A framework for selecting
appropriate online vocabulary
learning environments
Dr. Rob Waring
Notre Dame Seishin University
robwaring.org
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
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 Cycle of Learning
Notice
something
Add to our
knowledge
Get more
input
(feedback)
Try it out
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/
Comparison of software
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 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
no work on 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
The Balanced Curriculum
Receptive
EnglishCentral.com
DynEd
Language Study Rosetta Stone
Anki
Mnemosyne
Quizlet
iKnow.jp
Fluency
Practice
Productive
EnglishCentral.com
DynEd
Rosetta Stone
Anki
Mnemosyne
Quizlet
iKnow.jp
?
?
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)
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?