Utilizing screencasts to maximize vocabulary learning
Download as PPTX, PDF0 likes653 views
This document discusses using screencasts to maximize vocabulary learning. It reviews studies showing that active engagement, such as writing sentences using new words, leads to greater learning than passive activities like reading. The document outlines the key elements of an effective screencast for vocabulary, including definitions, images, examples from language corpora, and questions. Screencasts are presented as one tool among many for teaching vocabulary.
Utilizing screencasts to maximize vocabulary learning
- 1. Utilizing Screencasts to Maximize Vocabulary Learning Kate Finegan University of Iowa
- 2. Multiple Dimensions • spoken form • written form • grammatical behavior • collocational behavior • frequency • stylistic register constraints • conceptual meaning • word associations
- 3. Laufer & Hulstijn’s (2001b) Dutch Group Word Learning % 1. Reading 27 2. Reading + fill-in 29 3. Writing 49 Laufer & Hulstijn’s (2001b) Hebrew Group 1. Reading 20 2. Reading + fill-in 40 3. Writing 69 Keating’s (2008) Active Word Recall Test 1. Reading + glosses 7 2. Reading + fill-in 23 3. Sentence Writing 42
- 4. Word Lists are great, but they are not enough.
- 5. A key element of vocabulary instruction is active use.
- 6. The Pieces of a Screencast •Definitions •Images / illustrations •Corpus examples •Questions
- 8. Screencasts are just one tool for effective vocabulary teaching.
- 9. References • Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. • Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory course. Hillsdale, NJ: Lawrence Erlbaum Associates. • Keating, G. D. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12, 365-386. • Laufer, B., & Hulstijn, J. (2001a). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement load. Applied Linguistics, 22, 1-26. • Laufer, B., & Hulstijn, J. (2001b.) Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51, 539-558. • Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200). Cambridge, UK: Cambridge University Press.