A framework for selecting appropriate online vocabulary learning environments

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A framework for selecting appropriate online
vocabulary learning environments

• Dr. Rob Waring
• Notre Dame Seishin University

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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
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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
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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
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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
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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
Language Study
Fluency practice
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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
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The Balanced Curriculum
Receptive Productive
Language Study
Fluency Practice
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
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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
-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
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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
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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 dont understand
Get more input
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The Cycle of Learning
Notice something
Add to our knowledge
Get more input (feedback)
Try it out
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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
Try it out (controlled)
Notice things Add to your knowledge Get more
input
Try it out (free production)
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What happens if they dont do these things?
Receptive Productive
Language Study
Fluency Practice
- Fewer chances to notice new things - Hard to
add new knowledge
- Cant check the accuracy of what they learnt
- Not enough input - Few chances to develop
automatic processing - Cant develop fluent eye
movements
- Cant experiment with their knowledge fluently
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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.

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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

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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
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Leitners Memory System
Spaced, expanded retrieval
Image source www.lexxica.com
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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/
  

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iKnow.jp
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iKnow.jp
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iKnow.jp
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iKnow.jp
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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
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Memosyne
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Anki
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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

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Online Intentional Learning Apps

• They dont 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
  -gt take a drive, take a rest, take time-out, take
  a XXXX)
• uneven block sizes (20-50 optimal)

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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

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DynEd
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The Balanced Curriculum
Receptive Productive
Language Study
Fluency Practice
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The Balanced Curriculum
Receptive Productive
Language Study EnglishCentral.com DynEd Rosetta Stone Anki Mnemosyne Quizlet iKnow.jp Word Engine EnglishCentral.com DynEd Rosetta Stone Anki Mnemosyne Quizlet iKnow.jp Word Engine
Fluency Practice ? ?
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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
• Wheres the context/ the narrative/ the story?
• Personalization of the learning to ones own
  interests?
• Make it fun! Make it engaging

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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

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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)

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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

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http//www.lextutor.ca/tests/levels/productive/
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http//www.lextutor.ca/tests/levels/productive/
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http//www.insightin.com/test/take_test.phtml
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my.vocabularysize.com
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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 learners needs?
• LMS?
• IT issues? Access to machines and devices?

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You?

• Which of these software might you consider for
• Yourself?
• Your students?

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Thank you for your time

• Dr. Rob Waring
• http//www.robwaring.org/er/
• http//www.robwaring.org/presentations/
• waring_robert_at_yahoo.com