The Internet as an Educational Tool in Vocabulary Instruction

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The Internet as an Educational Tool in Vocabulary
Instruction

• By Fatemeh Alipanahi
• Faculty member of Zanjan Azad University Zanjan
  University of IRAN
• Alipanahi_at_hotmail.com

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• Abstract
• Introduction
• Traditional Approaches to Vocabulary Learning
• Criticisms of Traditional Approaches to
  Vocabulary Learning
• Incidental Learning Versus Intentional Learning
• Internet Vocabulary Learning
• Conclusion

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Abstract

• Modern research shows that mastering an item of
  vocabulary involves far more than merely
  memorizing the denotative or dictionary
  meaning of a word.
• This study reviews the communicative nature of
  computer networks and proposes that adding the
  Internet to the classroom environment can benefit
  vocabulary learning by making word learning as a
  natural part of communicative activities.

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Introduction

• Computer-aided research gives us vast amount
  of information about how words behave and the
  relationships they form in real-life
  communication psycholinguistic studies are
  providing further insights into how the mind
  processes and stores vocabulary and we also know
  more about effective teaching and learning
  strategies.

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Traditional Approaches to Vocabulary Learning

• For many years vocabulary had been considered
• as the Cinderella (neglected step-child) of
  applied linguistics. L2 vocabulary research has
  amounted to little more than testing memory
  strategies for learning lists of words such as
  repetition, review and mnemonics.

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• The word vocabulary has long connoted word
  lists, and vocabulary learning strategies have
  been considered techniques that help commit these
  lists to memory (Gu Johnson 1996 643. Most
  research on vocabulary learning strategies has
  explored different methods of vocabulary
  presentation and their effectiveness in retention
  (Meara, 1980). Memory strategies, one of the many
  aspects of vocabulary learning, are studied most
  on the presupposition, that strategies which are
  good for vocabulary retention will also help
  language learning in general (Gu Johnson,
  1996).

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• Some earlier research focused on rehearsal
  strategies and addressed questions such as the
  number of repetitions needed to learn a list.
  (Crothers Suppes, 1967 Lado, Baldwin, Lobo
  1967), the suitable number of words to be learned
  at one time (Crothers Suppes, 1967), or the
  timing of repetition seems to be less efficient
  than using spaced recall and structured reviews
  (Atkinson, 1972 Royer, 1973 Seibert, 19277)
  silent repetition and silent writing are less
  effective than repeating the words aloud
  (Gresham, 1970 Seibert, 1927).

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• Research into mnemonics has continued through the
  past two decades, following Atkinson (1972) and
  Atkinson and Raugh (1975). Most of such interest
  has centered on the key-word method, a technique
  that starts with an acoustic link (i.e., finding
  a keyword in L1 that sounds like the foreign
  word) then links the keyword, and the foreign
  word by means of an interactive image (Cohen,
  1987 Meara, 1980 Nation, 1982 Carter
  McCarthy, 1988).

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Criticisms of Traditional Approaches to
Vocabulary LearningThe key word method or any
other mnemonic suffers from fundamental
assumptions that vocabulary learning largely
means list learning. According to Meara (1980)
these laboratory experiments completely ignore
the complex patterns of meaning relationships
that characterize a proper, fully formed lexicon
(Meara 1980 225). So they are unlikely to play
a major role in the development of a dynamic
living lexicon on the target language (Gu
Johnson, 1996).
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• Modern theory suggests that learning a word is
  much more than memorizing the word and its
  definition.
• Every vocabulary item can be seen as consisting
  of the following layers of meaning
• Denotative Meaning (explicit or dictionary
  meaning)
• Connotative Meaning (additional suggested
  meanings)
• Collocative Meaning (how words are arranged
  together)
• Contrastive or Paradigmatic Meaning (conceptual
  association with other words), the meaning
  derived from the relationships that hold among
  the members of a semantic field.
• Stylistic Meaning ( interpersonal meaning,
  associated with the degree of intimacy between
  the interlocutors and the type of the
  relationship between them).
• Implicative Meaning (implied meaning).
• The meaning of a word takes shape in the context
  of the words that surround it. By focusing only
  on the denotative layer of a words meaning,
  traditional list learning ignores these
  underlying layers of connection.

