TESOL Teaching Vocabulary and Grammar Online Course Week 1
Readings
- Emerging Technologies.
From memory palaces to spacing algorithms Approaches to Second-Language
Vocabulary Learning
- What
is grammar and how should we teach it?
- Video:
Teaching Grammar in Today's Classroom-Part 1
- Video:
Teaching Grammar in Today's Classroom-Part 2
- Teaching
vocabulary and encouraging learner autonomy
- Promoting
Learner Autonomy with Web 2.0 Tools
- What is grammar and how should we teach it?
- Dictogloss – another approach to teaching grammar
This article covers some of
the approaches to vocabulary teaching and different tech tools that use those
approaches. I am especially interested in learning more about how to help
students use mnemonics and spaced repetition. An online tool (with an app) that I learned
of this past year (and shared with classmates in another TESOL online teaching
certification course) is Memrise, which,
like Quizlet, uses Flashcards, spaced repetition, and “mems” (not memes) – images
students can upload themselves to serve as mnemonics / personalized
memory/connection aides. Although I
haven’t had a chance to use the app with students or create a course yet, the
app looks interesting, is based on brain/memory research, and could be a good
tool for vocabulary learning. I’ll
definitely check out the other plentiful tools listed in the article.
I love to use dictogloss (which was called “dictocomp” in the
course in my graduate program when I first learned of it) with intermediate and
advanced ESL students to get them to practice the target grammar they have been
studying – as well as paraphrasing skills. For lower levels, I usually use a
fun type of running dictation – team-based competition. They love it!
I have modified how I do dictogloss, from the way it is
described in the article, however, but using images to help students understand
and remember the text / story they hear and to practice note-taking. What I do is prepare a slideshow (PowerPoint)
with images, and print the slides on one page.
Students listen and jot down key words (nouns, verbs). Then they partner up and do a “structured
retell” using the target grammar and the images, in order to incorporate
speaking practice. After that, they
write a summary. Their paragraphs
provide me information on how well they grasped the grammar and are able to use
it.
I frequently also use video, as described in the
article. I recently experimented with a
very easy to use app, Adobe Voice, to create a digital story for a dictogloss I
use with intermediate students.
Therefore, I think dictogloss could definitely be transformed to an
online activity by creating a voice-narrated PowerPoint, making a video, or
just providing an audio file. I can’t
wait to try it!
All References for this course:
General Readings
Bryndal, M. (200?). Demystifying the ‘horrible
phrasals’: a closer look at learner problems and the ways of approaching
teaching multi-word verbs. Developing Teachers.com.
Corpora4Learning. Tools & Websites
Critchley, M.P. (1998). Reading to Learn: Pedagogical
Implications of Vocabulary Research. The Language Teacher, Dec. 98.
De Lima, D. (2014). Teaching Grammar as a Process. RichmondShare blog
Dalton, Bridget
& Grisham, Dana L. (2011), eVoc
Strategies: 10 Ways to Use Technology to Build Vocabulary. The
Reading Teacher, 64: 306–317. doi: 10.1598/RT.64.5.1
Dilek Akpınar, K. & Bardakçı, M. (2015). The effect of grouping and presenting collocations on retention. TESL-EJ, 18 (4).
Ghabanchi, Z., and Vosooghi, M. (2006). The Role of Explicit
Contrastive Instruction in Learning Difficult L2 Grammatical Forms: A
Cross-Linguistic Approach to Language Awareness. The Reading Matrix, Volume 6,
Number 1, April 2006.
Gonzalez, D. (2012). Review of TESOL Technology Standards:
Description, implementation, integration. Language Learning & Technology.
June 2012. Vol. 16. Number 2. (pp 31-34).
González, D. & St. Louis, R. (2013). Introducing Listening
Skills in Basic English Online Courses (BEOC). On CALL. The Newsletter of the
Computer Assisted Language Learning Interest Section. Summer Issue. July, 2013.http://newsmanager.commpartners.com/tesolcallis/issues/2013-07-16/11.html
Gonzalez, D. & St. Louis, R. (2012). Using technology for
the creation of ESP materials. TESOL ESP News. December 2012,
González, D; St. Louis, R. (2012). Promoting Learner
Autonomy with Web 2.0 Tools. In C. J. Everhard, J. Mynard, & R. Smith
(Eds.), Autonomy in language learning: Opening a can of worms. pp. 238-247.
