Possibilities of Internet resources in Teaching English Vocabulary
MINISTRY OF EDUCATION AND SCIENCEOF
KAZAKHSTANNational University named after L. N. Gumilevof Philologyof Theory
and practice of foreign languages
Paperof Internet resources in
Teaching English Vocabulary
Written by S.K. Kaldybayevapupil5B011900by D.K.
Anashevateacher
2014
The contents
Introduction
1. Theoretical aspects of relationship between technology and
language
1.1 Research-based principles of vocabulary instruction and
multimedia learning
1.2 Strategies that use Internet resources to engage pupils in
vocabulary learning
1. Learn from visual displays of word relationships within text
2. Take a digital vocabulary field trip
3. Connect fun and learning with online vocabulary games
4. Have pupils use media to express vocabulary knowledge
5. Take advantage of online word reference tools that are also
teaching tools
6. Support reading and word learning with just-in-time vocabulary
reference support
7. Use language translators to provide just-in-time help for ELLs
8. Increase reading volume by reading digital text
9. Increase reading volume by listening to digital text with a
text-to-speech tool and audio books
10. Combine vocabulary learning and social service
1.3 Vocabulary.com - an adaptive learning system
2. Analysis of examples of vocabulary learning strategies available
on the Internet during the lesson
2.1 Analysis of examples of using Web application during the lesson
2.2 Analysis of examples of teaching vocabulary using Games from
the Internet
Conclusion
References
Introduction
Vocabulary refers to the words used
in a language.
The theme of our research work is
"Possibilities of Internet resources in teaching English vocabulary”
The topicality of our research is defined by
the fact that for many years, possibilities of internet resources did not
receive priority in teaching English vocabulary. Vocabulary is the first and
foremost important step in language acquisition. In a classroom where pupils
are not finding themselves comfortable with the second language, language
learning can be made interactive and interesting with the introduction of
appropriate vocabulary exercises. This paper is an attempt to study and explore
the various methodologies that can be incorporated in the teaching of
vocabulary items in a language classroom. Online virtual worlds are becoming
important tools in foreign/second language instruction in view of the fact that
they enhance learner motivation; promote autonomy and social presence in a 3D
environment. Internet is a type of reality in which pupils can meet and
communicate with other learners in the target language using text, voice or
video as well as share ideas related to language learning. Furthermore,
internet provides learners with the opportunity to take part in virtual
language courses or lessons as well as visit places connected with the target
language culture.
The aim of our research is
to investigate the effectiveness of using online activities and a browser-based
virtual world in teaching English vocabulary.
The object of the research is
possibilities of internet resources in teaching English vocabulary.
The subject of the research is
teaching primary school children to use internet resources in learning English
vocabulary.to the aim, object and subject of our research we have to fulfill
the following objectives:
To identify the useful methods of teaching
English vocabulary.
internet teaching english multimedia
To find strategies that use Internet resources to
engage pupils in vocabulary learninganalyze the role of using internet
resources in teaching English vocabulary at primary schools.our research we
used immediate constituent analysis method.
Theoretical significance: We have done
an analytical work, made a valuable contribution to the studying of the
beneficial strategies that use Internet resources to engage pupils in
vocabulary teaching at primary schools. And in our opinion, it will be quite
right to research this problem on the basis of works of outgoing scholars such
as Lubliner & Scott, Stanovich, Dalton, B. and Grisham, D. L., Son, J. - B.
The practical significance of our
research work: The materials given in our work can be used at the seminars and
can be the reference to defined internet programs, books, sites for people who
are interested in using internet resources in teaching English vocabulary at
primary schools.
The structure of research
includes Introduction, theoretical part, practical part, Conclusion and
Reference. In Introduction the aim, objectives, object and subject,
methods of investigation, theoretical and practical significances, also the
materials under analysis of research were considered. In the theoretical part
of research we considered about the theoretical aspects of relationship between
technology and language. In the practical part of the research we have
given the analysis of examples of using Web application during the lesson at
primary schools. In conclusion: the result of our research is considered. In
Reference: the list of works foreign scientists that were analyzed
during the investigation.
1.
