Reading & Vocabulary CALL, 3-13-13

Vocabulary practice activity

Group 1:

Group 2:

Optional reading presentations

Joe Randy

Chun, 2011

With your group discuss/review the following: •  What are some of the major connections

between Grabe's Implications and CALL? •  What are some of the benefits and

challenges of CALL for reading and vocabulary?

•  Do we need to think about new forms of literacy/digital literacy in LL pedagogy?

Loucky, 2010: Vocabulary instruction

1. create language- and word-rich learning environments,

2. intentionally teach vocabulary selected from a carefully selected and principled approach, and

3. develop word-learning strategies proven to be effective in helping other learners retain and use new words.

Vocabulary teaching program

1. teach words that are strategic to academic success and not typically acquired independently, and

2. include systematic procedures to make students independent word learners, primarily by helping them become voracious readers.

Nagy, 1991

Vocabulary teaching strategies

"Strategies are sequences of teaching events and teacher actions which make explicit the steps that enable a learner to achieve an outcome" (Loucky p. 231).

What strategies does Loucky suggest?

Steps for computer-assisted vocab learning.

1.  Attending to and Assessing important words 2.  Accessing word forms, meanings and usages. 3.  Archiving 4.  Analyzing 5.  Anchoring 6.  Activating 7.  Reviewing/Recycling 8.  Reassessing 9.  Relearning (by Remeeting & Repeated encounters)

Application

How have you taught/learned L2 vocabulary? What techniques seem to work the best?

Which of the CALL tools/websites or which types of tools mentioned in Loucky do you think would be useful in language learning.

What practical concerns would need to be addressed when considering teaching vocabulary with technology?

Test 2 Review

Groups

Group A:

Group B:

Group C: Group D:

Stage 1: Teaching with corpora

With your group discuss/review the following: •  How can corpora be used to facilitate

language learning? •  What are some of the benefits/challenges

to using corpora? •  What are some of the ways corpora can be

used in teaching (tools, activity types, etc.)?

Stage 2: Synchronous CMC

With your group discuss/review the following: •  What is SCMC and what are some of the

tools we can use for SCMC? •  How does SCMC relate to our understanding

of SLA and language learning? •  What are some pedagogical techniques or

strategies for implementing SCMC?

Stage 3: Asynchronous CMC

With your group discuss/review the following: •  What is ACMC and how is it different from

SCMC? Why do these differences matter? •  What are some of the benefits and

challenges to using ACMC in language learning?

•  What are some of the ways we can use ACMC in the classroom (i.e. tools and activities)?

Test 2: Review

Revised due date: Wednesday 3/20 @ 11:59

Test 2 will cover four major areas: •  Teaching with corpora •  Asynchronous CMC •  Synchronous CMC •  Reading/vocabulary with CALL 3 short essay questions (similar to last test) - 2

points each.