Investigating the Teaching of Second-Language Vocabulary Through Semantic Mapping in a Hypertext Environment

Svenconis, Daniel J.; Kerst, Stephen M.

doi:10.1558/cj.v12i2-3.33-57

Cited by 13 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of Svenconis and Kerst's (2013) experiment offered strong evidence about the effectiveness of the multimedia environment. The experimental group worked with a hypermedia program embedded with the sound factor (i.e., word pronunciation) and achieved the highest test scores among all the participants.…”

Section: Multimedia Annotations and Vocabulary Learningmentioning

confidence: 87%

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

Shoaei¹,

Alavi²

2016

View full text Add to dashboard Cite

This study reports on an investigation into the effect of Computer Assisted Vocabulary Learning (CAVL) on fostering the incidental vocabulary gain of 62 pre-intermediate teenage learners of English studying in a language institute in Iran. These participants were randomly assigned to CAVL and traditional teacher-led groups. Additionally, the two groups’ perceptions towards Computer-Assisted Language Learning (CALL) and Computer-Assisted Learning (CAL) were surveyed and compared. A multimedia application integrating contextual cues, frequency of occurrence, dictionary definitions, and textual and audio annotations, was developed uniquely for the purposes of this experimental research. In order to measure and compare the vocabulary recall and retention of the two groups, a pretest-posttest research design was utilized. The results of the immediate posttest demonstrated that the students in the CAVL group significantly outperformed those of the non-CAVL group, confirming superior recall of the new words. Although the latter groups’ scores on the delayed posttest were also higher than the former groups’ scores, in comparison to the immediate posttest, a considerable decrease in the CAVL groups’ vocabulary retention was observed. Moreover, even though both groups perceived CAL as an effective method of learning, the perceptions of the participants in the CAVL group were more positive toward CALL.

show abstract

Section: Multimedia Annotations and Vocabulary Learningmentioning

confidence: 87%

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

Shoaei¹,

Alavi²

2016

View full text Add to dashboard Cite

show abstract

“…The process in visual category display and relationship is a semantic mapping (Svenconis & Kerst, 1994). This is a visual approach to vocabulary presentation that can help students to associate words, remember them and extend the network themselves.…”

Section: B Use Semantic Mapping/word Networkmentioning

confidence: 99%

“…In this case, for instructional, various memory techniques and basic understanding are part of semantic mapping such as making associations, grouping, and using visual memory from semantic maps that combine old knowledge with the new ones. (Oxford, 1988 cited in Svenconis andKerst (1994).…”

Section: B Use Semantic Mapping/word Networkmentioning

confidence: 99%

What Considerations Should the Efl/Esl Teacher Take Into Account When Teaching Vocabulary?

Baa

2022

KLASIKAL

View full text Add to dashboard Cite

As foreign language/second language (EFL/ESL) learners, vocabulary mastery is one of the important aspects of English. The centre of language teaching and important for language learners are aspects of vocabulary. Several studies have shown that teaching vocabulary can be considered a problem because some teachers are unsure about best practices in teaching and are not really aware of ways to initiate instructional vocabulary learning (Berne & Blachowicz, 2008). This article presents four aspects the EFL/ESL teacher might take into account when teaching vocabulary, namely: focus on frequent words, strategies for dealing with unknown words, lexical approach in teaching vocabulary, and semantic fields in vocabulary teaching.

show abstract

“…During that time, the use of computer technology was quite basic. Svenconis and Kerst (1994) explained that "until the mid 1980s, most of the software produced for computer assisted language learning (CALL) or computer assisted language instruction (CALI) was of drill and practice type" (p. 34). From the drill and practice type exercises, we have moved on to more sophisticated use.…”

Section: L2 Academic Vocabulary and Technologymentioning

confidence: 99%

Using blended instruction to teach academic vocabulary collocations: A case study

Seesink¹,

Teresa²

View full text Add to dashboard Cite

Using Blended Instruction to Teach Academic Vocabulary Collocations: A Case Study M. Teresa das Neves Seesink Learning second language vocabulary has always been a challenge for second language (L2) learners. Transferring new vocabulary to an active stage has been an even greater challenge. In the 1990s, Lewis (2002a) proposed the Lexical Approach as a means to help L2 learners with vocabulary acquisition. This approach encouraged the teaching of vocabulary in chunks, or in other words, putting emphasis on collocations. Focus on vocabulary collocations was suggested by several researchers (Brown, 1974; Hinkel, 2004; Lewis, 2001). They supported the teaching of collocations via in-class exercises. Cobb (1999) and Kaur and Hegelheimer (2005) showed that the use of a concordancer-an online resource which provides information on collocation-was beneficial to learners' development of active vocabulary. However, studies focusing on explicit teaching of academic vocabulary collocation via blended instruction, which consists of a combination of in-class and online instruction, were not found. This case study examined how teaching academic vocabulary collocations affected the writing development of six students in an Intensive English Program (IEP). Collocation was presented and taught both in-class and via Moodle, the course management software used as the online environment. The study also looked at how these learners perceived blended instruction. These learners came from various language backgrounds. Data were collected via a questionnaire, in-class observations, and learners' journals, writing samples, mid-course reflections, online logs, and interviews. The class instructor also provided data in the form of instructor's journals and an interview. List of Figures.

show abstract

Investigating the Teaching of Second-Language Vocabulary Through Semantic Mapping in a Hypertext Environment

Cited by 13 publications

References 15 publications

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

What Considerations Should the Efl/Esl Teacher Take Into Account When Teaching Vocabulary?

Using blended instruction to teach academic vocabulary collocations: A case study

Contact Info

Product

Resources

About