linking vocabulary learning theories to three apps
TRANSCRIPT
Linking Vocabulary Learning
Theories to three popular
appsChenyi (Lucy) Guo
Dept. of Education Product
3/7/2016Linking Vocabulary Learning Theories to three popular apps
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Linking Vocabulary Learning Theories
to three popular apps
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1. Knowing the word
2. Finding information about the word
3. Establishing vocabulary knowledge
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Knowing the word
1. Form and meaning
2. Spoken form and Written form
3. Associations and Collocations
4. Receptive and Productive vocabularies
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Knowing the word-Form and meaning
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Knowing the word-Form and meaning
‘The strength of the connection between the form and its
meaning will determine how readily the learner can
retrieve the meaning when seeing or hearing the word
form, and retrieve the word form when wishing to express
the meaning.’(Nation, 2013)
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Knowing the word-Spoken form and written form
Written Form: Written form refers to users recognising and
spelling the word correctly.
Spoken Form: Attention to the spoken form has the goals
of getting learners to be able to recognise a word when
they hear it, and to be able to pronounce a word
correctly.
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Knowing the word
-Spoken form and written form
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Knowing the word-Associations and Collocations
Associations; Mainly refers to semantic relationship. For
example, synonymy.
Collocations: Knowing a word involves knowing what
words it typically occurs with.
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Knowing the word
-Associations and Collocations
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Knowing the word
-Associations and Collocations
Collocation was first put forward by Firth in 1957 but until
now. Nation (2001) concluded that as the multiword
units including idioms and fixed expressions. Boer et al.
(2006) defined collocations as one type of multiword
expressions, other types being fillers, functional
expressions, idioms, proverbs and standardized phrases.
Recently, Nesselhauf (2003) coined it as phraseological
rather than in a frequency-based sense, which means
that it is used to denote a type of word combination
rather than the co-occurrence of words in a certain
span. 3/7/2016Linking Vocabulary Learning Theories to three popular apps
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Knowing the word
-Receptive and Productive Distinction
Receptive: carries the idea that we receive language
input from others through listening or reading and try to
comprehend it.
Productive: carries the idea that knowing a word we
produce language forms by speaking and writing to
convey messages to others.
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Sourcing: Finding information about
words
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Using context
Consulting a reference source
Using parallels with other languages
Sourcing: Finding information about words
-Using context
Learning vocabulary from context is often seen
as something opposed to the direct intentional
learning and teaching of vocabulary
(Kelly,1990).
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Sourcing: Finding information about words
-Using context
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Sourcing: Finding information about words
-Consulting a reference source
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Sourcing: Finding information about words
-Consulting a reference source
(http://corpus.byu.edu/bnc/)
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Sourcing: Finding information about words
-Using parallels with other languages
‘The learning burden of a word depends on how much its
various aspects are similar to patterns and items that the
learner already knows from previous study of the second
language, from the first language or from other
languages.’(Nation, 2013)
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Sourcing: Finding information about words
-Using parallels with other languages
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《新东方联想记忆法》
Establish Vocabulary knowledge-Noticing
Noticing:
‘Noticing involves seeing the word as an item to be learned. Strategies at this level include putting the word in
a vocabulary notebook or list, putting the word on to a
word card, orally repeating the word and visually
repeating the word.’
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Establish Vocabulary knowledge-Noticing
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Establish Vocabulary knowledge-Retrieval
Retrieval:
‘Retrieval involves recall of previously met items. Each
retrieval strengthens the connection between the cue and
the retrieved knowledge. Receptively the cue may be the
written or spoken form of he word and the retrieved
information may be its meaning or use.”
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Establish Vocabulary knowledge-Creative use
Creative Use:
‘Creative use strategies include attaching new aspects of knowledge to what is known through instantiation (visualising examples of the word), word analysis, semantic mapping, and using scales and grids. It also includes rule-based creative use by creating contexts, collocations and sentences containing the word, strategies like the keyword technique, and meeting and using the word in new contexts across the four skills of listening, speaking, reading and writing.’
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Conclusion Knowing the word
1. Form and meaning
2. Spoken form and Written form
3. Associations and Collocations
4. Receptive and Productive vocabularies
Sourcing: Finding information about words
Using context
Consulting a reference source
Using parallels with other languages
Establish Vocabulary knowledge
Noticing
Retrieval
Creative Use3/7/2016Linking Vocabulary Learning Theories to three popular apps
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Recommended Reading:
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