Designing Online Strategy Instruction for Integrated Vocabulary Depth of Knowledge and Web-based Dictionary Skills

Abstract

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated, online form of strategy instruction outside of class time, facilitating self-paced learning with sufficient practice and feedback. In addition to the L2 lexicography, vocabulary, and strategy literatures, the project is informed by instructional design principles aimed at 1) managing demands on learners' cognitive processing capacities; 2) differentiating materials so as to appropriately target declarative or procedural forms of knowledge or the integration and coordination of the two; and 3) harnessing the computer's multimedia capabilities in principled ways. It seeks to address a number of related issues in second language studies including: the fact that pedagogical dictionaries go largely under-exploited and misused by their target audience; the apparent lack of understanding of collocational relationships among many L2 learners of English; the challenge of providing strategy instruction cost-effectively; and the need to facilitate more strategic and self-directed use of CALL resources. ABSTRACTThis paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated, online form of strategy instruction outside of class time, facilitating self-paced learning with sufficient practice and feedback. In addition to the L2 lexicography, vocabulary, and strategy literatures, the project is informed by instructional design principles aimed at 1) managing demands on learners' cognitive processing capacities; 2) differentiating materials so as to appropriately target declarative or procedural forms of knowledge or the integration and coordination of the two; and 3) harnessing the computer's multimedia capabilities in principled ways. It seeks to address a number of related issues in second language studies including: the fact that pedagogical dictionaries go largely under-exploited and misused by their target audience; the apparent lack of understanding of collocational relationships among many L2 learners of English; the challenge of providing strategy instruction cost-effectively; and the need to facilitate more strategic and self-directed use of CALL resources.

Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study

“…Learners with less coverage may use the dictionary more because context cues are not fully comprehended to enable accurate inferences (Hulstijn, 1993; Prichard & Matsumoto, 2011). However, readers with less than 90% coverage may struggle comprehending even with dictionary usage given that looking up numerous words takes up working memory, contributing to cognitive load (e.g., Ranalli, 2013).…”

From wrong word to right word: Equipping ELLs to make correct semantic choices independently

“…A frequent source of semantic choice failure is the ELL's inability to match appropriate resources to a specific problem because their understanding of the vocabulary and usage issues is limited by their lack of metalinguistic and linguistic knowledge and experience (Carduner, 2003;Frankenberg-Garcia, 2011;Ranalli, 2013). ELLs should be taught how to match appropriate semantic reference resources to the parameters of their problem (see the Semantic Choice Reference Resources section below for the strengths and weaknesses of each reference type).…”

“…Metalexicographic skills are often addressed in minimal ways in instructional materials, but mastery of deeper knowledge along with skills and strategies is crucial for effective use of semantic reference resources (Frankenberg-Garcia, 2011;Jin & Deifell, 2013;Müller-Spitzer, Vazquez, Curcio, Silva Dias, & Wolfer, 2018;Ranalli, 2013Ranalli, , 2018. Because this area is generally lacking in pedagogical literature, it is necessary to address these domains of knowledge by creating a chart (Table 1).…”

A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015

“…In , the syllabus is the regular, non-DDL syllabus whereby researchers try to integrate CALL by using different online corpus and dictionary tools and websites. References to integration are vague and usually reflected in the literature review or in the discussion sections rather than in the methodology paragraphs (e.g., Geluso, 2014;Ranalli, 2013). While Comelles et al (2013) claim that integrating corpus applications in the language classroom facilitates reflection on genuine data, Pérez-Paredes et al (2011) suggest that DDL can benefit from its integration with online resources whose use is more normalised in language education, mainly search websites and dictionaries.…”