1. Reading & Vocabulary
CALL, 3-13-13

2. Vocabulary practice activity
Group 1:
Group 2:

3. Optional reading presentations
Joe
Randy

4. Chun, 2011
With your group discuss/review the following:
• What are some of the major connections
between Grabe's Implications and CALL?
• What are some of the benefits and
challenges of CALL for reading and
vocabulary?
• Do we need to think about new forms of
literacy/digital literacy in LL pedagogy?

5. Loucky, 2010: Vocabulary
instruction
1. create language- and word-rich learning
environments,
2. intentionally teach vocabulary selected
from a carefully selected and principled
approach, and
3. develop word-learning strategies proven to
be effective in helping other learners retain
and use new words.

6. Vocabulary teaching program
1. teach words that are strategic to academic
success and not typically acquired
independently, and
2. include systematic procedures to make
students independent word learners,
primarily by helping them become voracious
readers.
Nagy, 1991

7. Vocabulary teaching strategies
"Strategies are sequences of teaching events
and teacher actions which make explicit the
steps that enable a learner to achieve an
outcome" (Loucky p. 231).
What strategies does Loucky suggest?

8. Steps for computer-assisted
vocab learning.
1. Attending to and Assessing important words
2. Accessing word forms, meanings and usages.
3. Archiving
4. Analyzing
5. Anchoring
6. Activating
7. Reviewing/Recycling
8. Reassessing
9. Relearning (by Remeeting & Repeated encounters)

9. Application
How have you taught/learned L2 vocabulary? What
techniques seem to work the best?
Which of the CALL tools/websites or which types of tools
mentioned in Loucky do you think would be useful in
language learning.
What practical concerns would need to be addressed
when considering teaching vocabulary with technology?

10. Test 2 Review
Groups
Group A: Group B:
Group C: Group D:

11. Stage 1: Teaching with corpora
With your group discuss/review the following:
• How can corpora be used to facilitate
language learning?
• What are some of the benefits/challenges
to using corpora?
• What are some of the ways corpora can be
used in teaching (tools, activity types,
etc.)?

12. Stage 2: Synchronous CMC
With your group discuss/review the following:
• What is SCMC and what are some of the
tools we can use for SCMC?
• How does SCMC relate to our understanding
of SLA and language learning?
• What are some pedagogical techniques or
strategies for implementing SCMC?

13. Stage 3: Asynchronous CMC
With your group discuss/review the following:
• What is ACMC and how is it different from
SCMC? Why do these differences matter?
• What are some of the benefits and
challenges to using ACMC in language
learning?
• What are some of the ways we can use
ACMC in the classroom (i.e. tools and
activities)?

14. Test 2: Review
Revised due date: Wednesday 3/20 @ 11:59
Test 2 will cover four major areas:
• Teaching with corpora
• Asynchronous CMC
• Synchronous CMC
• Reading/vocabulary with CALL
3 short essay questions (similar to last test) - 2
points each.