Expanding Academic Vocabulary with an Interactive On-Line Database

Autor/inn/en	Horst, Marlise; Cobb, Tom; Nicolae, Ioana
Titel	Expanding Academic Vocabulary with an Interactive On-Line Database
Quelle	In: Language Learning & Technology, 9 (2005) 2, S.90-110 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Sentences; Textbooks; Word Lists; Computers; Databases; Vocabulary Development; English (Second Language); Second Language Instruction; Second Language Learning; Second Languages; Computational Linguistics; Foreign Countries; Dictionaries; Cloze Procedure; Hypermedia; Retention (Psychology); Morphology (Languages); Pretests Posttests; Multiple Regression Analysis; College Students; Course Descriptions; Web Sites; Internet; Interaction; Canada (Montreal) + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Textbook; Text book; Schulbuch; Lehrbuch; Wortliste; Digitalrechner; Datenbank; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Linguistics; Computerlinguistik; Ausland; Dictionary; Wörterbuch; Lückentext; Merkfähigkeit; Morphology; Morphologie; Collegestudent; Kursstrukturplan; Web-Design; Interaktion
Abstract	University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted of (a) Coxhead's (2000) "Academic Word List," a list of items that occur frequently in university textbooks, and (b) unfamiliar words students had met in academic texts and selected for entry into the class database. The suite of tools were designed to foster retention by engaging learners in deep processing, an aspect that is often described as missing in computer exercises for vocabulary learning. Database entries were examined to determine whether context sentences supported word meanings adequately and whether entered words reflected the unavailability of cognates in the various first languages of the participants. Pre- and post-treatment performance on tests of knowledge of words targeted for learning in the course were compared to establish learning gains. Regression analyses investigated connections between use of specific computer tools and gains. (Contains 10 figures, 6 tables and 3 notes.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10