Strategy-Based Vocabulary Activities in the Internet: Language Learning and Research

1. Strategy-BasedVocabulary Activities in the Internet: Language Learning and Research COTSEAL Conference 2003 University of Wisconsin, Madison Rhodalyne Gallo-Crail, Northern Illinois UniversityMaria Monita Manalo, University of Wisconsin

2. Presentation Outline • A. Introductions • B. Language Activities • Classroom • Internet • C. Remote Collaboration • Pros and Cons • D. Preliminary Findings • E. Q & A

3. Classroom Activities • Individual • Small Group • Whole Activities • Individual Internet Learning • Non-Internet Individual Learning

4. Classroom Activities The Lexical Wall Purpose: To develop cooperative learning and organize a list of vocabulary words by topics to be posted for class reference (Lexicon Wall)

5. Classroom Activities Vocabulary Self-Collection Strategy Purpose: To teach students how to make decisions about the importance of concepts and how to use context to determine word meaning. To promote-long term acquisition of language in a content area.

6. Activities Word Sorts Word sorts are small group, categorizing and classifying activities. Word sorts help students activate and use their knowledge as well as providing them an opportunity to learn from and with each other.

7. Activities Madlibs Madlibs small group or individual word activities that are generated by using Linguistic categories or word associations. These vocabulary words are then used to form FUN narratives. Madlibs help learners to think of words they know, allow them to put these words in context, and test their knowledge of appropriate word use. Madlibs also integrate all language skills (reading, writing, speaking and listening, knowledge of grammar)

8. Internet Activities • www2. Seasite.niu.edu/tagvocab • (Vocabulary site in ASP mode) • www.seasite.niu.edu/tagalog • (Regular site)

9. VOCABULARY STRATEGIES • Association • Translation • Use of Linguistic and Other Clues (Clues) • Developing Cultural Understanding (Culture) • Overview and Linking Already Known Materials (Previewing)

15. Sample Email Quiz Write sentences describing the different events on each picture.

17. Findings • The more diverse the strategies chosen to assist in language learning, the more our students retained and recalled new vocabulary words • - Craik & Lockart (1972), that the more diverse and profound the processing involved in the learning, the more effective and long term the learning is likely to be

18. Students who had exposure to the language even before they enrolled in the class, i.e. students of Filipino Heritage, achieved higher scores than those who came to the class with no background at all

19. Time and learner independence also contributed to learners’ level of achievement in language learning. More time and ability to continue learning outside of the classroom and the use of effective strategies help language learning become more successful. • (Kojic-Sabo and Lightbrown,1999)

20. Factors that affects Ss Strategy Use • Motivation • The language-learning environment • Gender Differences • Nature of the Language Task • Ss Learning Preferences

21. Motivation • Interest in the language and culture • High Academic goals • Engaging Classroom Activities

22. Language Learning Environment • Internet • Classroom • At Home • Foreign Language Setting

23. Gender Differences • Female learners were more diverse in their use of strategies • Male spent more time using the internet

24. Nature of the Language Task • Strategy Use is new to most learners • Language Learning in the Internet • Quiz On line

25. Strategy Preferences • High correlation between SILL average and quiz scores • SILL average of 3.7 indicate a high use of different strategies • SILL average of 2.5 indicate low use of different strategies

26. Source: http://cctc2.commnet.edu/grammar/vocabulary.htm