Theoretical aspects of relationship between technology and language
1.1
Research-based principles of vocabulary instruction and multimedia learning
Vocabulary is central to English
language teaching because without sufficient vocabulary pupils cannot
understand others or express their own ideas. Why is vocabulary learning so
important? To understand a text, one must understand the words that represent
the ideas or concepts. Studies confirm the high correlation between vocabulary
knowledge and reading comprehension. We also know that there are degrees of
word knowledge, from "I've never heard this word before," to "I
know this word and can apply it in multiple contexts", as well as
metacognitive knowledge about how to apply prior knowledge and strategies to
vocabulary learning.
Usage of Internet resources is one of the
important objectives in learning foreign language. Many studies have been
conducted about the relationship between technology and language. Some of them
have focused on attitudes of the participants while some have taken
concrete test scores into account. Overall, the results of multiple studies
seem to suggest that active leisure use of the Internet is beneficial for one’s
English skills. Reading online texts, both in one’s own time and when assigned,
are extremely good for acquiring necessary language skills. Linguists conducted
a study exploring the correlation of language acquisition and reading for
pleasure online. The result was that the pupils who spent more time reading on
the Web scored better on reading tests. Furthermore, scholars studied ESL
business pupils’ approaches and attitudes towards learning vocabulary through
Internet reading. In the study, he divided the participants into two groups,
consisting of readers and non-readers. Interestingly enough, he also monitored
the participants’ vocabulary knowledge throughout an 8-week period. The results
showed that those who were assigned to do online reading scored higher in
the post-test. The youth themselves also feel that they learn through browsing
the Web. Scientists studied upper secondary pupils’ motivation in relation to
learning English in the Internet. Aim was to chart how the Internet affected
young people’s motivation, skills and attitudes towards learning English. The
results showed that over 80% felt motivated to learn English. In addition, well
over 50% of the web pages they browsed were English-based. Finally, 10 out of
21, that is, 48% of the participants stated that the Internet has been of great
help when learning English. All in all, young people view learning through the
use of Internet positively. They enjoy visiting English sites for pure leisure
purposes.know that there is a wide range in pupils' word knowledge and that as
early as age 5 there is a 30-million-word exposure gap between. The results of
this gap are manifested in pupils' literacy learning, particularly reading
comprehension. The Matthew Effect, where strong readers get stronger and weak
readers get weaker, as well as the fourth-grade reading slump, can be
attributed, at least in part, to a less developed store of conceptual knowledge
and vocabulary.good news is that we can improve vocabulary learning and address
the gap by actively and systematically teaching vocabulary to pupils. Teaching
words, morphology, and word origins is an important component in any vocabulary
learning program. It is also necessary to provide multiple exposures to the
word in different contexts and to teach word learning strategies, such as using
context clues, cognate information, and deciding when a word is important to
know and remember. Although teaching can make a real difference in vocabulary
learning, explicit teaching of vocabulary is not enough; a dedicated teacher
can teach perhaps 300-400 words per year.vocabulary instruction is essential,
but research indicates that pupils with well-developed vocabulary learn many
more words indirectly through reading than from instruction. Two strategies
that encourage children to read widely and deeply are to provide an array of
reading materials that capitalize on their interests and to set aside time for
reading during the school day and at home. Conversations about their reading
with adults and peers also strengthen pupils' word learning.directly teaching
vocabulary and word learning strategies, or increasing pupils' volume of
reading, an important research-based principle that applies across the board is
to promote a lively interest in words through pupil expression and
participation in a learning community that enjoys playing with words, builds on
individual interests as well as curriculum needs, and emphasizes self-efficacy
in word learning [3].are several main actions for learning vocabulary which
should be used during the English class.
Listening Carefully
Careful listening to the words may be a good
option in teaching vocabulary items in a heterogenic classroom. "Let the
students hear the word in isolation and in a sentence. If the sounds of the
word have been mastered, the students will hear it correctly with two or three
repetitions." (Robert Lado: 121) Slow pronunciation without distortion
will help. Breaking the word into parts and building up to the whole word will
also be helpful.
Pronouncing the Word
Pronouncing the word enables the students to
remember it longer and identify it more readily when they hear or see it.
Methods of Grasping the Meaning
The teacher should try to get the meaning to the
class without using translation. This is not preferable on the ground that
translation may or may not provide the meaning of the word accurately and
precisely. It is advocated as it enables the class to go without grasping the
meaning of a word that they have learned to pronounce rather than to depend
upon the translation.
