Designing Distance Learning Tasks to Help Maximize Vocabulary Development

Autor/in	Loucky, John Paul
Titel	Designing Distance Learning Tasks to Help Maximize Vocabulary Development
Quelle	In: International Journal of Virtual and Personal Learning Environments, 3 (2012) 2, S.35-58, Artikel 3 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/jvple.2012040103
Schlagwörter	Distance Education; Vocabulary Development; College Students; Collaborative Writing; Task Analysis; Second Language Learning; Second Language Instruction; Teaching Methods; Computer Assisted Instruction; Foreign Countries; Semantics; Bilingualism; Majors (Students); Engineering Education; English (Second Language); Student Attitudes; Comparative Analysis; Student Surveys; Reading Comprehension; Learning Strategies; Reading Processes; Instructional Design; Pretests Posttests; Japan; Taiwan + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Wortschatzarbeit; Collegestudent; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Ausland; Semantik; Bilingualismus; Ingenieurausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Schülerbefragung; Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseprozess; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Task-based language learning using the benefits of online computer-assisted language learning (CALL) can be effective for rapid vocabulary expansion, especially when target vocabulary has been pre-arranged into bilingual categories under simpler, common Semantic Field Keywords. Results and satisfaction levels for both Chinese English majors and Japanese Engineering majors were high in this qualitative comparative study, indicating its potential for helping many students from various language backgrounds to rapidly expand their target language vocabulary, especially when blended with other real language negotiation tasks, preferably for an authentic audience. Print versus online reading and vocabulary development methods are compared, as well as surveys of both Chinese and Japanese college students, after they were engaged in a "Collaborative Writing Exchange Project" using similar online vocabulary development tools. All target terms were preorganized and made available under common Semantic Field Keywords online in both Japanese and Chinese, but students had freedom to choose within sets of most relevant words from five academic disciplines. Writing themes were suggested to learners in both countries to keep their email exchanges consistent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04