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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Grammar and vocabulary teaching: What a difference a brain makes

Grammar and vocabulary teaching: What a difference a brain makes | TELT | Scoop.it
In my last post, I argued that Hugh Dellar’s negligent misrepresentation of grammar models of the English language, such as Huddleston’s (2009) or Swan’s (2005), and his inability to pr…
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The effectiveness of post-reading word-focused activities and their associations with working memory

The effectiveness of post-reading word-focused activities and their associations with working memory | TELT | Scoop.it
The study investigates the effects of post-reading word-focused activities on vocabulary acquisition and the extent to which the effects are mediated by learners' working memory. Eighty-one university students were assigned to three experimental groups (Gap-fill, Sentence-writing, Comprehension-only) and a Control group. After completing a reading comprehension task, the Gap-fill and Sentence-writing groups completed word-focused activities, and the Comprehension-only group answered an essay question without receiving any form-focused instruction; the Control group only completed the tests. The Vocabulary Knowledge Scale developed by Paribakht and Wesche (1997) was employed to measure treatment effects, and a reading span test was used to measure the learners’ working memory capacities. The results show that on the immediate post-test, the Sentence-writing group performed the best, followed by Gap-fill, Comprehension-only, and Control. On the delayed post-test, the Sentence writing and Gap-fill groups equally outperformed the two other groups. Linear regression analysis revealed that working memory significantly predicted the gain scores of the Comprehension-only and the Gap-fill groups on the immediate post-test. Our results partially confirm the Task Involvement Load Hypothesis and suggest an interaction between working memory and the effects of different types of vocabulary instruction.Empty description
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Vocabulary research: TESOL International Journal 2017

Vocabulary research: TESOL International Journal 2017 | TELT | Scoop.it
Trends in Vocabulary Research
Marina Dodigovic, Stephen Jeaco, Rining Wei

A New Inventory of Vocabulary Learning Strategy for Chinese Tertiary EFL Learners
Xuelian Xu, Wen-Cheng Hsu

“I Used Them Because I Had to . . .”: The Effects of Explicit Instruction of Topic-Induced Word Combinations on ESL Writers
Jelena Colovic-Markovic

The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
Christian Jones, Daniel Waller

Vocabulary Teaching: Insights from Lexical Errors
Mª Pilar Agustín-Llach

Lexical Transfer in the writing of Chinese learners of English
Marina Dodigovic, Chengchen Ma, Song Jing

Helping Language Learners Get Started with Concordancing Stephen Jeaco

Self-assigned Ranking of L2 Vocabulary
Heidi Brumbaugh, Trude Heift

Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context
Ahmed Masrai, James Milton

Using Category Generation Tasks to Estimate Productive Vocabulary Size in a Foreign Language
Shadan Roghani,

James Milton How General is the Vocabulary in a General English Language Textbook?
Hedy McGarrell, Nga Tuiet Zyong Nguien

A Corpus Comparison Approach for Estimating the Vocabulary Load of Medical Textbooks Using The GSL, AWL, and EAP Science Lists
Betsy Quero
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Open access if you sign up
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ITILT projet: primary EFL e-book creation

ITILT projet: primary EFL e-book creation | TELT | Scoop.it
In this task an experienced generalist primary school teacher collaborated with a doctoral student working on technology-mediated classroom interaction in a task-based language teaching environment. The objective was to investigate the language learning opportunities afforded by a story retell task leading to the creation of an ebook on tablets. The task sequence began with the story “The wolf who wanted to change his colour” (Orianne Lallemand and Éléonore Thuillier). Learners created a storyboard to be scanned with an iPad. Using the app Book Creator, they used the audio recording functionality to add a soundtrack where they recounted their story. The final ebooks were shared with a partner class in Germany. The final outcome, the ebook, constituted a reason to memorise vocabulary and rehearse a fixed language structure, and provided multiple opportunities for learners to practice and receive individual form-focused feedback.
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The #ITILT project looks at interactive language teaching with technologies (tablets, smartphones, video, IWB). Examples of classroom practice now online http://itilt2.eu
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What Do We Know about the Best Practices for Teaching Vocabulary? Horst (CMLR)

Learners of a new language need to acquire a huge amount of vocabulary. To get a sense of the size of the task, consider the following: Investigations of reading comprehension consistently show that learners of English have good understanding of a text written for native speakers only when an average of one word (or less) in every 50 is unfamiliar. It is estimated that knowledge of as many as 8,000 (!) word families is needed to reach that criterion. (The term “family” refers to a base word and its inflected and derived forms. For example, the sharp family includes sharper, sharpen, sharply, unsharpened, sharpness, and so on.) Since the task is clearly very large, it is important that vocabulary teaching be as efficient and effective as possible. The recommendations that follow are made with that reality in mind.

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Et en français pour ceux qui le préfère (traduction proposée en bas de page)
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DNL's curator insight, October 19, 2016 8:15 AM
8 tot 10 keer in verschillende contexten maar vooral ook aandacht vestigen op nieuwe woorden - uitlichten en contextualiseren. Wisten we eigenlijk al maar ....
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Investigating Vocabulary Learning in Second Language Classroom context: Mohebbi 2013

Investigating Vocabulary Learning in Second Language Classroom context: Recent Findings, Future Outlook
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Bibliography of vocabulary acquisition research
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Five tips to encourage spontaneous talk

Five tips to encourage spontaneous talk | TELT | Scoop.it

1. Teach masses of vocabulary,

2. Involve students in lots of oral interaction

3. Expose learners to lots of comprehensible aural input

4. Model to students creative ways to put a message across

5. Ask them to practise digitally-mediated interactional writing independently

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Going beyond the parrot stage

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Audio Diaries: feedback via SoundCloud

Audio Diaries: feedback via SoundCloud | TELT | Scoop.it

The concept of Audio Diaries is actually quite simple. Students record something (on or off topic, with or without using target vocabulary or language structures). Students are then given feedback on their grammatical, lexical, and phonological errors. Finally, students re-record the same exact monologue, but this time, they must address their errors. In this way, students are getting delayed corrective feedback and forced uptake of feedback, in addition to raising their noticing and metacognitive skills. They are also getting individual attention, targeted practice in their “weak” areas, and more opportunities for speaking without the pressures of speaking in class.

Aside form typical complaints about too much homework, students seem to enjoy Audio Diaries. They enjoy the feedback and being able to have another chance to express their thoughts in a clearer way. In addition, by listening more closely to individuals I am better able to pinpoint and help them with their weaknesses in and out of class. Likewise, I am better able to notice persistent and common patterns and address them in class.

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Some background on the role of feedback on learning, links to technical information, and some action research on regular audio recording for accuracy in oral production.

 

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Recycling activities: narrow reading/listening

Recycling activities: narrow reading/listening | TELT | Scoop.it
As mentioned in previous posts, listening in my opinion is not taught effectively in many MFL classrooms as students are often engaged in listening comprehension tasks that 'feel' more like tests a...
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Practical suggestions for exploiting listening and reading texts for maximum comprehension and vocabulary retention

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Teaching, Learning & Developing with Technology's curator insight, August 3, 2015 7:29 PM

Practical suggestions for exploiting listening and reading texts for maximum comprehension and vocabulary retention