Digital Language Learning:
analysing computer programs teaching
English vocabulary in Dutch secondary
schools.
Marit Blom 1907964MA in Applied Linguistics
Faculty of Liberal Arts
University of Groningen
Supervisor:
Hilde Hacquebord
speak the language, or understand what is said in the future, they will need to know the pronunciation of a written word. Audio accompanying the words is therefore also part of the way vocabulary is ideally introduced and offered. However, as I also remarked upon in the literature, not all words need to be known in an active, oral manner and thus be accompanied by audio for pronunciation purposes. For this reason, this particular statement is not marked.
Table 1: set of statements concerning the introduction of a new word
The second set of statements deals with how the new word, after having been introduced, is practiced. See table 2. It also deals with details surrounding the exercises. The first two statements concern the goal of the exercise: are learners supposed to learn the words passively or actively? Not all words will have to be learned actively, but there are always some words learners need to be able to use freely themselves. It is therefore important that the program prepares the learners for encountering or using the words in different contexts as well, either by offering the same word in different contexts or through practicing them in different contexts. These two statements seem similar to the third and fourth, concerning Melka’s stages of production, but they are mentioned separately because teaching learners passive and active vocabulary can be done gradually, going through Melka’s stages. It is not possible to pinpoint exactly where passive knowledge becomes active. Thus there should be a clear goal of teaching active vocabulary somewhere in the
The program offers new words Yes No
Wa y of i n tr od uci n g new words
in lists with definitions in texts with glosses in texts with hyperlinks
in videos with English subtitles
in at least two of the ways mentioned above
immersion is also proven to work as Swain & Lapkin’s metastudy showed (as cited in De Bot, Lowie & Verspoor, 2006). The first three statements are marked. In the ideal program it becomes clear that there should be room for all those things in order for it to offer a balanced vocabulary of passive and active words, and by following Melka’s stages it becomes possible for learners to practice this and switch words from the passive to the active vocabulary.
The program offers exercises Yes No
Wa y of l earni ng the new words
with the purpose of recognising the new word in a different context with the purpose of using the new word in a different context
which follow Melka’s imitation, reproduction and comprehension stages which offer Melka’s production stage
which are varied
which offer help with pronunciation
of which the explanations are given in English only
Table 2: set of statements concerning the practicing of the new words
the General Service List (GSL, http://jbaumann.com/gsl.html). This list is used because it
The only marked box is that of the frequency list in this set of statements. Choosing logical words that can be used by learners is essential if the common goal of teaching
learners to communicate in an L2 is to be reached. Merely teaching vocabulary is not enough, teaching useful vocabulary is what matters.
The program offers Yes No
Extr
a, desirable features
words organised in themes
words that make sense when looking them up in a frequency list a possibility to keep track of progress
a possibility to skip words and exercises already known
all words encountered in a separate list for use as a trainer or as flashcards
repetition of words, either in the way they are offered, or in exercises
offering the same topics in a different way, these learners can often be helped to gain an understanding. In this set of statements, all statements are marked, because both flexibility and adaptability are a must for accommodating a wide range of users. In addition, all programs have to be usable in a havo 4 in order to be considered for use in the first place.
The program is Yes No
Mus
t
have
features
accessible inside and outside the school usable at Havo 4 level
usable alongside a (different) course book
6. Appendix
Checklist Stepping Stones
The program offers exercises Yes No
Wa y of l earni ng the new words
with the purpose of recognising the new word in a different context X
with the purpose of using the new word in a different context X X
which follow Melka’s imitation, reproduction and comprehension stages X
which offer Melka’s production stage X
which are varied X
which offer help with pronunciation X
of which the explanations are given in English only X
The program offers Yes No
Extr
a, desirable features
words organised in themes X
words that make sense when looking them up in a frequency list X
a possibility to keep track of progress X
a possibility to skip words and exercises already known X X
all words encountered in a separate list for use as a trainer or as flashcards
X
repetition of words, either in the way they are offered, or in exercises X
The program is Yes No
Mus
t h
a
ve
features
accessible in- and outside the school X
usable at Havo 4 level X
usable alongside a (different) course book X
Extra comments:
- There is the possibility to skip complete exercises, but it is impossible to skip word games and puzzles once the word trainer has started
- The program is wholly Stepping Stones oriented, including the word trainer. Unless the words in a different course book are the same, it will not be of much use
- The program often freezes up/ is inaccessible in both Firefox and Internet Explorer on Win7 - Words are practiced with a focus on translation: English words have to be linked to Dutch and vice versa. There is no practice with words in other contexts or using them yourself + Every chapter has a matching exercise, a puzzle which provides context and flashcards
The program offers new words Yes No
Wa y of i n tr od uci n g new words
in lists with definitions X
in texts with glosses X
in texts with hyperlinks X
in videos with English subtitles X
in at least two of the ways mentioned above X
Checklist Of Course!
