ࡱ> (  | l www.morewords.me0http://www.morewords.me/\http://www.springerlink.com/content/1360-2357/\http://www.springerlink.com/content/1360-2357/jhttp://www.springerlink.com/content/1360-2357/10/1-2/jhttp://www.springerlink.com/content/1360-2357/10/1-2/dhttp://www.csdl.tamu.edu/walden/reports/ijet97.pdfdhttp://www.csdl.tamu.edu/walden/reports/ijet97.pdf4http://www.w3.org/2001/sw/Europe/events/foaf-galway/papers/fp/rss4you/http://www.w3.org/2001/sw/Europe/events/foaf-galway/papers/fp/rss4you/dhttp://www.csdl.tamu.edu/walden/reports/ijet97.pdfdhttp://www.csdl.tamu.edu/walden/reports/ijet97.pdf xhttp://alumni.media.mit.edu/~wex/Footprints/footprints1.htmlxhttp://alumni.media.mit.edu/~wex/Footprints/footprints1.html/ 0DArialgsRomantt|8 0"DAngsana Newmantt|8 0 DGaramondewmantt|8 00DTimes New Romantt|8 0@DWingdingsRomantt|8 0PDTahomagsRomantt|8 0"`DSimSungsRomantt|8 0c0. @n?" dd@  @@`` X *E   5   !"#$%&(  0AA@8?O ʚ;4\8ʚ;g4BdBd6 0ppp@ <4dddd@w 0tX8  ___PPT10DSimSun}0P?jtt 0DTahoma}0P?jtt 0" pp4___PPT9fFLink to the Journal of this ArticlebBLink to the Issue of this ArticleZ    *DL?  %r7LEARNING ENGLISH ACADEMIC VOCABULARY VIA THE MOBILE WEB88c&7 2Jonathan Leather Payap University GLoCALL 2010 P"PPP% c2 goalsa  provide a resource for building academic English vocabulary gain insight into how learners behave in an environment for self-directed learning formulate design principles for self-directed vocabulary learning>  nU  n" $ qa tech backgroundc$ mobile devices  even  low-end smartphones  now have sufficient connectivity processing power local storage to be resources in language learning current screen sizes and resolutions of phones vary, but are adequate for many text-oriented applications text input via virtual or physical keyboard, though often slow, is adequte for simple purposes /ZZ,Z&ZjZZ_ZZ/cc,c% c  c kc_caa learner backgroundc$ Students whose general English has reached (upper) intermediate level, and who plan - or are beginning  an English-medium university course, lack the vocabulary of academic written and spoken discourse. These students are often capable of independent study, and  cyber-savvy , but may not have the time (or money) to attend special English preparation classes.^na>ac c a    +academic English vocabulary: defining needs,,c + (The vocabulary required for academic study in English has been specified in terms of word frequencies in language corpora [1] 2,000 words The most frequently occurring 2,000 words of English make up 85% of the running words in any text [2] and may be enough for some  first-year courses [3] 5,000 words With the next most frequent 3,000 words as well, success in university work can be expected [4] 7,000 words Argumentative and/or popular-scientific L2 texts on non-specialist topics require up to 2,000 more words [5] ~0" Z0 " Z 0nZ0nZ0 g Z 0 Za0nZ0 Z 0qZr0nZZ}cc gc gbc gncccD(   a   r  vocab for text comprehensionc$  For comprehension of texts at university level, readers need to know more than 90% of the words used [6, 7, 8] Eskey s rule of thumb: no more than one unknown word in every twenty words [9] p : : ; Fa ea c%a &e " q R  from word list to syllabusc$  The academic vocabulary word list is translated into a syllabus with consideration of: word families cognates semantic clustering collocations lexical phrases orthographic (ir-)regularities phonology/pronunciation factorsPX0" Z0}ZXc c ,  A  conditions for lexical learning  c$ lexical learning involves a range of skills .... and no single approach can address all of these skills [10] beginning and intermediate students need some explicit instruction [11, 12] more advanced students benefit greatly from incidental learning through extensive reading and listening [13, 14, 15, 16] varied learning strategies are more effective [17] retention may be better with L1 glosses [18, 19]m0Z0 Z.0Z0nAZ0 nZH0 Z10}Z0Z30Z0 Z10Zcg<ccc.cgg cgHcgcccg(ccc gc c,m  + learning environmentc$ _user interface with menus, buttons, sliders etc. direct access to: word lists, word family sets, definitions, near-synonyms seamless linking to corpora and concordancers, and example materials tasks and exercises graded texts for extensive reading and incidental