Dramatization
This method can be practiced at ease. It can win
the favor of the students as learners like dramatizations and can easily learn
through them. Many
situations can
be
dramatized or
demonstrated.
· Sing [Sing a song]
· Open [Open a book]
· Close [Close the book]
Pictures and Drawings
Pictures of many types and colours can be used
successfully to show the meaning of words and sentence. Handmade pictures can
also be used as there is no need to be very artistic.
Examples
· into [Raj goes
into the circle.]
· in [Rahman is
in the circle.]
Drawings can be used to explain the meaning of
things, actions, qualities, and relations. A line drawing of a head, for
example, provides many useful nouns and verbs.the ubiquity of technology and
media, it is not on teachers' priority lists of vocabulary instruction
strategies and materials [3]. We address this gap by offering 10 Internet-based
strategy strategies organized into three instructional areas. First, we offer
strategies for teaching words and word learning strategies. Second, we focus on
on-demand digital language tools to support just-in-time strategic vocabulary
learning and reading. Third, we suggest ways to increase the volume of reading
to support pupils' incidental vocabulary learning. Along the way, we offer ways
to stimulate pupils' interest in words and self-efficacy. Technology, when used
flexibly in response to pupils' varied needs and interests, can and should be
part of the solution to the vocabulary gap. It’s a fun way for English Language
Learners to build and reinforce vocabulary.
1.2
Strategies that use Internet resources to engage pupils in vocabulary learning
An Internet-based strategy is an
electronic strategy that teachers can use to develop pupils' vocabulary
learning and interest in words. The term Internet-based strategy is used both
to highlight that the strategies rely on digital tools and resources and to
suggest the evoking of learning potential that is possible when technology and
media are part of the instructional mix.is also an area where teachers are
asking for guidance on instructional approaches, strategies, and materials.
Internet and media are available in most schools that teachers could harness
now to improve vocabulary learning, tools that capture the interest of pupils
and that provide scaffolds and contexts in which to learn with, and about,
words more profitably.on research-based principles of vocabulary instruction
and multimedia learning, this paper presents 10 strategies that use free
digital tools and Internet resources to engage pupils in vocabulary learning.
The strategies are designed to support the teaching of words and word learning
strategies, promote pupils' strategic use of on-demand web-based vocabulary
tools, and increase pupils' volume of reading.
1. Learn from
visual displays of word relationships within text
Developing breadth and depth of vocabulary
depends on building connections between words and developing elaborate webs of
meaning [5]. Graphic organizers and visual displays highlight the relationships
between words [8]. Two words mapping tools that support visual representation
are Wordle and Wordsift.
Wordle <#"807768.files/image001.gif">
A multimedia composing and presentation tool that
is often underused is PowerPoint. We have certainly seen many poor PowerPoint
examples (e. g., the ubiquitous three bullet points and silly clip art
approach). However, we have found that PowerPoint can be used creatively for
expression. In addition to benefiting from reading and viewing multimodal
representations of vocabulary, recent research suggests that pupils may also
benefit from creating multimedia representations of words in PowerPoint slides
that are hyperlinked together. Working with fifth graders, we created an
example of a multimedia glossary item for camouflage, a word from the science
curriculum (see Figure 3).
Figure 3: Multimedia glossary example of
camouflage using a PowerPoint template
model elaborates word
knowledge in context and illustrates how design influences the message. To
provide a structure to guide pupils in creating their own entries, Bridget
created a template that pupils could fill in and adapt. The template includes a
space for the word, a short definition, an explanation for why the word is
important, a graphic, an audio recording or sound, and a source. As pupils
create and revise their entries, they reflect on the word's meaning (What does
this mean?), its representation (How does this particular graphic and sound
effect illustrate this word?) and process (What images did you consider and
discard?).' glossary items can be combined into a master document and sorted by
word to show multiple meanings and representations [15]. Another approach to
compiling pupils' individual work is to teach them how to hyperlink their
slides so that a view of one version of a word includes hyperlinks to others'
versions of that word. Although this example uses PowerPoint as the media
format, these types of vocabulary collections can be created in different modes
and published online as a word wiki or word blog. This kind of collaborative
publication and engagement with an external audience is characteristic of
successful multimedia learning (Fadel & Lemke, 2008). There really is no
end to the creative possibilities when pupils use media to develop and
celebrate the wonder of words.
