TESOL Teaching Vocabulary and Grammar Online Course Week 1
- 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
Emerging Technologies. From memory palaces to spacing algorithms Approaches to Second-Language Vocabulary Learning
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:
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.
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. ()
Sauro, Shanon. (2009). . Language Learning and Technology, February 2009, Volume 13, Number 1, pp. 96-120
Thomas, J. (2003). . Teaching English with Technology. A Journal for Teachers of English, Vol. 3, Issue 2 (April 2003).
Articles about the use of cell phones for language teaching and learning:
A whole NYT Magazine dedicated to Education
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)
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.
(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)
("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")
by Judy Thompson, a friend and co-founder of ("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")