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Learning vocabulary
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ENHANCING VOCABULARY ACQUISITION THROUGH COMPUTER ASSISTED LANGUAGE LEARNING
Introduction
Vocabulary is an important segment to acquire language proficiency. There is a reciprocal relationship between Vocabulary knowledge and Reading Comprehension. Vocabulary acquisition is an important aspect of L2 which leads to academic achievements. This paper focuses on the possibilities to enhance the vocabulary acquisition and reading comprehension with the help of computer assisted language learning programmes.
Reading Comprehension
Reading is an active skill that involves the reader, the text, and the interaction between the two. The acquisition of reading skills is a very important aspect of L1 as well as L2 or Foreign Language literacy. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1- related knowledge and real-world knowledge to arrive at an understanding of written material. Many variables play a role in L2/FL reading comprehension. Among the most important are L1 literacy, the use of both top-down and bottom-up strategies, activating background knowledge, the use of various reading skills and vocabulary knowledge.
Several researchers have argued that vocabulary plays a major part in reading proficiency. Grabe stresses the important role of vocabulary as predictor of overall reading ability and Natin states that effective L2/FL instruction should also concentrate on cultivating vocabulary. Chanier and Selva also stress the fact that vocabulary knowledge is a key factor in reading comprehension and so does Groot, who argues that functional L2 reading proficiency requires mastery of a co...
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... approach. But some critics object to the use of modern technologies in teaching English on the ground that the computer software relies on stimulus-reaction principle and drill oriented. However, CALL is found to be useful in motivating the students to acquire vocabulary knowledge and reading comprehension.
References
Groot, J. M. (2000) Computer Assisted Second Language Vocabulary Acquisition Language Learning and Technology, 4(1), 60-81.
Lyman-Hager, M.A. and J. Davies. (1996) The Case for Computer-Mediated Reading: Une Vie de Boy. The French Review, 69(5), pp. 775-792.
Sakar, A. And G. Ercetin. (2004) Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21, pp. 28-38.
Singhal, M. (1998) Using Computers as Reading Instructional Tools: Applications and Implications. ERIC ED419225.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Karen Bromley (2014) in the chapter “Active Engagement with Words” begins with the harsh reality of students who cannot “read well enough to be successful” (120). She acknowledges that a large vocabulary is key to successful reading due to a number of factors, including: it boosts comprehension, improves achievement, enhances thinking and communication, and promotes fluency (121). Therefore, Bromley advocates that educators equip students with strategies for tackling words, strategies that actively engage students and begin with teacher modeling (direct-instruction). Bromley discusses the three tiers of word types, pointing out that tiers two and three (multisyllabic) cause the most problems for adolescent readers. To approach these words students need attention to the linguistic and non-linguistic aspects, the literal elements (spelling, pronunciation, graphics, meaning, and grammatical function) and then the more inferential and contextual aspects (visual, auditory, or sensory image that connects to the word, for example). Active engagement, the use of metacognitive strategies, is advocated by Bromley because it relies on students’ own knowledge and equips them with strategies they can use on their own when they encounter unfamiliar words. Such strategies covered in this chapter include: KWL (Know, Want to know, Learn), Teach-Teach-Trade, A Word A Day (www.wordsmith.org/words), Root Words, and Digital
Whole Language versus Phonics has been a question among many top educational groups for years. Which is the best way to teach kindergarten children the proper way to speak and learn the English Language? There are many valid reasons why experts argue for both phonics and/or whole language. Both seem to be exceptional ways to master the English Language. The purpose of this research paper is to compare phonics versus whole language and to determine how technology can support each approach.