5. Take
advantage of online word reference tools that are also teaching tools
Many online word reference tools are also
excellent teaching resources. For example, the Visual Thesaurus website <#"807768.files/image003.gif">
A Whole Lot of Questions, a Whole Lot of
Learning
The heart of The Challenge is more than 100,000
vocabulary questions that are designed to evaluate and teach vocabulary words.
Each question tests a particular meaning of a word, provides helpful hints, and
is followed by an explanation of the correct answer. Many studies have shown
that the best way to learn is through multiple exposures to a word, with
challenging questions that make you think.
They use their own adaptive learning system to
ensure that you get the right question at the right time. They build a model of
your vocabulary and abilities as you answer each question, and then serve you
up with questions that are not too hard and not too easy. From the results of
these questions, they determine what words to focus on in your personalized
learning program.
A Personalized List of Words Just for You
As you answer questions, they begin to compile a
list of words to learn. If you get a question wrong or choose to use a hint,
the word is added to the list. Once They add a word to this list, They keep
working with you until you’ve mastered that word. You can see your list by
clicking on the My Progress tab on the top of the screen.
Hints and Explanations Help You Learn
If you’re having trouble with a question, they
will sometimes provide a hint to help you along. Depending on the word, you can
use your hint to eliminate a choice, to see sentence examples, or to see
definitions of the word. If you get a question wrong, they provide you with a
friendly Vocabulary.com description of the word. Read it! It’s designed to help
you remember the word.
Four Question Categories
On the upper right hand corner of each question
is a question category and a point value. There are four question categories:
· Assessment -
These questions can be about any word and are chosen based on how you’ve done
on all previous questions. (100 points without a hint, 50 points with a hint)
· Review - If
you get a question wrong or ask for a hint, they’ll give it to you again as a
review question. (75 points)
· Progress -
Once a word has been added to the list of words you’re learning, they’ll
continue to ask you new Progress questions about it until you’ve mastered the
word. (100 points)
· Mastery Review
- Even after you’ve mastered a word, they still check up on you every once in a
while with a Mastery Review question. (100 points)
Earn Points and Achievements
As you answer questions correctly and learn
words, you earn points. And as you earn more points, you are assigned a badge
that represents your level. You start as a "novice," and then as you
hit different point goals, you’ll earn new badges.can also earn extra badges
based on various achievements, such as answering 5 questions correctly in a
row, or acing a round. Click on My Profile to see a list of available
achievements and levels.
Chart Your Progress
You can find out more about how you’re doing by
clicking on the My Progress tab. From there you’ll see charts on overall
progress, as well as progress on any individual word.
The Dictionary
The Vocabulary.com dictionary is designed to be
the fastest, most useful English dictionary in the world. Unlike most online
dictionaries, They want you to find your word’s meaning fast and then get on to
better things. They don’t care how many ads you see or how many pages you view.
In fact, most of the time you’ll find the word you need after typing only one
or two letters.
Predictive Magic
Their search box is smart. So smart that it
predicts what you’re looking up as you type. Try it. You’ll see that as you
type, They’re making their best guess as to what word you’re looking for. If
you see your word in one of the first five choices, you can click on it to see
the word page, or if your word is number one, They’ll choose it for you.
Easy-to-Read Definitions with a Little Bit
of Attitude
They made an exhaustive review of the
dictionaries out there, and they came to a not-so-startling conclusion. Current
dictionary definitions can be difficult to understand and not much fun to read.
This is OK if you’re looking up a word for reference, but if you’re actually
trying to learn how a word is used in the real world and to make it part of
your vocabulary, the typical dictionary definition is not going to do it.
Over 100 Million Sentence Examples
Each word has usage examples from their corpus of
over 100 million sentences. You’ll see how words are used in edited language by
some of the best writers in the world, from periodicals such as The New York
Times, Scientific American, and from great works of fiction by writers as
diverse as T. S. Elliot and Upton Sinclair. Seeing a word in context is a great
way to understand how it’s used in the wild.
Keep Track of Your Favorite Words with
Vocabulary Lists
One of the best features of Vocabulary.com is
that you can easily make and share Vocabulary lists. Create a Vocabulary List
quickly from assigned words, grab words from any text, or generate a list from
the Advanced Search. Then, you can add descriptions to words, name your list,
make your list public, and share it with your friends.
