Advertisement

Using Technology for Second Language Vocabulary Learning

  • María del Carmen Horno-Chéliz
  • Antonio Sarasa-Cabezuelo
Chapter

Abstract

The purpose of this chapter is to present the different ways in which Information and Communication Technologies (ICT) can help in the process of teaching the vocabulary of second languages. To do this, we are going to rely on a theoretical model of acquisition (The Parasitary Model of Second Language Vocabulary acquisition) and on the opinion of second language teachers (through a questionnaire answered by 113 teachers). As a result of this initial research, we consider that ICT can be useful in two different moments of lexical acquisition: initially, they help to memorize lexical units using the mechanisms of gamification. Later, ICT can help minimize the fossilization of errors. In addition, they will be an aid to make the learner consider themselves the protagonists of their own acquisition process and, thus, it will increase their persistence. Finally, the chapter proposes to apply all these principles of acquisition to multi-word units (MWU), just as children do in their L1. In this case, ICT help not only in the teaching process itself, but also in the preparation of materials.

References

  1. Arnon, I. (2010). Starting Big: the role of multiword phrases in language learning and use. Doctoral dissertation, Stanford University.Google Scholar
  2. Arnon, I., & Christiansen, M. H. (2017). The role of multiword building blocks in explaining L1–L2 differences. Topics in Cognitive Science, 9(3), 621–636.CrossRefGoogle Scholar
  3. Arnon, I., & Snider, N. (2010). More than words: Frequency effects for multi-word phrases. Journal of Memory and Language, 62(1), 67–82.CrossRefGoogle Scholar
  4. Astolfi, J. P. (1999). El error, un medio para enseñar. Seville, Diada Editora.Google Scholar
  5. Balart, P., & Cabrales, A. (2014). La maratón de PISA: la perseverancia como factor del éxito en una prueba de competencias. Reflexiones sobre el sistema educativo español, Madrid, Fundación Ramón. Available at http://sgfm.elcorteingles.es/SGFM/FRA/recursos/doc/Monografias/Educacion/20617 51056_132017163518.pdf. Accessed 15 Feb 2018.
  6. Ball, E., Franks, H., Jenkins, J., McGrath, M., & Leigh, J. (2009). Annotation is a valuable tool to enhance learning and assessment in student essays. Nurse Education Today, 29(3), 284–291.CrossRefGoogle Scholar
  7. Burleson, W. (2006). Affective learning companions: strategies for empathetic agents with real-time multimodal affective sensing to foster meta-cognitive and meta-affective approaches to learning, motivation, and perseverance. Doctoral dissertation, Massachusetts Institute of Technology.Google Scholar
  8. Castillo, A. A., Lozano, C. A. F., & Pineda, W. F. R. (2014). Aprende jugando: el uso de técnicas de gamificación en entornos de aprendizaje. IM-Pertinente, 2(1), 125–143.Google Scholar
  9. Chand, S. (2016). Empirical survey of machine translation tools. In Research in Computational Intelligence and Communication Networks (ICRCICN), Second International Conference on IEEE (pp. 181–185).Google Scholar
  10. Chiu, Y. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal of Educational Technology, 44(2), E52–E56.CrossRefGoogle Scholar
  11. Cigarrán-Recuero, J., Gayoso-Cabada, J., Rodríguez-Artacho, M., Romero-López, M. D., Sarasa-Cabezuelo, A., & Sierra, J. L. (2014). Assessing semantic annotation activities with formal concept analysis. Expert Systems with Applications, 41, 5495–5508.CrossRefGoogle Scholar
  12. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.CrossRefGoogle Scholar
  13. Ecke, P. (2015). Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals. Bilingualism: Language and Cognition, 18(2), 145–162.CrossRefGoogle Scholar
  14. Elgort, I., & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64(2), 365–414.CrossRefGoogle Scholar
