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Enhancing Vocabulary Skills: Online & Offline Activities for Effective Learning

Explore a variety of online and offline activities to improve vocabulary retention and engagement. Discover tools like Tom Cobb’s Lexical Tutor and the Academic Word List site by Averil Coxhead to enhance vocabulary acquisition. Offline activities such as gap fills, debates, and vocabulary notebooks are also highlighted.

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Enhancing Vocabulary Skills: Online & Offline Activities for Effective Learning

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  1. Working with vocabulary: On and off line Averil Coxhead Victoria University of Wellington 17 March, 2008

  2. Today • Nation’s Four Strands (2007) • The Involvement Load Hypothesis (Laufer & Hulstijn, 2001) • Online activities • Offline activities

  3. The Four Stands (Nation, 2007) • Meaning-focussed input • Meaning-focussed output • Form-focussed instruction • Fluency

  4. Involvement Load Hypothesis (Laufer & Hulstijn, 2001) • Need • Search • Evaluate The higher the level of involvement, the more effective the activity

  5. Involvement Load challenge Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences • Which activity has the highest involvement load? • Which activity has the highest vocabulary retention?

  6. And the answer is… Folse (2006) – Condition One - A gapfill Condition Two - Three gapfills Condition Three - Writing original sentences

  7. Online activities - Tom Cobb’s Compleat Lexical Tutor Available at http://www.lextutor.ca/ • Test your lexis • Concordancer – • select English • select corpus (written or spoken, academic or general, graded readers etc) • enter search word • decide whether to sort results one word to left or right of the search word • Compare concordance lines from two corpora (for example). Similar patterns of frequency/use/collocations/patterns? • Have a play on the website – what else can you find?

  8. The AWL site http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ • Information about the AWL • Headwords • Sublists with family members (most frequent word in italics) • Most frequent word family member in each sublist

  9. Sandra Haywood’s sites • The AWL Gapmaker - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm • Select a text from the website and copy • Paste into window • Select sublists of the AWL you want to include (from 1-10) • List the gapped words at the bottom or not? • The AWL Highlighter - http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

  10. Offline activities • Gap fills • Summary writing • Read and retell • 4-3-2 speaking • Debates • Class vocabulary box • Ping-pong discussions • Ranking • Twisted dictations • Logging vocabulary on the board • Vocabulary notebooks • Information transfers

  11. References Cobb, T. (n.d.). Compleat lexical tutor. Retrieved October 12, 2007, from http://www.lextutor.ca/ Coxhead, A. (n.d.) The Academic Word List. Available at http://www.victoria.ac.nz/lals/staff/Averil-Coxhead/awl/ on 17 March 2009. Coxhead, A. (2006). Essentials of teaching academic vocabulary. Boston: Houghton Mifflin. Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL quarterly, 40 (2), 273-293. Haywood, S. (n.d.). The AWL Gapmaker. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Haywood, S. (n.d.). The AWL Highlighter. Retrieved 12 October, 2007, from http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22 (1), 1-26. Nation, I. S. P. (2007). The four strands. Innovation in language learning and teaching, 1 (1), 2-13.

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