IATEFL, Darwin College, U. of Kent, UK. Canterbury, Reino Unido. 2011. ISBN:
978-1-901095-32-6. Publicado como e-book. http://www.amazon.com/Autonomy-Language-Learning-Opening-ebook/dp/B0070P17B4#reader_B0070P17B4 (PDF versión)
Gonzalez, D. & St. Louis, R. (2008). The use of Web 2.0 tools to promote learner autonomy . Independence, Spring 2008 (Issue
43)
Lamy, M-N. & Klarskov Mortensen, H. J. (2010). Using concordance programs in
the Modern Foreign Languages classroom.Module 2.4 in Davies G. (ed.) Information and
Communications Technology for Language Teachers (ICT4LT), Slough, Thames
Valley University [Online]. [Accessed Sep 22, 2010].
Language Learning & Technology. (2010). Special Issue on Technology and
Learning Vocabulary. Volume
14, Number 2, June 2010.
Leaney, C. (2012). Making the most of your dictionary. Cambridge
Univerysity Press. PDF
Montero, M., Peters, E., Clarebout, G., & Desmet, P.
(2014). Efects of captioning on video
comprehension and incidental vocabulary learning. Language
Learning & Technology, 18 (1), pp. 118-141.
Morrison, S. (2002). Interactive Language Learning
on the Web. CAL, December
2002. (a .pdf is also available)
Natural Grammar online (includes activities)
Pérez Torres, M.I. (2003). Creating Materials Online with
Free Teacher Tools. TESOL
Spain- Newsletter,2003.
Perez-Llantada, C. (2009). Textual, genre and social
features of spoken grammar: A corpus-based approach. Language Learning & Technology,
Volume 13, Number 1, pp. 40-58
Róg, T. (2012). Dictogloss – another approach to teaching grammar. English Language Teaching.The
Teacher.
Sado Al-Jarf, R. (2005). The Effects of Online Grammar
Instruction on Low Proficiency EFL College Students' Achievement Asian EFL Journal, Volume 7. Issue 4, Article 10.
Sahr, Sarah. (2011). Lesson Plan: The Joys of Dictation! TESOL Connections, May 2011. [by a former PP104 participant]
Sauro, Shanon. (2009). Computer-mediated corrective feedback and the development of L2
grammar. Language
Learning and Technology, February 2009, Volume 13, Number 1, pp.
96-120
Schackne, S. (200?). A Common Sense Approach:
Vocabulary Building. Developing
Teachers.com.
Schackne, S. (200?). A Common Sense Approach to
Treating Error in L2 Learners. Developing Teachers.com.
Smith, C.D. (2010). Teaching Reported Speech for Writing: A Game Approach. The Internet TESL Journal, Vol. XVI, No. 3,
March 2010.
Smith, S. (200? ). Teaching vocabulary and encouraging learner autonomy. Developing Teachers.com.
Teaching English Online (nd). 19 successful online English teachers share their links and
resources for planning online lessons
Thomas, J. (2003). Extending vocabulary knowledge
with computers. Teaching
English with Technology. A Journal for Teachers of English, Vol. 3, Issue 2
(April 2003).
TESL-EJ (2007). The Current Status and
Standards of English Grammar Teaching. (The whole issue is devoted to the teaching of Grammar.)
Thornbury, S. (2003). Teaching vocabulary using short texts. Asian EFL Journal, Dec. 2003.
Thornbury, S. (2004). Starting out with words that
'glue' language. Guardian
Weekly. Thursday, March 18, 2004.
Waring, R. (2004). In defence of learning words in word pairs - but only when doing
it the 'right' way!
Warrington, S. (2006). Building Automaticity of Word
Recognition for Less Proficient Readers. The Reading Matrix, Volume 6,
Number 1, April 2006.
