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 Effect of technology on vocabulary growth Concerns of computer-assisted language learning (CALL) software programs Guidelines to examine CALL software Pedagogical implications Future research

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

Stahl (1986) identified three levels of word mastery: associating processing comprehension processing generation processing. 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)

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

References Bader, M. J. (2000). Choosing CALL software: Beginning the evaluation process. TESOL Journal, 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, Davis, N., & Lyman-Hager, M. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30, 1, Higgins, N., & Hess, L. (2000). Using electronic books to promote vocabulary development. Journal of Research on Computing in Education, 31, 4, International Digital Children ’ s Library [website]. Retrieved March 10, 2000, from Johnson, D. (2002). Web watching: Online magazine for children and teens. Reading Online, Martinez-Lage, A. (1997). Hypermedia technology for teaching reading. In M. Bush & R. Terry (Eds.), Technology enhanced language learning ( pp ). Lincolnwood, IL: National Textbook Company. One more story [website]. Retrieved March 10, 2000, from 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 ). Norwood, NJ: Ablex Publishing. Wood, J. (2001). Can software support children ’ s vocabulary development? Language Learning & Technology, 5, 1,

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

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)

Guidelines to examine CALL software: Evaluation Checklist (Bader, 2000) CALL Software Audience/ level of instruction Type of Instruction Linguistic Characteristics Exercise Styles Instructional Activities Feedback Additional Resources Hardware Requirements Cost

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

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.

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