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

A framework for selecting appropriate online vocabulary

learning environmentsDr. 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 ActivitiesReceptive 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 ActivitiesReceptive 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 ActivitiesReceptive 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

Language Study

Fluency practice

The Balanced Curriculum

Receptive Productive

Language Study

• 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

Fluency Practice

• 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 Productive

Language Study

Fluency Practice

Build language knowledge and get control over it

Develop learning strategies

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

Balance in Language Teaching

Receptive Productive

Language Study

Fluency Practice

- provides new knowledge about language features-raises awareness of how the language works- raises awareness of learning strategies

- Learners get a feel for how the language works- consolidates the discretely learned language features- allows learners to meet huge amounts of text

-gives practice in checking whether something is known- allows learners to actively construct language- focuses on accurate control over language features

- 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 Productive

Language Study

Fluency Practice

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

How does learning happen?

Noticesomething

We don’t understand

Get feedbackTry it out

Get more input

Understandand add to our knowledge

Correct use

Incorrect use

“Then they saw an ancient temple …”

Notice something

Get more input

(feedback)

Try it out

Add to our knowledge

The Cycle of Learning

How does the cycle of learning fit The Balanced Curriculum?

Receptive Productive

Language Study

Fluency Practice

Notice things

Add to your knowledge

Get more input

Notice things

Add to your knowledge

Get more input

Try it out (controlled)

Try it out (free production)

What happens if they don’t do these things?

Receptive Productive

Language Study

Fluency Practice

- 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 - RangeReceptive – Productive Contextualized – DecontexualizedIntentional – Incidental learningScaffolded learning – Random learningSingle items – Multi-part wordsMassed – Distributed practiceSpaced retrievalScheduled 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

Time

KnowledgeThe Forgetting Curve

Leitner’s Memory System

Image source: www.lexxica.com

Spaced, expanded retrieval

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.comFlashcardDB http://flashcarddb.com/SocialDecks www.socialdecks.comFlashcard friends http://www.flashcardfriends.com/

iKnow.jp

iKnow.jp

iKnow.jp

iKnow.jp

Comparison of softwareAnki 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 practicespellingspaced repetitionsequenced /scaffolded learningimmediate feedbacksometimes and LMS included for trackingalmost all is controlled practice

Online Intentional Learning Apps

They don’t do so well with these things:indicating frequency or usefulnessengagement – too functionalgeneral appeal – not all will like these methodpoor tie in well with current reading and courseswide variety of features - ? Lack of clear principles?often lack context and pronunciationfew contrasts with antonyms and synonymsgenerative 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.comNative level input from thousands of YouTube videosFacility to practice your speech / pronunciationVocabulary tracking

DynEd.comHighly controlled and sequenced learningFocus on listeningPronunciation modeling and practice

Rosetta StoneIntegrated solutions in dozens of languages

DynEd

The Balanced CurriculumReceptive Productive

Language Study

Fluency Practice

The Balanced CurriculumReceptive Productive

Language Study

EnglishCentral.comDynEdRosetta Stone

AnkiMnemosyneQuizletiKnow.jpWord Engine

EnglishCentral.comDynEdRosetta Stone

AnkiMnemosyneQuizletiKnow.jpWord Engine

Fluency Practice

? ?

Recommendations for Vocabulary Software Designers

Focus less on functional, form-meaning level aspectsFocus on contextualizing the learning, tooReplace native-level definitions with those like learner dictionariesThere 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 behavioursa highly rewarding task Examples:Being lost in a good bookVideo gamers who play for 20 hours straight

Textual input

BeeOasis.comOnline graded readerswww.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 leveledMany lack contextMany are for natives and text levels too highNot enough low level itemsNo good test for younger learnersTests 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