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1/30/2015

more than just flashcards

Leo Selivan
IATEFL Webinar | 24 January 2015

Outline
Vocabulary learning: key principles
Quizlet functions
Definitions
Quizlet: tweaks and tips
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Lexical notebooks

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Lexical notebooks: disadvantages


(Lack of) organisation
Students notes and teachers notes are not in sync
Do not provide active recall practice

Lexical notebooks or vocabulary cards | TeachingEnglish bit.ly/QWasow

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Vocabulary learning: insights from


research
Incidental learning is not sufficient
Both contextualized and decontexualized practice needed
Treating vocabulary as object of study rather than a tools
for communication is effective as a teaching method

Laufer, B. (2005). Focus on form in second language vocabulary learning.


EUROSLA Yearbook, 5, 223250
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Teachers / learners need

frequent encounters with new items


breadth of vocabulary as well as depth of vocabulary
focus on the word form (adopt adapt)
exploit L1 when it is to our advantage
engagement with new items (attention, manipulation,
time spent, being tested)

Schmitt, N. (2008). Instructed second language vocabulary learning.


Language Teaching Research, 12(3), 329-363
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Scatter - matching
Speller - type in words as they are spoken
Learn - type in words
Space Race type in words as definitions fly across the screen
---------------------------Test - generates a graded quiz
(open-ended, multiple choice or true/false questions)
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Flashcard mode

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Learn mode

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Advanced features

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1. Assign sets to specific classes


2. Sort sets into folders
3. Adopt sets created by other teachers and modify
them. Combine your sets.
4. Print sets (original or combined) and use them for
paper-based activities in class.
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Quizlet a mobile app

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Definitions: which one is better?


a willingness to accept an obligation and be
accountable or an action or situation

blame for something that has happened

if you say that something thats happened is your


mistake, you take _______ for it

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Definitions: common pitfalls

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Form

Meaning

Use

Spoken

Formmeaning

Collocations

Written

Concept &
referents

Grammatical
pattern

Word parts

Associations

Constraints
on use

Based on Nation, P. (2001). Learning vocabulary in another language. CUP.

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Aspects of vocabulary knowledge


The form-meaning link receives most attention in
textbooks
Textbooks do not provide sustained activities that
target ALL aspects of word knowledge
Teachers also focus overwhelmingly on meaning
(70% of classroom vocabulary teaching episodes)
Brown, D. (2011). What aspects of vocabulary knowledge do textbooks
give attention to? Language Teaching Research, 15(1), 83-97
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much of what has passed for vocabulary


teaching [] addresses only the tip
of the lexical iceberg
David Singleton
in Exploring the second language mental lexicon
CUP, 1999 (p. 272)

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Translate these words


into L1/another language you know
1.

accident
have an accident / by accident

2.

(to) join
join the club / join the army

3.

condition
terms and conditions / heart condition

4.

(to) gain
gain experience / gain advantage

5.

business
do business (with) / family business

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Context or co-text?
While context is not an necessary condition
for successful vocabulary learning, co-text
is essential

Read more here: bit.ly/co-text


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Alternatives to definitions
(tweaks & tips)

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Example sentence + (definition)

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Collocations + (definition)

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Collocations

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Collocation chains

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Collocations - Scatter

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Collocation - Scatter

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Collocation - Scatter

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Collocation - Scatter

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Collocation Learn mode

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Prepositions

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Prepositions Scatter

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Phrase + Translation

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Phrase in a conversation

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First letter clue

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First letter last letter

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Enhanced input

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Links
Essential Lexical Tools on Leoxicon
bit.ly/lextools
Online Lexical Tools in HLT
bit.ly/HLTquizlet
Quizlet sets mentioned in this presentation:
http://quizlet.com/leosel/folders/iatefl-webinar
Sandy Millins guide to Quizlet:
independentenglish.wordpress.com/quizlet
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Contact
Blog: leoxicon.blogspot.com
Email: leosel@gmail.com
Twitter: @leoselivan

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