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The (in) compleat lexical tutor

The (in) compleat lexical tutor. Marti Sevier English Bridge Program Simon Fraser University March 12, 2010. The compleat lexical tutor . Background: The AWL (2000) Tom Cobb UQAM Constantly expanding My interest. The Compleat Lexical Tutor, 2006.

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The (in) compleat lexical tutor

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  1. The (in)compleat lexical tutor Marti Sevier English Bridge Program Simon Fraser University March 12, 2010

  2. The compleat lexical tutor Background: • The AWL (2000) • Tom Cobb UQAM • Constantly expanding • My interest

  3. The Compleat Lexical Tutor, 2006

  4. The Compleat Lexical Tutor, 2010

  5. Useful Applications • Web VP • Key Words • Concordancing • Hypertext • Cloze • GroupLex

  6. Web VP

  7. Web VP: Outcomes • Learner • Awareness- raising • Motivation • Instructor • Text analysis • Identify lexis for teaching • Diagnosis • For both: the comfort of lists

  8. AWL / Web VP Shortcomings • Conspiracy theory/Marketing ploy • An artificial distinction? -Hanciog˘lu, Neufeld , and Eldridge, 2008 • A compromise?

  9. Language Problems of International and DomesticESL Students at UBC, York McGill and Dalhousie, and Academic Achievement AWL: academic access achievement alternative authors comments complex complexity conclude consequently context contribution data defined fee fees financial funding hypothesis immigrants individual initiatives institution intensive involves involving medium obvious outcomes participants percentage ranging research revenue significant source sources task trend undertaking variables Off-list: (proper nouns and abbreviations removed) allude announced awarded campus chronically comparability configuration coping correlating daunting deficiencies enrol graduated illuminates inequities intuitively lumped mask meaningfully multitude non-government offshore prevalence professors proficiency refugees resonate tutors underfunded KeyWords: (proper nouns removed) backgrounds participants universities language learning involves native context revenue students institution increasing academic courses study source materials international numbers student research basis different course important second several

  10. When words aren’t enough… • Compared the human labor force, robots’ work time is 2-3 times as human. They can keep working with same performance. • Gochfeld (2003) pointed out that … these babies would be cerebral palsy, blind and profound mental retardation when they born… • Michelle L. Bell and Devra Lee Davis, (2001) suggest London Smog Incident have effects on people’s health both in the short-term and the long-run.

  11. The concordancer: outcomes • Awareness: lexical chunking • Economical input – context • Error correction

  12. Hypertext: outcomes • Reading difficult texts • Accessing multiple contexts for learning vocabulary

  13. Cloze: outcomes • Promote active engagement with language • Vocabulary • Guessing words from context • Reinforcing awareness of collocation • Grammar • Tenses • Prepositions • Reinforce key concepts in a text

  14. GroupLex: outcome • Student-driven learning • New or recycled vocabulary • Interactive: • Personalized • Multiconc option: increased exposure, contexts

  15. Questions? msevier@sfu.ca

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