Wu, S. (2008). Effective Activities for
Teaching English Idioms to EFL Learners. The Internet TESL Journal, Vol. XIV, No. 3,
March 2008.
Week 1 Readings
Austin, Laura (2011). 5 Tips for helping students to really learn vocabulary. OUP, 16 Aug. 2011
Corbett, J. (n.d.). What is grammar and how should we teach it? Developing Teachers.com
De Lima, D. (2014). Teaching Grammar as a Process. RichmondShare blog
Diamond, L. & Gutlohn, L. (2006). Teaching Vocabulary. LD Online.
Godwin-Jones, R. (2010). Emerging Technologies - From
Memory Palaces to Spacing Algorithms: Approaches to Second Language Vocabulary
Learning. LL&T,
June 2010.
Gonzalez, D. & St. Louis, R. (2008). The use of Web 2.0 tools to promote learner autonomy . Independence, Spring 2008 (Issue
43)
Smith, S. (n.d). Teaching vocabulary and encouraging learner autonomy. Developing Teachers.com
Róg, T. (2012). Dictogloss – another approach to teaching grammar. English Language Teaching.The Teacher.
Videos (Week 1)
Azar, B., Folse, K. & Swan, M. (2008). Teaching Grammar in Today's
Classroom - Part 1 .
2008 TESOL Panel.
Azar, B., Folse, K. & Swan, M. (2008). Teaching Grammar in Today's
Classroom - Part 2 .
2008 TESOL Panel.
Suggested readings from previous PP104
Articles about the use of cell phones for language
teaching and learning:
Cell Phones in the (Language)
Classroom: Recasting the Debate
By Peyton Jobe - Educase Quartely
By Peyton Jobe - Educase Quartely
Fortell (look for "Locating M-Learning in
India")
Gonzalez, Dafne (2012). Review of TESOL Technology Standards:
Description, Implementation, Integration.
How Cell Phones Can Be
Classroom Learning Tools
Article by Jonathan Wylie
Article by Jonathan Wylie
A whole NYT Magazine dedicated to Education
Chunking (On Language)
And many more... just click the NYT Mag link :-)
Task-Based Instruction and Investigation
Olivia Lumbu, R.T. & Waller, T. A. (2010). Cooperation,
communication, and critical thinking through content-based investigative tasks.
In A. Shehadeh & C. Coombe (Eds.), Applications of Task-Based
Learning in TESOL (pp. 35-47). Teachers of English to Speakers of Other
Languages, Inc. (TESOL).
Suggestions in PP104_jun2014 (from mods & participants)
App and a site that may help students.
The app is called Phrasal Verbs Machine and
it's fun and useful. I just played around with it in my iPhone.
The site is Simple English Wikipedia. I haven't
explored it, but it may be of interest.
"Topics are more accessible for ELLs and other
struggling readers; the chance to create articles provides a novel activity for
more advanced students."
https://simple.wikipedia.org/wiki/Main_Page (direct link): "Simple English Wikipedia is an adapted version
of the regular Wikipedia site for English learners, younger students,
or anyone who struggles with reading. While the homepage looks very
similar to the regular Wikipedia site, the articles are written using
basic vocabulary and grammar"
7 Great Grammar Sites for
Teachers and Students (Educational Technology and Mobile Learning, Jun. 2014)
A Wonderful Google Tip to Help
Students Search for Materials Appropriate to Their Reading Levels (Educational Technology and Mobile Learning,
May 2014) (I hope this may be helpful to Rebecca)
Evernote Clearly ("Create the perfect online reading experience by
clearing away everything but the content")
Apps
Learn English (among other things, you can choose
among given topics, pronounce sentences that are read out and then get scored
for overall score, pronunciation and timing)
Dragon ("allows you to easily speak and
instantly see your text or email messages. In fact, it’s up to five (5) times
faster than typing on the keyboard")
Teacher Judy Sound Dictionary by Judy Thompson, a friend and
co-founder of Radical English ("a solution for North American
pronunciation. It goes both ways. People who can read/spell English look up how
to pronounce words and people who have heard words can look up how to spell
them")
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