learning quizzes, self-tests, self-assessment schemes co-learners (online social media)ZC9 Ccc4C   learning systemc$ on- and offline continuity learners can work in web-based mode or download a native application (Android 2.1+) enabling them to work offline user-adaptive hypermedia learning algorithm: initial vocabulary level diagnosed to determine  entry point learner actions are logged based on learner performance, the algorithm dynamically adjusts: relative proportions of new items, tasks and exercises, and review deductive vs inductive learning intentional vs incidental learning0P{ 0P0qP0PI0PZ0PC0nP90nAP 0nAPC0nAPgcczccgccZcC c a  learner controlsc$ The learner can adjust: initiative - the degree of guidance from the designed-in  virtual tutor upstage - when the system should stay  on top of other activities - e.g. music, movies, phoning, games & pace - rates of repetition, degree of redundancy, frequency of review & social engagement - how much to communicate, share and collaborate with co-learners assessment feedback - how often short- and/or long- term assessments should be providedT0P0Pc gc=g gcbggcBggcAggcBg  J social navigation in learning space&&c$% b Learners are also encouraged to make their own use of resources in  learning space  online reference and tutorial materials, language corpora, reading texts, academic and social community sites and neighbourhoods, etc.  wayfinding guides [20] need not be  designed in , but can also be social, collaborative [21, 22] social navigation [23]  a user's navigation through an information space is guided and structured by the activities of others within that space. [24] Such guidance may be: direct: learners are  co-present and in direct contact with one another [25] indirect : following anonymous others' footprints; exploiting traces of interactions left by others [26, 27] 0nZF0Z!0nZ0Z0ZZcggccDc ccgcc}ccc g  c H c  g  g d c c    tracking learningc$ T Learners actions are logged by the system and stored: online on the home server (by HTML5) offline in a local database (by the native Android 2.1+ app) The data logged include: time and duration of each session resources accessed activities pursued and trails through learning space responses and choices in tasks, exercises, quizzes, etc., with latency The local learning log is uploaded each time the user is online.80 Zb0Z0" Z0nAZ0 " ZB0" Z8"b""""B"   researching patterns of learning!!c$  Learners logs provide a cumulative research database for: ongoing evaluation and development of the learning system investigating possible patterns in users self-directed learning activitiesH< "  "  B"" 'learner autonomy and social navigation ,(&c$c' $Comparing patterns of learning across learners and between individuals and the collective, three research questions can be addressed: How idiosyncratic are learners paths through learning space? How well  and how necessarily  are learners guided by social navigation? Does any kind of  swarm intelligence inform the paths through learning space that may emerge from collective social navigation?Z>ZnZKZZZc (References [1] Li, L. & Zhang, X. (2009). Teaching vocabulary in Chinese universities: What and how? Asian Social Science 5 (7): 126-129. [2] Hunt, A. & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Reanadya (Eds.) Methodology in Language Teaching (pp 258-266). Cambridge: Cambridge University Press. [3] Ward, J. (1999). How large a vocabulary do EAP engineering students need? Reading in a Foreign Language 12: 309-323. [4] Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Bejoint & P. Arnaud (Eds.) Vocabulary and applied linguistics. (pp. 126-132). London: Macmillan. [5] Groot, P.J.M. (1994). Tekstdekking, tekstbegrip en woordselectie voor het vreemde-taalonderwijs (with a summary in English) [Lexical coverage, reading comprehension and word selection in foreign language teaching]. Toegepaste Taalwetenschap in Artikelen 3: 111-121. [6] Hazenberg, S. & Hulstijn, J. H. (1996). Defining a minimal receptive second language vocabulary for non-native university students: An empirical investigation. Applied Linguistics 7: 145-163. [7] Hirsch, D. & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8: 689-696. [8] Laufer, B. (1989). What percentage of lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special language: from humans thinking to thinking machine (pp. 69-75). Clevedon, UK: Multilingual Matters. [9] Eskey, D. E. (2005). Reading in a second language. