngine Mnemosyne OS Mac, PC, Browser, IOS, Android PC, iOS, Browser Browser, iOS, Android Browser Mac, PC, Browser, Android Import, add Yes Yes Yes Yes Yes Audio / images Yes Yes Yes ? Yes Sync Yes No? Yes No No? Demo video Yes Yes Yes Yes Yes Memosyne Anki 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 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) 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 DynEd The Balanced Curriculum Receptive Language Study Fluency Practice Productive The Balanced Curriculum Receptive EnglishCentral.com DynEd Language Study Rosetta Stone Anki Mnemosyne Quizlet iKnow.jp Word Engine Fluency Practice ? Productive EnglishCentral.com DynEd Rosetta Stone Anki Mnemosyne Quizlet iKnow.jp Word Engine ? 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 ‘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 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) 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 http://www.lextutor.ca/tests/levels/productive/ http://www.lextutor.ca/tests/levels/productive/ http://www.insightin.com/test/take_test.phtml my.vocabularysize.com 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? You? Which of these software might you consider for: Yourself? Your students? Thank you for your time Dr. Rob Waring http://www.robwaring.org/er/ http://www.robwaring.org/presentations/ waring_robert@yahoo.com
