3/2/12 The Balanced Curriculum Recep%ve A framework for selec2ng appropriate online vocabulary learning environments Dr. Rob Waring Notre Dame Seishin University •  Explicit teaching •  Dic2onary work Language Study •  Studying from a grammar book •  Intensive reading •  Language awareness ac2vi2es •  Conscious word learning Fluency Prac2ce •
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The Balanced Curriculum Recep%ve Language Study Fluency Prac2ce Develop a sense of how the language works Build autonomy Build pragma2c and cultural knowledge Recep%ve Language Study Fluency Prac2ce The Balanced Curriculum Recep%ve Language Study Fluency Prac%ce Box 1 -­‐ Formal Learning Building knowledge about the language Awareness raising Box 3 -­‐ Fluency Input Networking knowledge Comprehending input fluently Produc%ve Box 2 -­‐ “Ge4ng Control” Linking knowledge Accuracy focus Box 4 -­‐ Fluency Output Experimen2ng with language Developing fluency •  ‘Free’ language produc2on ac2vi2es. •  Casual conversa2ons •  Debates and discussions •  Email, and online chat •  Diary wri2ng •  Essays Balance in Language Teaching Produc%ve Build language knowledge and get control over it Develop learning strategies Easy reading Easy listening Watching movies Browsing the Internet Listening to the radio or music Produc%ve •  Controlled language produc2on ac2vi2es. •  Language and pronuncia2on drills •  Gap fill exercises •  Memorized dialogs •  Sentence comple2on tasks •  Tests Produc%ve -­‐ provides new knowledge about language features -­‐raises awareness of how the language works -­‐ raises awareness of learning strategies -­‐gives prac2ce in checking whether something is known -­‐ allows learners to ac2vely 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 2me opportuni2es to experiment with language use -­‐ gives feedback on the success of language use -­‐ builds fluency of language produc2on How does learning happen? “Then they saw an ancient temple …” No2ce something Understand and add to our knowledge Try it out We don’t understand Get more input Get feedback Correct use Incorrect use 1 3/2/12 How does the cycle of learning fit The Balanced Curriculum? The Cycle of Learning Recep%ve No2ce something No2ce things Language Study Add to our knowledge Get more input (feedback) Fluency Prac2ce Try it out What happens if they don’t do these things? Recep%ve Language Study Fluency Prac2ce Produc%ve -­‐ Fewer chances to no2ce new things -­‐ Hard to add new knowledge -­‐ Can’t check the accuracy of what they learnt -­‐ Not enough input -­‐ Few chances to develop automa2c processing -­‐ Can’t develop fluent eye movements -­‐ Can’t experiment with their knowledge fluently Central Vocab Concepts Frequency – Usefulness / Need -­‐ Range Recep2ve – Produc2ve Contextualized – Decontexualized Inten2onal – Incidental learning Scaffolded learning – Random learning Single items – Mul2-­‐part words Massed – Distributed prac2ce Spaced retrieval Scheduled review / recycling / repe22on Add to your knowledge Get more input No2ce things Add to your knowledge Get more input Produc%ve Try it out (controlled) Try it out (free produc2on) Two states of vocabulary learning Form-­‐meaning rela2onship -­‐ matching the spelling and sound to a meaning The ‘deeper’ aspects of vocabulary learning -­‐ mul2ple meaning senses / nuances of use -­‐ frequency, usefulness etc. -­‐ use in context -­‐ domain (lexical set) -­‐ restric2ons on use / pragma2c values -­‐ register – polite, rude, spoken, wri`en, formal, informal -­‐ colloca2on and colliga2on -­‐ lexical access speed, fluency, automa2city -­‐ etc. What happens to things we learn? We forget them over 2me 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 Forgeeng Curve Time 2 3/2/12 Leitner’s Memory System Memoriza2on sofware Anki Supermemo Memosyne Open cards Quizlet AWL Builder FlashcardDB SocialDecks Flashcard friends
Comparison of sofware Online Inten2onal Learning Apps Anki Supermemo iKnow! Mnemosyne OS Mac, PC, Browser, IOS, Android PC, iOS, Browser Browser, iOS, Android Mac, PC, Browser, Android Price Free Free ¥1000/m Free Import, add Yes Yes Yes Yes Audio / images Yes Yes Yes Yes Unicode Yes Yes Yes Yes Sync Yes No? Yes No? Demo video YouTube YouTube YouTube YouTube Online Inten2onal Learning Apps They don’t do so well with: engagement – too func2onal general appeal – not all will like these method don’t 2e in well with current reading and courses h`p://ankisrs.net/ h`p://www.supermemo.com/ h`p://www.mnemosyne-­‐proj.org/ h`p://www.opencards.info/ h`p://www.quizlet.com h`p://www.charlie-­‐browne.com h`p://flashcarddb.com/ www.socialdecks.com h`p://www.flashcardfriends.com/ Current vocab sofware do quite well: recogni2on, produc2ve prac2ce spelling spaced repe22on sequenced /scaffolded learning immediate feedback some2mes and LMS included for tracking almost all is controlled prac2ce Integrated Sofware solu2ons EnglishCentral.com Na2ve level input from thousands of YouTube videos Facility to prac2ce your speech / pronuncia2on Vocabulary tracking DynEd.com Highly controlled and sequenced learning Focus on listening Pronuncia2on modeling and prac2ce Rose`a Stone Integrated solu2ons in dozens of languages 3 3/2/12 The Balanced Curriculum Recep%ve EnglishCentral.com DynEd Language Study Rose`a Stone Anki Mnemosyne Quizlet iKnow.jp Fluency Prac2ce Produc%ve EnglishCentral.com DynEd Rose`a Stone Anki Mnemosyne Quizlet iKnow.jp ? ? ‘Flow’ in gaming ‘Flow’ refers to intense focus on a task to the exclusion all distrac2ons. Csikszen2mahalyi (1990) iden2fies several aspects of flow loss of sense of 2me; few feelings of self-­‐consciousness and bodily needs; clear goals and high sense of control; high concentra2on; 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 Summary Keep the framework in your mind when selec2ng online vocab sofware – balance of recep2ve/produc2ve 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? Recommenda2ons for Vocabulary Sofware Designers Focus less on func2onal, form-­‐meaning level aspects Focus on contextualizing the learning, too Replace na2ve-­‐level defini2ons with those like learner dic2onaries There should be a transi2on /link to course work or some direct end goal for the learning Where’s the context/ the narra2ve/ the story? Personaliza2on of the learning to one’s own interests? Make it fun! Make it engaging 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) Thank you for your 2me Dr. Rob Waring h`p://www.robwaring.org/er/ h`p://www.robwaring.org/presenta2ons/ waring_robert@yahoo.com 4