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
Where a student once had to travel to the local library or bookstore to find information, they can now find information almost instantly in their “smart” phone. In this technological age “we are raising our children in a multimedia environment. Before writing and books, information was carried in songs, dance, and storytelling. Today, the average person has a cornucopia of information readily available at home.” (Withrow 44). Anyone in possession of a computer, digital e-reader, laptop, or “smart” phone has an almost immediate access to any kind of information they are seeking. In today’s society, a two-year-old child knows how to operate a tablet or “smart” phone before they know how to read. It is this interest in technology that leads to a decline in reading as children age. Where once it would take hours to find information, there is now an almost immediate response to queries. Through the instant gratification technology provides, children begin to lose interest in reading. According to Michael, the disinterest in reading is “because reading takes time, and we have an instant gratification generation who can’t wait to read the book when they can just watch the movie” (Michael). Instead of spending days discovering a new world in a book, a child can instead spend a couple hours in front of a television and watch
As indicated by Ziegler and Goswami (2005), reading is the process of understanding and making sense of speech or written down thoughts. The initial goal of reading is to gain access to the meaning of sentences. To achieve reading student must learn the letters used by their society for representing speech or thoughts as series of visual symbols and they also found that the critical characteristic to develop reading depends on phonological consciousness. Ziegler and Goswami (2005) focused on the psycholinguistic grain size theory, reading acquisition and...
Literacy is the ability to perceive, interpret, internalize, react to language in a fluent and automatic way. It encompasses all facets of language including speaking, listening, reading, and writing. Whereas someone might be verbally literate with a language, full literacy requires a level of fluency across the spectrum. As Cushing & Weigele point out there is a big difference between speaking and listening. And while neither presupposes nor is more important than the other, they are both necessary for full literacy. Furthermore, literacy spans the content language that at least the specific participant is required to be a part of. For native speakers literacy develops first in the home with spoken word as a baby and then is slowly but surely honed to include the reading and writing components of literacy throughout one’s schooling. Conversely, English literacy for an L2 learner does not happen so organically. In fact literacy for an L2 learner can happen eventually, despite the many challenges of language acquisition including their literacy in their L1.
Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs). Students benefit from specific and explicit vocabulary instruction (Hattie 2000).... ... middle of paper ...
Sternberg, B. J., Kaplan, K. A., & Borck, J. E. (2007). Enhancing adolescent literacy achievement through integration of technology in the classroom. Reading Research Quarterly, 42(3), 416-420. doi:10.1598/RRQ.42.3.6.
Reading is an important element of a person’s life that is used in our lives on a daily basis for many things whether a person is reading an electric bill or reading a recipe book to help them prepare a meal for dinner. This is why it is necessary to help students learn how to read, as people will need it for many things. There are five building blocks for teaching children to read and they are phonemic awareness, phonics, comprehension, vocabulary, and fluency. It is important that the children you are teaching learn these building blocks because this is what helps them to become successful readers.
When students attempt to read new material, whether it is a narrative or textbook related, it is a good idea for them to ask themselves to think about the content of this material. They need to devise a way to take a picture by walking through the text; look at headings and chapter titles, and make predictions about various events or words highlighted. Good readers are active in their reading. They ask questions about new words and concepts, make comparisons, and draw on their prior knowledge to assist them in comprehension. (Duke and Pearson, 2002) Developing good reading comprehension is more than just thinking about how to comprehend. Students must also be taught specific skills that are essential to good comprehension.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Education is the backbone of society and country. The traditional system of learning in India is making notes and reading text book. The teaching of English is quite challenging in India as it offers a teacher plethora of opportunities to apply modern means of communication in order to cater growing requirements of learners and improve their language skills. Since English has been the most important second language (L2) in many non-English speaking countries, developing useful computer assisted learning forms or tools for supporting effective English learning is a critical issue in the English-language education field (Collins, 2005; Shih, 2005). English language learning can be divided into four basic skills i.e. listening, speaking, reading, and writing. A lot of importance is given to the development of L.S.R.W skills in School, colleges and universities. There is no doubt that technology is changing the learning environment and teaching experience as well. English as a Second Language demands a high level of innovation and integration of various teaching techniques. Learning English involves memorization and practice of a large number of vocabulary words and grammatical structures. Recently, some scenarios of mobile learning have been successfully proposed to aid language learning activities of outside
... be interactive, as it can contain audio, video, animations all of which can enhance the reading experience (Gardiner and Musto, 2010). Increased interactiveness of the reading material will enhance the understanding of the contents being read, and hence the learning of the material (Gardiner and Musto, 2010)