Virtual Vocabulary: Research and Learning in Lexical Processing

Abstract

This article presents the concept development, research programming, and learning design of a lexical processing web application, Virtual Vocabulary, which was developed using theories in both cognitive psychology and second language acquisition (SLA). It is being tested with first-year students of German at the University of Victoria in Canada, specifically looking at intervals and time-sets in a large study on spaced retrieval. The findings are being used to refine language-learning software for second language lexical acquisition.

Retention in SLA Lexical Processing

“…This approach was informed by research on multimedia (Jones & Plass, 2002;Kim & Gilman, 2008;Rimrott, 2009) as well as on different learning styles (Cohen, 2003;Oxford, 2003). For a detailed description of this aspect of our research project, see Schuetze and Weimer-Stuckmann (2010).…”

Efficiency in Second Language Vocabulary Learning

“…Most of the many flashcard apps that are available these days, either as part of or separate from textbooks or learning programs, offer a fun interface incorporating audio, images, and games. Unfortunately, few of them track a learner's progress or provide assistance as to how to acquire those words efficiently ( Milton, Jonsen, Hirst, & Lindenburn, 2012;Schuetze & Weimer-Stuckmann, 2010). A notable exception is the "etutor" developed by Heift (2010).…”

Vocabulary acquisition via drama

“…However, according to Baddeley and Hitch's model of working memory (Baddeley 1999(Baddeley , 2007Baddeley & Hitch 1974; Gathercole & Alloway 2008), the phonemes and lexemes of words are processed in such a way in order to recall them at a later stage. In second language acquisition, the need to recall words is even more demanding (Schuetze & Weimer-Stuckmann 2010). The learner's objective is to be able to recall the target vocabulary months after they have learned it.…”

“…Back in 1972, Leitner established a distinguished learning device named "die Lernkartei" using the concept of structured cyclical repetition. In fact, this was a memorisation device containing flash cards and a box with 5-6 sections of progressively larger sizes (Schuetze & Weimer-Stuckmann 2010). Undoubtedly flashcards are attention catchers and they help students to visualise the target vocabulary.…”

“…However, using this as the only tool of introducing and teaching the target vocabulary was not challenging or motivating enough, either in 70s or now. Besides, the problem with this particular cyclical learning was that there was no standard control as to how much time a student should devote to review a flashcard (Schuetze & Weimer-Stuckmann 2010). Yet, it was obvious that teacher and learners should have a more interactive relationship within a pre-set context that would allow them to make a more meaningful use of the flashcards.…”