DEVELOPING A MODEL FOR TEACHING THE PROBLEMATIC VOCABULARY ITEMS BY COMPUTER
This study proposes a new design of computer-based vocabulary teaching learning and teaching activity so as to enhance opportunities for learners to expand their vocabulary knowledge. There are a lot of opportunities on the internet to compensate the hampering effect of learning vocabulary items and to improve their vocabulary by means pronunciation, intonation, meaning of target language vocabulary items by using internet facilities with almost no expenses. In this research, a new vocabulary teaching model, called Morphological Pairing Model,is proposed by using electronic dictionaries, audacity programs, and text to speech labs. Some vocabulary items are really difficult to learn due to the shift of stress phonemes, internal vowel changes, intonation, and meaning variation. In this model, problem-causing words are diagnosed and then collected via diagnostic tests. Then, words are grouped in terms of morphological pairs regarding the psycholinguistic difficulties they inherit. Later, the pronunciation and transcription of them are put together in isolation for repetition by downloading them from the electronic dictionaries. Finally, some sentences for each vocabulary item are written down, and while the speaking robots from the Text to Speech Labsread them out, they are downloaded by the Audacity programs. After this, the foreign language teacher designs different types of exercises and practices them in native speaker-like pronunciation and intonation in form of a PowerPoint, which is handed over to the students at the end of the lesson after the classroom practices are over for further practice on their own.
Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
Bellomo, T. S. (2009). Morphological Analysis and Vocabulary Development: Critical Criteria. The Reading Matrix, 9 (1), 44-55.
Buezio, L. (2007). Phonology and phonetics of English stress and vowel reduction. Language Sciences, 29 (2-3), 154-176.
Byers, E. & Yavaş, M. (2017). Vowel reduction in word-final position by early and late Spanish-English bilinguals. PLoS ONE 12(4),1 24. https://doi.org/10.1371/journal.pone.0175226
Cerf, V. (2001). A Brief History of the Internet and Related Networks. http://www.isoc.org/internet/history/cerf.html. Accessed 02, 02, 2004.
Capelle, C.A. & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer assisted language learning. New York: Pearson Education, Inc.
Chinnery, G. M. (2006). Emerging technologies, going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10, 9-16.
Cook, V. (2013). Second language learning and language teaching. London: Routledge.
Chukharev-Hudilainen, E & Klepikova, T. A. (2016). The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: A double-blind study. Calico Journal, 33 (3), 334–354.
Davies, M. (2014). The corpus of contemporary American English: N-grams data. Retrieved from http://www.ngrams.info
Davies, M., & Gardner, D. (2013). Academic vocabulary lists corpus of contemporary American English. Retrieved from http://www.academicvocabulary.info
Demirezen, M. (2009). An analysis of the problem-causing elements of intonation for Turkish teachers of English. Procedia- Social and Behavioral Sciences, 1 (1), 2776-2781.
Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia - Social and Behavioral Sciences, 2 (2), 1567-1571.
Demirezen, M. (2016). Perception of Nuclear Stress in Vocabulary Items in Teacher Education in terms of Shadow Listening. Procedia - Social and Behavioral Sciences 232, 537-546.
Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. New York: Cambridge University Press.
Gorjian, B. (2012). Teaching vocabulary through Web-based language learning (WBLL) Approach. Procedia Technology, 1, 334 – 339.
Healey, D. (2000). Vocabulary games. English language institute technology tip of the month. http://osu.orst.edu/Dept/eli/july2000.html. Accessed 06, 02, 2004.
Jornlin, M. (2015). The role of morphological awareness in vocabulary acquisition. Langues et Linguistique, 35, 57-63.
Kieliszek, M. (2015). Vocabulary through affixes and word families-A computer-assisted language learning program for adult ELL students. CUNY Academic Works, pp.1-45.
Kabak, B. and Vogel, I. (2001). The phonological word and stress assignment in Turkish. Phonology 18, 315–360. doi:10.1017/S0952675712000231.
Kim, D. & Gilman D.A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11, 114–126
Kress, G. (2003). Literacy in the new media age. New York, NY: Routledge.
Longman Dictionary of American English. (New edition with interactive CD-Rom). (2008). Pearson Education Limited.
Longman Contemporary Dictionary of English: New Edition with interactive CD-Rom): (2008). Pearson Education Limited.
Loucky, J. P. (2010). Constructing a roadmap to more systematic and successful online reading and vocabulary acquisition. Literary and Linguistic Computing, 25 (2), 225-241. doi:10.1093/llc/fqp039
Manik, S. & Christiani, M. (2016). Teaching vocabulary using matching word on computer assisted, language learning. International Journal of English Language Teaching, 4 (7), 1-26.
Maryam, B. (2013). The Impact of Computer-Assisted Language Learning in Teaching Vocabulary. Language in India, 13 (1), 249-257.
Moras, S. (2001). Teaching Vocabulary to Advanced Students: A Lexical Approach.
Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. Continuum International Publishing Group.
Sen, R. (2012). Reconstructing phonological change: duration and syllable structure in Latin vowel reduction. Phonology, 29 (3), 465 -504.
Son, J. B. (2007). Learner experiences in Web-based language learning. Computer Assisted Language Learning, 20 (1), 21-36.
Son, J. B. (2008). Using Web-based language learning activities. International Journal of Pedagogies and Learning, 4 (4), 34-43.
Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14 (2), 95–110.
Warschauer, M. (1999). CALL vs. Electronic Literacy: Reconceiving Technology in the Language Classroom. www.linguanet.org.uk/research/resfor2/warsum1.htm. Accessed 08,14, 2002.
Acapela Virtual Speaker (www.acapela-group.com/virtual-speaker-6-speech-solutions.html
http://www3.telus.net/linguisticsissues/teachingvocabulary.html.Accessed 06, 02, 2004.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
Prof. Dr. İsmail Hakkı Mirici
Editor in Chief
Near East University
Ataturk Faculty of Education
Near East Boulevard, 99138
Mersin 10 - Turkey