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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

The (in)compleat lexical tutor

Marti Sevier

English Bridge Program

Simon Fraser University

March 12, 2010

the compleat lexical tutor
The compleat lexical tutor


  • The AWL (2000)
  • Tom Cobb UQAM
  • Constantly expanding
  • My interest

Useful Applications

  • Web VP
  • Key Words
  • Concordancing
  • Hypertext
  • Cloze
  • GroupLex
web vp outcomes
Web VP: Outcomes
  • Learner
    • Awareness- raising
    • Motivation
  • Instructor
    • Text analysis
    • Identify lexis for teaching
    • Diagnosis
  • For both: the comfort of lists
awl web vp shortcomings
AWL / Web VP Shortcomings
  • Conspiracy theory/Marketing ploy
  • An artificial distinction?

-Hanciog˘lu, Neufeld , and Eldridge, 2008

  • A compromise?
Language Problems of International and DomesticESL Students at UBC, York McGill and Dalhousie, and Academic Achievement


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

when words aren t enough
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.
the concordancer outcomes
The concordancer: outcomes
  • Awareness: lexical chunking
  • Economical input – context
  • Error correction
hypertext outcomes
Hypertext: outcomes
  • Reading difficult texts
  • Accessing multiple contexts for learning vocabulary
cloze outcomes
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
grouplex outcome
GroupLex: outcome
  • Student-driven learning
    • New or recycled vocabulary
    • Interactive:
    • Personalized
    • Multiconc option: increased exposure, contexts