Share the Wealth, Share your Words
By making your vocabulary lists public, you can
share them with your friends and colleagues. People can comment on the lists,
favorite them, and even use them as the basis for a new list.
How the Blog Works
If You Really Love Words, Check Out The Blog.
The Vocabulary.com Blog
<#"807768.files/image006.gif">
Students will most likely conjecture that the
article is about bees. Some pupils may notice the less prominent words-dead and
poisons-and wonder if the bees are sick. When asked about the color choice,
they may speculate that the author/designer chose bright colors to get your
attention, or that black goes with poison. What is important in this kind of
pre-reading discussion is pupils' close attention to the words and how they
might relate to one another and to the larger text that they represent.
Students actively engage with meaning as they draw on background knowledge
about words and concepts as well as on visual literacy skills.
· The same bees
word cloud could prompt a discussion after reading the article, guided by questions
such as, Do you think the word cloud captured what was most important to learn?
· Are there
keywords or ideas that are left out?
· What
super-ordinate terms reflect the main ideas?
As pupils manipulate the word cloud's layout,
color, and font, they integrate verbal and visual representations,
strengthening the multimedia learning effect [2] while developing an important
digital literacy skill in our visual society.some pupils, the creative design
aspect serves as the hook to engage them in meaning making; for others, it is
the words themselves that entice them to explore meanings and relationships.
Although Wordles can be published to the public gallery and printed, another
option is to use a screen capture program to save the Wordle as an image,
creating a bank of images on your desktop or school server. They can then be
inserted into a document, PowerPoint, class blog, or other text.gives some
information about the theme, then gives pictures and shows the video using the
Internet. The pupils have to put the pictures in a correct order. Then pupils
share their ideas with another pupil and after they in a pair write what place
is given in the picture. In this lesson all strategies of using Internet
resources that were mentioned in the theoretical part of the research are
followed, because the teacher using Web application show the pictures and
pupils learn from visual displays word relationships within textgeneral, the
lesson is well-planned and the single is to add is that, cartoons also can be
useful way of developing vocabulary of primary school children, because it is
more interesting to watch cartoons than films for children in the primary
school. [16]next chapter of research is dedicated to identifying useful methods
of teaching English vocabulary using Games from the Internet at primary school.
2.2 Analysis
of examples of teaching vocabulary using Games from the Internet
There are a lot of methods of teaching vocabulary
for primary school children, and the most useful of them is teaching by
Online-games. As it was mentioned in the theoretical part, vocabulary learning
consists of 3 necessary actions:
Listening Carefully and Pronouncing the
Words
According to Davies and Pearse [17], this stage
is useful to prepare the learners for what they are going to hear. Firstly, the
teacher tells the topic of the game and asks children what they think about it.
This stage is important for primary school children, because they should know
what they are going to listen about.switch on Web-application, choose the game
where there are new words read aloud and pupils should repeat after the
recording.aim of listening and pronouncing, as pointed out earlier, is
to give pupils an idea of what the listening material sounds like. This may
also be termed free listening.
Dramatizationwords through actions and
visuals. This stage is useful to help the learners understand the text through
activitiesreads words aloud and asks the pupils to listen and follow from the
monitor. The following well-known game, "Head, Shoulders, Knees, and
Toes”, [19] illustrates the activity. Pupils look at the monitor that is in
front of the class and touches their Head, Shoulders, Knees or Toes with both
hands repeating after Web application.: say "head” and touch their heads
as shown in the picture: say "shoulders" and touch their shoulders as
shown in the picture: say "knees" and touch their knees as shown in
the picture: say "toes” and point to their toes as shown in the picture:
say "eyes," "ears," "mouth,” and "nose” and
meanwhile touch the corresponding body parts as in the previous examplesthis
stage, it is important to double-check pupil comprehension of words and
actions; pupils may say they understood everything because they want to proceed
to the next stage right away. To check pupil understanding, teacher randomly
name the vocabulary that she has taught and ask the pupils to do the
accompanying actions.listen again the song and are guided by teacher to do the
actions that they have already been taught. This time, the pupils are asked to
just listen and do the actions under teacher’s guidance. Hearing the teacher
sing the song and seeing the teacher do the actions help pupils overcome
feelings of shyness and lack of confidence. Besides, pupils find it funny and
interesting when they see their teacher doing the actions of the game.