  15. Fraser, M., & Abbott, M. (2016). Using electronic readers: Action research in an intermediate adult ESL class. The Canadian Journal of Action Research, 17(2), 3–18.Google Scholar
  16. Galindo, M. (2012). La lengua materna en el aula de ELE, ASELE. Available at http://www.cervantesvirtual.com/descargaPdf/la-lengua-materna-en-el-aula-de-ele/. Accessed 20 Feb 2018.
  17. Garcia, I. (2013). Learning a language for free while translating the web. Does duolingo work? International Journal of English Linguistics, 3(1), 19.CrossRefGoogle Scholar
  18. García Aranda, M. Á., Alvar Ezquerra, M., Nuño Álvarez, P., Cazorla Vivas, C., & Arribas Jiménez, M. (2016). El diccionario como herramienta en el aprendizaje/enseñanza de lenguas. Creación de una plataforma multimedia. Available at: http://eprints.sim.ucm.es/35383/1/Memoria%20final.pdf. Accessed 20 Feb 2018.
  19. Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105.CrossRefGoogle Scholar
  20. Hall, C. J. (1993). Making the right connections: Vocabulary learning and the mental lexicon. Universidad de las Américas-Puebla, 1–68. In https://eric.ed.gov/?id=ED363128. Accessed 20 Feb 2018.
  21. Hall, C. J., & Ecke, P. (2003). Parasitism as a default mechanism in L3 vocabulary acquisition. In J. Cenoz, B. Hufeisen, & U. Jessner (Eds.), The multilingual lexicon (pp. 71–85). Dordrecht: Kluwer Academic Publishers.CrossRefGoogle Scholar
  22. Higueras, M. (1996). Aprender y enseñar léxico. L. Miquel and N. Sans (coords.), Didáctica del español como lengua extranjera, 3, 7–18.Google Scholar
  23. Horno-Chéliz, M. C., & Sarasa-Cabezuelo, A. (under review). Analysis of needs in the learning of second languages and potential ICT solutions. Computer Assisted Language Learning.Taylor & Francis.Google Scholar
  24. Jewitt, C., & Kress, G. (2005). English in classrooms: Only write down what you need to know. Annotation for what? English in Education, 39(1), 5–18.CrossRefGoogle Scholar
  25. Koh, H., & Herring, S. C. (2016). Historical insights for ebook design. Library Hi Tech, 34(4), 764–786.CrossRefGoogle Scholar
  26. Mace, C. A. (1968). The psychology of study. CITYPenguin. Available at https://archive.org/stream/psychologyofstud00mace/psychologyofstud00mace_djvu.txt. Accessed 18 Feb 2018.
  27. McCauley, S. M., & Christiansen, M. H. (2017). Computational investigations of multiword chunks in language learning. Topics in Cognitive Science, 9, 637–652.CrossRefGoogle Scholar
  28. Picton, I. (2014). The impact of eBooks on the reading motivation and reading skills of children and young people: A rapid literature review, National Literacy Trust. Available at https://files.eric.ed.gov/fulltext/ED560635.pdf. Accessed 18 Feb 2018.
  29. Quirós, A. (2016). Haciendo algo de historia sobre los ebooks en España. Revista Internacional del Libro, Digitalización y Bibliotecas, 1(2), 17–25 Available at: http://journals.epistemopolis.org/index.php/librodigital/article/viewFile/769/337 Accessed 15 Feb 2018.Google Scholar
  30. Unterrainer, E., & Welte, M. E. (2008). Evaluation of flashcard-based learning systems. In A. P. Brucl & M. Lindner (Eds.), Microlearning and capacity building. InProceedings of the 4th international microlearning 2008 conference. Innsbruck: Innsbruck University Press.Google Scholar
  31. von Ahn, L. (2013). Duolingo: learn a language for free while helping to translate the web. In Proceedings of the 2013 international conference on intelligent user interfaces (pp. 1–2). New York: ACM. DOI:  https://doi.org/10.1145/2449396.2449398.
  32. Walker, L. (2016). The impact of using Memrise on student perceptions of learning Latin vocabulary and on long-term memory of words. Journal of Classics Teaching, 16(32), 14–20.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • María del Carmen Horno-Chéliz
    • 1
  • Antonio Sarasa-Cabezuelo
    • 2
  1. 1.Universidad de ZaragozaZaragozaSpain
  2. 2.Universidad Complutense de MadridMadridSpain

Personalised recommendations