Vocabulary is the inherent part of reading. Andreea I.Constantinescul in her article "Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension" doesn't isolate them too. She emphasizes the learning through reading and looking up for meaning in a dictionary. But she also mentions the word acquisition program CAVOCA - COMPUTER ASSISTED SECOND LANGUAGE VOCABULARY ACQUISITION. It has intrigued me and I looked for the deeper analysis of that programme (
http://llt.msu.edu/vol4num1/groot/default.html) It was quite interesting, but I can only read and look at the pictures. The principle of the learning the words is next:
The principle is good, it's pity I couldn't try it.
I like games and interactive activities which are ready made, but I rarely use them as they have a shortcoming - only some of the words they include I need for my students. That's why I like making these activities myself. Then I can use the words I really need.
In my classes I teach children to learn new words from games. I create many different games with the words they have to learn and they play. At first parents were surprised, but now they know that it works :)
Hi Jurgita,
ReplyDeleteThat happens to me too. When I find vocabulary games we only know some of the vocabulary. How do you make the exercises, online or on paper?
Cheers
Angels
Hello Angels,
DeleteI make exercises online. Usually I use Moodle, Hot Potatoes, etc.
Best,
Jurgita
I am interested in vocabulary acquisition. My master thesis is connected with vocabulary.
ReplyDeleteWhat is different from you, my students are aged 17 to 18. So, they need much more words and more higher level words. Basically, I think for a non-native speaker adult to increase words, the most effective way is to learn etymology.
The graph you cite is not theoretical at all. For example, when teaching etymology, I still cite many example sentences for learners to have a deeper feeling toward words they are learning.
You've changed the layout of your blog, haven't you?
Hello,
DeleteI also have students aged 17-18 and I understand what are you talking about, but they have learnt for longer time and we have already solved biggest problems. I am talking about 11-12 years old students as they are new to me and ... because I love this age students - they are so excited about simple things!
Talking about the graph, I don't want to say that's theoretical, I am just sad that I couldn't try the CAVOCA program itself, I was allowed only to read theory about it.
And, yes, I have changed the layout. Reading blogs I noticed the same template as my previous...
Best,
Jurgita
Hi Jurgita,
ReplyDeleteHave you taught the same class two times, and noticed what degree of the vocabulary was still remembered by the students after a couple of months?
As I see it, teaching them off the book vocabulary is a great benefit, the problem is how to make the students remember and use it.
Luis
Hello Luis,
ReplyDeleteYes, students learn a lot of words, but they forget them too. I try to fight that phenomenon. As Latin proverb says: "Repetitio est mater studiorum". The most difficult thing in that battle for me is to find new activities with 'old' words. I seek for creative ways to do that.
What are you doing if you notice that your students forgot some vocabulary?
Best,
Jurgita
Hi Jurgita and Luis,
ReplyDeleteI also have that problem, forgetting words. I try to give them in a situation which is close to my learners.
Best,
Saodat