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Integration Technology to Enhance Vocabulary Acquisition

Integration Technology to Enhance Vocabulary Acquisition. Min-Tun Chuang 2006 MICCA. Agenda. Research on vocabulary development Technology on vocabulary acquisition Current technological tools Unique features of technology

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Integration Technology to Enhance Vocabulary Acquisition

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  1. Integration Technology to Enhance Vocabulary Acquisition Min-Tun Chuang 2006 MICCA

  2. Agenda • Research on vocabulary development • Technology on vocabulary acquisition Current technological tools Unique features of technology Effect of technology on vocabulary growth • Concerns of computer-assisted language learning (CALL) software programs • Guidelines to examine CALL software • Pedagogical implications • Future research

  3. Table Desk Research on vocabulary development • L1: Vocabulary is learned through labeling, categorizing, and network building • L2: Overlapping the concept system saves time but there is a downside. 桌 子

  4. Research on vocabulary development Stahl (1986) identified three levels of word mastery: • associating processing • comprehension processing • generation processing.

  5. Research on vocabulary development • Vocabulary is a key predictor for both L1 and L2 learners to comprehend various types of texts. (Wood, 2001) • There are many similarities between L1 and L2 learners in language learning process and instruction (Coady,1993) • Both L1 and L2 learners benefit from both implicit and explicit teaching strategies (Stroller & Grabe, 1993)

  6. Technology on vocabulary acquisition Current technological tools: • Software programs (Wood, 2001) • Electronic books (Higgins & Hess, 2000) • On-line Magazines (Denise, 2002) • Read-loud Websites • Digital Library

  7. References • Bader, M. J. (2000). Choosing CALL software: Beginning the evaluation process. TESOL Journal, 18-22 • Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3-23). Norwood, NJ: Ablex Publishing. • Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80, 2, 183-198 • Davis, N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30, 1, 58-72. • Higgins, N., & Hess, L. (2000). Using electronic books to promote vocabulary development. Journal of Research on Computing in Education, 31, 4, 425-430 • International Digital Children’s Library [website]. Retrieved March 10, 2000, from http://www.icdlbooks.org/ • Johnson, D. (2002). Web watching: Online magazine for children and teens. Reading Online, 24-30 • Martinez-Lage, A. (1997). Hypermedia technology for teaching reading. In M. Bush & R. Terry (Eds.), Technology enhanced language learning (pp. 121-163). Lincolnwood, IL: National Textbook Company. • One more story [website]. Retrieved March 10, 2000, from http://www.onemorestory.com/ • Thornbury, S. (2002). How to teach vocabulary. England: Pearson Education Limited. • Stroller, F. L., & Grabe, W. (1993). Implicaiton for L2 vocabulary acquisition and instruction from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 24-45). Norwood, NJ: Ablex Publishing. • Wood, J. (2001). Can software support children’s vocabulary development? Language Learning & Technology, 5, 1, 166-201

  8. Unique features of technology tools: • Video clips of related information/related content (pause, repeated, replay) • Sound components (Read aloud whole stories, phrases & individual words) • Hyperlinks to related information • Multimodal presentation of information • Hints or Clues Related to Word meaning • Online glosses for words (definition & thesauruses ) • Record voices • Ability to create one’s own pathway through information

  9. Effect of technology on vocabulary acquisition • Increase richness of recall cues and the possibility of retention (Chun & Plass, 1996) • Store extensive glossing without interrupting reading process (Davis & Lyman-Hager, 1997) • Involve readers in interacting with the text more actively (Martinez-Lage, 1997)

  10. Guidelines to examine CALL software: Evaluation Checklist (Bader, 2000)

  11. Guidelines to examine CALL software for vocabulary growth: Five guidelines (Wood, 2001) • Relate the new to the known. • Promote active, in-depth processing • Provide multiple exposures of new words • Teach students to be strategic readers • Promote additional reading

  12. Pedagogical implications • Supplemental instruction in conjunction with technology is necessary to help vocabulary growth (Higgins & Hess, 2000; Wood, 2001) • Involves the widespread availability of communication tools • Social interaction helps deep processing.

  13. Future research • Exploring the underlying theories behind the software products • Investigating the relationship between the multimedia enhancements and reading achievement (Higgins & Hess, 2000)

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