The program offers exercises Yes No
Wa y of l earni ng the new words
with the purpose of recognising the new word in a different context X
with the purpose of using the new word in a different context X
which follow Melka’s imitation, reproduction and comprehension stages X
which offer Melka’s production stage X
which are varied X
which offer help with pronunciation X
of which the explanations are given in English only X
The program offers Yes No
Extr
a, desirable features
words organised in themes X
words that make sense when looking them up in a frequency list X
a possibility to keep track of progress X
a possibility to skip words and exercises already known X
all words encountered in a separate list for use as a trainer or as flashcards
X
repetition of words, either in the way they are offered, or in exercises X
The program is Yes No
Mus
t h
a
ve
features
accessible in- and outside the school X
usable at Havo 4 level X
usable alongside a (different) course book X
Extra comments:
- Units & texts are theme-based, but you wouldn’t know it from the words chosen - The ICT is really only meant to help study for a vocabulary test. It adds nothing - Explanations are all in Dutch, though the book itself is not
- Cannot be used without a textbook
+ Very good audio support: every word is spoken, with or without textual support + Integrated access to dictionaries and encyclopaedia
+ Though it did not pass the frequency list test, it did best of the three failed programs
The program offers new words Yes No
Wa y of i n tr od uci n g new words
in lists with definitions X
in texts with glosses X
in texts with hyperlinks X
in videos with English subtitles X
in at least two of the ways mentioned above X
Checklist The Learnables
The program offers exercises Yes No
Wa y of l earni ng the new words
with the purpose of recognising the new word in a different context X
with the purpose of using the new word in a different context X
which follow Melka’s imitation, reproduction and comprehension stages X
which offer Melka’s production stage X
which are varied X
which offer help with pronunciation X
of which the explanations are given in English only X
The program offers Yes No
Extr
a, desirable features
words organised in themes X
words that make sense when looking them up in a frequency list X
a possibility to keep track of progress X
a possibility to skip words and exercises already known X
all words encountered in a separate list for use as a trainer or as flashcards
X
repetition of words, either in the way they are offered, or in exercises X
The program is Yes No
Mus
t h
a
ve
features
accessible in- and outside the school X
usable at Havo 4 level X
usable alongside a (different) course book X
Extra comments:
+ Unknown words in higher level exercises are explained in the text in English
- Higher level exercises are organised in themes, making it possible to use alongside other course books, though mostly as a way of repeating learned vocabulary through the stories in The Learnables
+ Every word and sentence is spoken by a native speaker, giving learners a lot of practice with the pronunciation aspect of vocabulary
+ The language used is very natural and commonplace
- The exercises get boring fast, since it is mostly a matter of repetition
The program offers new words Yes No
Wa y of i n tr od uci n g new words
in lists with definitions X
in texts with glosses X
in texts with hyperlinks X
in videos with English subtitles X
in at least two of the ways mentioned above X
Checklist English for Everybody
The program offers exercises Yes No
Wa y of l earni ng the new words
with the purpose of recognising the new word in a different context X
with the purpose of using the new word in a different context X
which follow Melka’s imitation, reproduction and comprehension stages X
which offer Melka’s production stage X
which are varied X
which offer help with pronunciation X
of which the explanations are given in English only X
The program offers Yes No
Extr
a, desirable features
words organised in themes X
words that make sense when looking them up in a frequency list X
a possibility to keep track of progress X
a possibility to skip words and exercises already known X
all words encountered in a separate list for use as a trainer or as flashcards
X
repetition of words, either in the way they are offered, or in exercises X
The program is Yes No
Mus
t h
a
ve
features
accessible in- and outside the school X
usable at Havo 4 level X
usable alongside a (different) course book X
Extra comments:
+ Words aren’t listed with definitions per se, but different definitions are given and the learner has to pick the correct definition to go with a word or the words are offered in other games + Every level has the same themes, so learners can expand on what they learned before + The exercises are very varied and fun to do
- The website is not easy to survey
- Although the words seem logical and like they are used every day, they do not pass the test with the frequency lists
- The website is too small for weekly use in class. There are not enough materials online
The program offers new words Yes No
Wa y of i n tr od uci n g new words
in lists with definitions X X
in texts with glosses X X
in texts with hyperlinks X
in videos with English subtitles X
in at least two of the ways mentioned above X
Webster's New Encyclopedic Dictionary (1994). New York: Black Dog and Leventhal Publishers