And this situation motivates the pupils
and prepares them for the third listening, where they will be asked to do the
accompanying actions and sing the complete song aloud with the Web application.
This stage is generally accepted as the stage when the teacher integrates
different language skills such as listening, reading, speaking, and writing. In
this context, Vocabulary Games <http://www.vocabulary.co.il>.com are
suitable for competitions, games, and simple drama activities. Some suggested
examples follow. There are usually very colorful pictures in this Web site, and
it is timesaving to make use of them.chooses two pupils and calls them
to the front. Then give commands randomly related to the game and reward the
quickest correct action with applause by the class. The following description
illustrates this activity: The teacher turn on WEB-application which shows
different pictures and the pupils are expected to show this word by actions.
The quickest pupil to show wins a point and is applauded by the class. The
teacher names other picture from the game, and again the pupil who is quickest
to do the appropriate action gets a point.game becomes even more fun if the
teacher lets the pupils in the class give the commands. Besides, if pupils
"take over” in this way, the activity is not always centered on the
teacher, and consequently there is more room for pupil practice.same game may
be played as a whole class as well. The teacher randomly gives commands, saying
the word shown in the Internet and any pupil to do an incorrect action is taken
out of the game. The last remaining pupil is announced as the winner.
Conclusion
Completing put objectives of the research, we
have got their aims. Gaining vocabulary is obviously an essential part of a
learning a language. There are several important parts of this learning
process:
. Listening Carefully
2. Pronouncing the Words
. Dramatization
All this actions may be produced with the help of
Internet Tools. The Internet is a vast environment in which language is used in
many ways. It provides linguists with many possibilities for study. show that
online language has its benefits for encouraging creativity and interest in
writing. Therefore, the thought that the Internet is beneficial for language
learning is gaining support.the theoretical part, observing research-based
principles of vocabulary instruction we have analyzed linguists’ consideration
about the concept of the relationship between technology and language.
Scientists studied upper secondary pupils’ motivation in relation to learning
English in the Internet. Aim was to chart how the Internet affected young
people’s motivation, skills and attitudes towards learning English. The results showed that
over 80% felt motivated to learn English. All in all, young people view
learning through the use of Internet positively.methods that use Internet
resources to engage pupils in vocabulary learning we have found ten strategies
of teaching English Vocabulary to primary school children:
. Learn from visual displays of word
relationships within text
2. Take a digital vocabulary field trip
. Connect fun and learning with online
vocabulary games
. Have students use media to express
vocabulary knowledge
. Take advantage of online word reference
tools that are also teaching tools
. Support reading and word learning with
just-in-time vocabulary reference support
. Use language translators to provide
just-in-time help for ELLs
. Increase reading volume by reading
digital text
. Increase reading volume by listening to
digital text with a text-to-speech tool and audio books
. Combine vocabulary learning and social
service
Including visual support for the word meaning,
seeing it used in context, hearing it spoken and, ideally, having the learner
speak it and get feedback on the pronunciation (either by a listener or by
having the learner hear him/herself via a recording). These recommendations to
improve vocabulary by encouraging wide reading, teaching words and word
learning strategies, and promoting active learning and interest in words are
very interesting.have analyzed the examples of vocabulary learning strategies
available on the Internet during the lesson through teachers’ experiences in
the practical part of the research. We have given beneficial methods of
teaching English vocabulary and proved it in the lesson plan examples. In the
first chapter of the research, we observed some techniques of teaching English
vocabulary using free Web application - Wordle. In the second chapter, we have
given an example of teaching vocabulary by playing Online-games which is
attempted to improve different language skills.purpose of this paper is to
encourage teachers to apply these research-based recommendations in new ways,
using digital tools, media, and the possibilities of Internet - that is, to
deploy technology in service of vocabulary learning. It is evident that online
tools play key roles in the implementation of Internet-based language
learning.of using online activities and a browser-based virtual world in
teaching is proved. Technology, when used flexibly in response to pupils'
varied needs and interests, can and should be part of the solution to the vocabulary
gap. It’s a fun way for English Language Learners to build and reinforce
vocabulary.
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