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Theorists now consider a word, not as an isolated
list entry, but as a node within a web of
connections with other words. Lotfipour saw
vocabulary as an integrated system of lexemes
in sense (1990)Learning a word includes much
more than remembering the orthographic and
phonological forms and their corresponding
meaning. This means that a central purpose in
teaching should be to encourage and help the
learners to become more
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aware of how native speakers and other proficient
speakers use the target language, and to be more
sensitive to different shades of meaning. What is
important for the language learners is to
determine the value of a lexical item in a
given context not its dictionary meanings or
signification . To achieve this, he should be
aware of various potential meanings or layers
of lexical meaning which contribute to the
actual meaning or value a specific lexical item
assumes in a context.
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For this to be accomplished, lexis, grammar, and
discourse should no longer be thought of being
separate in the language, Ooi and Kim-Seoh
(1996) An integrative approach would allow the
teacher to shift attention from one to the other
and back again. They believe that this can be
achieved without too much strain by reorienting
the more established approach, and thinking in
terms of activities rather than clearly
demarcated lessons.
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Incidental Learning versus Intentional Learning
 

• Memorizing lists of words is an example of
  intentional learning the primary task in front
  of the student is memorizing the given words and

• Incidental learning, by contrast, includes
  skills, attitudes, and information that the
  participant did not intend to acquire while doing
  a task, but nevertheless did learn.  

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• It has been assumed that older L2 students,
  unlike children, cannot pick up vocabulary by
  incidental learning. Consequently, we have
  focused on intentional learning strategies.
  However, several studies have shown that
  incidental learning does play a significant role
  in vocabulary development.

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Incidental learning seems to improve mastery of
words students already recognize (receptive
vocabulary). Words learned in context as
opposed those learned from a list -- are more
likely to be words that are actually used
(productive vocabulary) instead of merely
recognized.
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A word will not move from students
receptive vocabulary to their productive
vocabulary if they dont feel motivated to use
the word (Hatch Brown, 1995). Richards (1996)
strongly suggests that complete lexical
competence must involve some degree of
incidental learning that results from meeting
words in context. And, contrary to the
assumption that adults cannot learn words without
intentionally memorizing them, Richard suggests
that incidental learning is the way most words
are acquired during our adult years. Richards
characterizes lexical competence in the following
eight assumptions
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Native speakers continue to expand their
vocabulary in adulthood

• the degree of probability of encountering it
  and the kind of words most likely to be found
  associated with it (frequency and collocability).
  
• its limitations of use according to function and
  situation (temporal, social, geographical, field,
  mode, etc).
• its syntactic behavior (e.g. transitivity
  patterns, cases).
• Its underlying forms and derivation.
• its place in network of associations with other
  words in the language.
• its value (its composition).
• its different meanings (polysemy)  

• Knowing a word means knowing

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This means that vocabulary instruction should go
beyond helping the learner to internalize
dictionary meaning.
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How can a student pick up vocabulary by
incidental learning?
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In the traditional classroom the only practical
way to do so was by individual reading. (Huckin,
Coady, 1993). Research now has extensively
showed that vocabulary can be acquired through
reading or any fully contextualized activities
(Scarcalla, 1994 240). Words, which are acquired
through reading, not only retain their
referential meaning but the syntactic, pragmatic,
and even emotional information from their
context. In this way vocabulary is not thought of
as acquired as separate items, it is an integral
part of discourse and is developed along with
reading strategies such as contextual guessing
(Ooi Kim- Seoh, 1996).
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The Internet and Vocabulary Learning

• Vocabulary teaching has not kept pace with
  current thinking on other aspects of language
  teaching. Raimes has described the modern
  paradigm of teaching language as one which 
• Sees language as communication
• Emphasizes real language use
• Recommends a student-centered classroom
• Encourages language acquisition
• Develops interpersonal and humanistic approaches
• Considers the nature of the learner, the learning
  process and the learning environment. 
• Rote memorization of word lists does not comply
  with any of these goals. (1995)

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• Computer technology will change this situation by
  providing interaction and stimulation that
  students do not find on the printed page.
  Furthermore, various functions of the Internet
  appeal to different learning styles. (For
  example, a student bored by books may become
  excited by interactive games over the Internet).
  Then there is the psychological effect of
  technology that enables student-centered
  learning. Students become empowered because they
  develop self-discipline and confidence through
  increased responsibility for their own learning
  processes (Berge Collins, 1995 ).

