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Strategy-Based Vocabulary Activities in the Internet
Classroom Activities
•Individual
•Small Group
•Whole Activities
Individual Internet Learning
Non-Internet Individual
Learning
Classroom Activities
The Lexical Wall (Association, Clues)
Purpose: To develop cooperative learning and to organize a
list of vocabulary words by topics to be posted for class
reference (Lexicon Wall)
Classroom Activities
Vocabulary Self-Collection Strategy (Association,
Clues)
Purpose:
To teach students how to make decisions about the
importance of concepts and how to use context to
determine word meaning. To promote-long term
acquisition of language in a content area.
Activities
Word Sorts (Association, Translation..)
Word sorts are small group, categorizing and
classifying activities. Word sorts help students
activate and use their knowledge as well as
providing them an opportunity to learn from and
with each other.
Activities
Madlibs (Clues, Association, Culture)
Madlibs are small group or individual word activities that
are generated by using Linguistic categories or word
associations. These vocabulary words are then used to form
FUN narratives. Madlibs help learners to think of words
they know, allow them to put these words in context, and
test their knowledge of appropriate word use. Madlibs also
integrate all language skills (reading, writing, speaking and
listening, knowledge of grammar)
Internet Activities
www2. Seasite.niu.edu/tagvocab
(Vocabulary site in ASP mode)
www.seasite.niu.edu/tagalog
(Regular site)
VOCABULARY STRATEGIES
•Association
•Translation
•Use of Linguistic and Other Clues (Clues)
•Developing Cultural Understanding (Culture)
•Overview and Linking Already Known Materials
(Previewing)
Sample Email Quiz
Write sentences describing the different events on each
picture.
Findings
• The more diverse the strategies chosen to
assist in language learning, the more our
students retained and recalled new
vocabulary words
• - Craik & Lockart (1972), that the more diverse
and profound the processing involved in the
learning, the more effective and long term the
learning is likely to be
•Students who had exposure to the language
even before they enrolled in the class, i.e.
students of Filipino Heritage, achieved
higher scores than those who came to the
class with no background at all
Time and learner independence also contributed to
learners’ level of achievement in language
learning. More time and ability to continue
learning outside of the classroom and the use of
effective strategies help language learning become
more successful.
(Kojic-Sabo and Lightbrown,1999)
Factors that affects Ss Strategy
Use
•Motivation
•The language-learning environment
•Gender Differences
•Nature of the Language Task
•Ss Learning Preferences
Motivation
• Interest in the
language and culture
• High Academic goals
• Engaging Classroom
Activities
Language Learning Environment
•
•
•
•
Internet
Classroom
At Home
Foreign Language
Setting
Gender Differences
• Female learners were
more diverse in their
use of strategies
• Male spent more time
using the internet
Nature of the Language Task
• Strategy Use is new to
most learners
• Language Learning in
the Internet
• Quiz On line
Strategy Preferences
• High correlation
between SILL average
and quiz scores
• SILL average of 3.7
indicate a high use of
different strategies
• SILL average of 2.5
indicate low use of
different strategies
Source:
http://cctc2.commnet.edu/grammar/vocabulary.htm

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