Linking vocabulary learning theories to three apps

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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-Using context


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-Consulting a reference source


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-Consulting a reference source

（http://corpus.byu.edu/bnc/）


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http://corpus.byu.edu/bnc/


-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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-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


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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Linking vocabulary learning theories to three apps