A framework for selecting appropriate online vocabulary learning environments Dr. 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 , 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 , and online chat Diary writing Essays

Example Activities ReceptiveProductive 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 , and online chat Diary writing Essays

Example Activities ReceptiveProductive 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 , and online chat Diary writing Essays

Example Activities ReceptiveProductive 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 , and online chat Diary writing Essays Language Study Fluency practice

The Balanced Curriculum ReceptiveProductive 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 , and online chat Diary writing Essays

The Balanced Curriculum ReceptiveProductive 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 Develop a sense of how the language works Build autonomy Build pragmatic and cultural knowledge

Balance in Language Teaching ReceptiveProductive 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 ReceptiveProductive 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? Notice something We don’t understand Get feedback Try it out Get more input Understand and 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? ReceptiveProductive 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? ReceptiveProductive 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 - 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 Time Knowledge The Forgetting Curve

Leitner’s Memory System Image source: Spaced, expanded retrieval

Memorization software Anki Supermemo Memosyne Open cardshttp:// Quizlethttp:// AWL Builderhttp:// FlashcardDBhttp://flashcarddb.com/ SocialDeckswww.socialdecks.com Flashcard friendshttp://

iKnow.jp

Comparison of software AnkiSupermemoiKnow!WordEngineMnemosyne OSMac, PC, Browser, IOS, Android PC, iOS, Browser Browser, iOS, Android BrowserMac, PC, Browser, Android Import, addYes Audio / images Yes ? SyncYesNo?YesNoNo? Demo videoYes

Memosyne

Anki

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 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

DynEd

The Balanced Curriculum ReceptiveProductive Language Study Fluency Practice

The Balanced Curriculum ReceptiveProductive 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 ??

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 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 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

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