1 / 36

CALL-based EAP: From Computer Lab to Classroom

CALL-based EAP: From Computer Lab to Classroom. Ingrid Barth Nitza Davidovitch. Between the ideal. and the real…. Bridging the Gap. Presentation Topics. How to use the computer to develop more effective print-based materials for students without computers.

tan
Download Presentation

CALL-based EAP: From Computer Lab to Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CALL-based EAP: From Computer Lab to Classroom Ingrid BarthNitza Davidovitch

  2. Between the ideal and the real…. Bridging the Gap

  3. Presentation Topics How to use the computer to develop more effective print-based materials for students without computers.

  4. Computer-enhanced Print-based Materials Using a text-processing application to produce an integrated package of print-based materials

  5. Agenda 1. Who is this package for? 2. What’s in the package? 3. How is this different? 4. Why does this work?

  6. 1. Who is this package for? • Students who work from print-based course-books. • Students who need to pass IELTS or TOEFL. • Students who need to learn subject-specific academic words and phrases AS WELL AS general academic vocabulary (Coxhead’s AWL).

  7. 1. Who is this package for? . Teachers who want to • Move from High School English to College English. • Move from EAP towards ESAP.

  8. 2. What’s in the package? Highlighting Vocabulary in Context. Our text-processing application gives us the flexibility to highlight any list of subject-specific and generalacademic words and phrases in any collection of texts.

  9. AWL Vocabulary in Context Soon thereafter Desmond Morris, curator at the Zoological society of London, and R. F. Ewer of the University of Ghana independently concluded on behavioral and morphological grounds that the giant panda belonged in the raccoon family. That view was endorsed in 1986 by a team of Chinese scientists including several from the Beijing Zoo and Beijing University, who published a lengthy anatomical account of the panda. Such problems reflect the difficulties encountered by scientists who mustidentifyspecies and determine their relationships to other organisms.

  10. 3. How is this different?

  11. Why ANOTHER text-processing/frequency counter application?!

  12. Subject-specific Vocabulary Inflationinitially increases businessprofits, as wages and other costs lag behind price increases, leading to more capital investment and payments of dividends and interest. Personal spending may increase because of “buy now, it will cost more later” attitudes; potentialreal estate price appreciation may attract buyers. Domesticinflation may temporarily improve the balance of trade if the same volume of exports are

  13. Limitations of Existing Applications Many research-related terms and phrases are excluded from general academic word lists. Examples of missing words and phrases: experiment correlation control group representative sample

  14. 3. How is this different?

  15. Frequency Count at Word Level How many times does each word on the vocabulary list appear throughout the entire body of texts?

  16. Agenda 1. Who is this package for? 2. What’s in the package? 3. How is this different? 4. Why does this work?

  17. 4. Why Does This Work? Explicit emphasis on vocabulary : What does the theory and research say? (The bottom line…)

  18. Importance of Vocabulary • Research shows that vocabulary is the single strongestpredictor of reading comprehension. • Vocabulary forms the basefor listening, speaking and writing as well as reading. • Since the 1980’s, many studies show that incidental learning of vocabulary is not effective enough in L2.

  19. Conditions for Learning Highlightingvocabularyin context creates conditions for effective L2 vocabulary acquisition: • Noticing • Retrieving(surface processing). • Generating (deep processing). • Incremental multiple exposures to target vocabulary.

  20. Effective Vocabulary Acquisition Generating versus “drill and kill”: The missing link in the chain

  21. Feature Planned recycling of target vocabulary Relative Advantage Individual texts complement and reinforce each other to form a coherent whole. 4. Why does this work?

  22. How the Pieces Fit Together Text processing application Vocab Lists Package Components Vocab Master- list Body of Texts Exercises

  23. Functions of the Master-List Pedagogic Pedagogic Pedagogic Pedagogic • Diagnostic • Tool • Students identify which words are still not mastered • “Charts • the • Territory” • Defines the • task ahead • Running • Summary • Allows students to • monitor • their own progress • Yardstick of • Progress • Students see how each • lesson • contributes to the final target

  24. Research Directions Research Research Research Research • Pre-test of entry-level • vocabulary Post-test: Who benefits from what- Learner variables that correlate with student achievement Establishing Error Patterns Identifies which words prove difficult to remember and why Establish Recycling Rates required for specific categories of words

  25. First Step –Pre-text Vocab Structure of the Lesson: Vocabulary list

  26. Listening Speaking Writing What does it mean to know a word? Ellis, N. (1995). Vocabulary Acquisition: Psychological perspectives. Nation, P. (1994). New Ways in Teaching Vocabulary. Wallace, M.J. (1982) Teaching Vocabulary.

  27. Listening Speaking Writing WHAT IT MEANS TO "KNOW" A WORD • Recognize it in its spoken form. • What are its parts of speech – how to use it in its appropriate form. • Word families. • Collocations – what words go together with this word? • Context – what are its different meanings? • Connotations, associations, level of formality.

  28. Second StepReading and Noticing Vocabulary list Vocab in text

  29. AWL Vocabulary in Context Soon thereafter Desmond Morris, curator at the Zoological society of London, and R. F. Ewer of the University of Ghana independently concluded on behavioral and morphological grounds that the giant panda belonged in the raccoon family. That view was endorsed in 1986 by a team of Chinese scientists including several from the Beijing Zoo and Beijing University, who published a lengthy anatomical account of the panda. Such problems reflect the difficulties encountered by scientists who mustidentifyspecies and determine their relationships to other organisms.

  30. Exercises Third StepExercises - Retrieving and Generating Vocabulary list Vocab in text

  31. Exercises Fourth StepConsolidation Vocabulary list Vocab in Text Vocab list to Master List

  32. Exercises Self-Assessment Vocabulary list Vocab in Text Revise Master List Vocab list to Master List

  33. What Students Say… Like CNN says – lists make order out of chaos… This way shows us which words are important to learn. I can see how this can help me with texts in my subject. This way reminds us which words we should know already…

  34. Thank you for your attention! ingbarth@zahav.net.il

More Related