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How does the Internet support the paradigm of
student-centered, communicative and collaborative
classroom?
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In general, to use the Internet is to communicate
(Anderson, 1995). The main purpose of the
Internet is to connect people all over the world
to share information, experiences, and opinions.
Because the Internet is a natural resource, it
contains real language. As students navigate
their way around the primarily text-based
Internet, they must read and write in English,
which helps them acquire the language (Falsetti,
1995).
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On the Internet students and teachers can
communicate with individuals and groups, talk in
real time, and retrieve information and resources
(Warschauer, 1995). The emphasis is on people
working together in collaboration rather than in
competition with each other. By helping each
other, we expand our realm of knowledge in
process. Internet users store information on Web
pages so that it is easily accessible by others.
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• Berge Collins (1995) further emphasize the
  collaborative and communicative nature of the
  Internet 
• As an agent for socialization and
  collaboration, the networked computer has an even
  greater potential in education than does the
  stand-alone, knowledge server-type of computer.
  The active environment of social learning
  provided by computer increases interaction and
  communication among students, their teachers,
  peers, parents, and other members of the world
  community.

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• In addition to , sharing information and
  resources, there is a general sense that it is
  important to help others who are new to the
  online environment, rather than judging them
  negatively for not having prior knowledge of
  Internet functions and awareness of on online
  manners. This supportive environment can be
  especially helpful in empowering students, as
  they will feel comfortable asking questions or
  taking risks with their language use.
•  

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Crawford (1995) claims that the Internet will
have a direct effect on the way we teach our
students, especially if our global goal is to
prepare them for life outside the
classroom. The networking culture that will
find its way into all schools requires
participants to be more than just consumers of
information and knowledge. They must also become
contributors as well. Our children will become
actively involved in research, synthesis and
presentation of knowledge rather than passive
observers of it.
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• Furthermore, some researchers describe a shift
  from a teaching environment to a learning
  environment in which students are taught through
  the Internet to become lifelong learners by
  helping them locate the resources to continue
  learning. (Berge Collins, 1995).
•  
• Students who are shy or inhibited in group
  settings can feel free to communicate, knowing
  they will be judged by what they say, not what
  they look or sound like.
•  

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• The classroom setting still has much to offer L2
  vocabulary instruction, but with communication
  technology students can get the best of both
  worlds. On the one hand, they have access to
  vast amount of timely information, as well as
  opportunities for authentic communication for
  real purposes. On the other hand, they can also
  have the social aspects of the traditional
  classroom that some enjoy, meeting with their
  instructors and peers, in the same physical
  space.
• Overall, the Internet promotes philosophies of
  shared resources and knowledge, plus active
  involvement in the learning process. Indeed, this
  rich resource lends itself naturally to creating
  a student-centered, communicative and
  collaborative classroom.
•  

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Conclusion

• Computer and communication Technology offer a way
  to bring L2 vocabulary teaching in line with
  linguistic research in a ways that were not
  practical a few years ago. Rote memorization
  will always be a part of L2 study, but technology
  now permits incidental learning to assume its
  proper role in vocabulary building. In this way,
  vocabulary learning can become as interactive and
  participatory as it has become in other areas of
  L2 instruction.
• L2 teachers have known for some time that
  vocabulary knowledge, to be of real use, must
  become integrated into discourse. We have
  realized that with the skills developed by
  meeting and using words in context, pure
  retention of decontextualized words offers
  limited value. The problem was how to put this
  understanding into practice while teaching
  vocabulary in the classroom. Until now there
  were few activities available in the classroom
  that would permit L2 students to learn vocabulary
  as a natural part of communication. Computer
  assisted communication promises to change this
  situation and to bring fully contextualized
  strategies to L2 vocabulary learning.

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Thanks for your attention