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, New Jersey: Lawrence Erlbaum Associates. [10] Zimmerman, C. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly31: 121-140. [11] Watanabe, Y. (1997). Input, intake and retention: Effects of increased learning of foreign language vocabulary.Studies in Second Language Acquisition 19:287-301. [12] Skmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.237-257). Cambridge: Cambridge University Press. [13] Hunt, A. & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Reanadya (Eds.) Methodology in Language Teaching (pp 258-266). Cambridge: Cambridge University Press. [14] Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics. London: Macmillan. [15] Huckin, T. & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition 21: 181 193.  c \g g g  g g g ~g $g g 'g g g g g vg g g ;g g =g g g g 'g g 1g g  g g "g rg &g g (   @[16] Kweon, S-O. & Kim, H-R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language 20 (2): 191 215. [17] Kojic-Sabo, I., & Lightbown, P. M. (1999). Students approaches to vocabulary learning and their relationship to success. Modern Language Journal 83 (2): 177 191. [18] Hulstjin, J., Hollander, M. & Gredanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use and reoccurrence of unknown words. Modern language Journal 8: 327-339. [19] Watanabe, Y. (1997). Input, intake and retention: Effects of increased learning of foreign language vocabulary.Studies in Second Language Acquisition 19:287-301. [20] Tattersall, C., Manderveld, J, van den Berg, B., van Es, R., Janssen, J. & Koper, R. (2005) Self-organising wayfinding support for lifelong learners. EDUCATION AND INFORMATION TECHNOLOGIES 10:111-123. [21] Shipman, F., Marshall, C.C., Furuta, R., Brenner, D., Hsieh, H. and Kumar, V. (1997). Using networked information to create educational guided paths. International Journal of Educational Telecommunications (IJET) 3 (4): 383-400. [22] Little, D. (1999). Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses 38: 77-88. [23] Dourish, P. & Chalmers, M. (1994). Running out of space: Models of information navigation. Proceedings of the Conference Human Computer Interaction '94 [24] Nova, N.& Ortelli, R. (2004).Web-based syndication enhanced with social navigation, 1st Workshop on Friend of a Friend, Social Networking and the Semantic Web. Galway, Ireland.. [25] Dieberger, A., Hk, K., Svensson, M., & Lnnqvist, P. (2001). Social Navigation Research Agenda. Paper presented at the CHI'01, Seattle. [26] Shipman, F., Marshall, C.C., Furuta, R., Brenner, D., Hsieh, H. and Kumar, V. (1997). Using networked information to create educational guided paths. International Journal of Educational Telecommunications (IJET) 3 (4): 383-400. [27] Wexelblat, A. & Maes, P. (n.d.). Footprints: Visualizing histories for web browsing. MIT Media Lab Software Agents Group. Retrieved http://alumni.media.mit.edu/~wex/Footprints/footprints1.html ! sg g g g g g g 'g g 'g g >g g $g mg >g #g g /g >g g <g g  &    \ > P   5 _  [ > P  <   0 0 0W 0G| 0 0   GTo try out the system please visit: www.morewords.me (mid-2011 on)v&Z"Z&c$g5g(c(c <&     0&6    Thank you for your attention. Please contact me with any questions. Your comments are always welcome. jonathan.leather@gmail.comvO c Og c     0` 3333ff3` 3333f33ff3` "3333̙ff3` Kf3̙` &e̙3g3f` f333̙po7` ___f3̙;/f9` ff3Lm` ff3LmNLm>?" dd@*?nAd@q<nAqFLK#M n?" dd@  @@``PR    M`2p>> "0L(  L L H? ?" `}  V Click to edit Master title style! ! > L H? ?" `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  L 6ܢ #" `] `}  ^*C   L 6 #" ``   d*C     L 6 #" `] `}  d*C     L C @ABCDE FjJ@3"0`B L s *DjJ"0 `0H L 0޽h ? ___f3̙;/f9___PPT10i.  +D=' = @B + Edge  0 @P(  P P Hhj? ?"@ j V Click to edit Master title style! !  P H-j? ?"  j Y#Click to edit Master subtitle style$ $  P 6H[ #" `] `} j ^*C   P 6[ #" `]}  j d*C     P 6| #" `] `} [ d*C     P C @ABCDE F8c@3"@B P s *DjJ"  ,$ 0H P 0޽h ? ___f3̙;/f9___PPT10i.  +ityD=' = @B +} 0  $(  r  S $ujPM j r  S \vjP6 T, j H  0޽h ? 33___PPT10i.pNS+D=' = @B +}  0 `X$(  Xr X S |jL `}  j r X S `jL ` j H X 0޽h ? ___f3̙;/f9___PPT10i.+D=' = @B +}  0 p\$(  \r \ S jL Yj  j r \ S jL j H \ 0޽h ? ___f3̙;/f9___PPT10i.P5+D=' = @B +}  0 0$(  r  S jL'g  j r  S jL ` j H  0޽h ? ___f3̙;/f9___PPT10i.;06+D=' = @B +}  0 |$(  |r | S DjL   j r | S jL` j H | 0޽h ? ___f3̙;/f9___PPT10i.5P8+D=' = @B +}  0 $(  r  S jL  j r  S \jL'gp j H  0޽h ? ___f3̙;/f9___PPT10i.7+D=' = @B +}  0 $(  r  S @L `   r  S L `  H  0޽h ? ___f3̙;/f9___PPT10i.7+D=' = @B +}  0  $(  r  S 2L `   r  S 3L'gC  H  0޽h ? ___f3̙;/f9___PPT10i.8CVd+D=' = @B +}  0 `$(  `r ` S PJL ,   r ` S JL'  H ` 0޽h ? ___f3̙;/f9___PPT10i.c(+D=' = @B +}  0 d$(  dr d S SL'`   r d S TL<  H d 0޽h ? ___f3̙;/f9___PPT10i. +D=' = @B +}  0 h$(  hr h S 0fLT   r h S fL  H h 0޽h ? ___f3̙;/f9___PPT10i.+ w+D=' = @B +}  0 l$(  lr l S }L `   r l S p~Lj  H l 0޽h ? ___f3̙;/f9___PPT10i.,+D=' = @B +}  0 p$(  pr p S ЇL `j   r p S ܉L`  H p 0޽h ? ___f3̙;/f9___PPT10i./p:+D=' = @B +}  0 t$(  tr t S L `   r t S L `  H t 0޽h ? ___f3̙;/f9___PPT10i.1{+D=' = @B +}  0 P$(  r  S ̬L `j   r  S L  H  0޽h ? ___f3̙;/f9___PPT10i.@+D=' = @B +  0 `(  r  S L Y   H  0޽h ? ___f3̙;/f9___PPT10i.`AM+D=' = @B +  0  (  r  S LL `   H  0޽h ? ___f3̙;/f9___PPT10i.I+D=' = @B +  0 @(  r  S L,H  H  0޽h ? ___f3̙;/f9___PPT10i.? '+D=' = @B +  0 x(  xr x S <L `  H x 0޽h ? ___f3̙;/f9___PPT10i.2,t4+D=' = @B +r\`͐͘Rםz fp\1Oh+'0 hp    (4<8LEARNING ENGLISH ACADEMIC VOCABULARY VIA THE MOBILE WEBPoohEdgePooh73Microsoft Office PowerPoint@@A@ПKu@pM&;fG\g  3  y--$xx--'̙-- % % --'̙--%"EE--'@Tahoma-. f3.2 LEARNING ENGLISH ACADEMIC ."System:-@Tahoma-. f332 +VOCABULARY VIA THE MOBILE WEB.-@Arial-. 2 MlJonathan Leather.-@Arial-. 2 SmPayap University.-@Tahoma-. 2 lC GLoCALL 2010.-՜.+,D՜.+,d     On-screen ShowHouse at Pooh CornerL Arial Angsana New GaramondTimes New Roman WingdingsTahomaSimSunEdge8LEARNING ENGLISH ACADEMIC VOCABULARY VIA THE MOBILE WEBgoalstech backgroundlearner background,academic English vocabulary: defining needsvocab for text comprehensionfrom word list to syllabus conditions for lexical learninglearning environmentlearning systemlearner controls&social navigation in learning spacetracking learning!researching patterns of learning(learner autonomy and social navigation  References [1] Li, L. & Zhang, X. (2009). Teaching vocabulary in Chinese universities: What and how? Asian Social Science 5 (7): 126-129. [2] Hunt, A. & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Reanadya (Eds.) Methodology in Language Teaching (pp 258-266). Cambridge: Cambridge University Press. [3] Ward, J. (1999). How large a vocabulary do EAP engineering students need? Reading in a Foreign Language 12: 309-323. [4] Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Bejoint & P. Arnaud (Eds.) Vocabulary and applied linguistics. (pp. 126-132). London: Macmillan. [5] Groot, P.J.M. (1994). Tekstdekking, tekstbegrip en woordselectie voor het vreemde-taalonderwijs (with a summary in English) [Lexical coverage, reading comprehension and word selection in foreign language teaching]. Toegepaste Taalwetenschap in Artikelen 3: 111-121. [6] Hazenberg, S. & Hulstijn, J. H. (1996). Defining a minimal receptive second language vocabulary for non-native university students: An empirical investigation. Applied Linguistics 7: 145-163. [7] Hirsch, D. & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8: 689-696. [8] Laufer, B. (1989). What percentage of lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special language: from humans thinking to thinking machine (pp. 69-75). Clevedon, UK: Multilingual Matters. [9] Eskey, D. E. (2005). Reading in a second language. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 563-580). Mahwah, New Jersey: Lawrence Erlbaum Associates. [10] Zimmerman, C. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly31: 121-140. [11] Watanabe, Y. (1997). Input, intake and retention: Effects of increased learning of foreign language vocabulary.Studies in Second Language Acquisition 19:287-301. [12] Skmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.237-257). Cambridge: Cambridge University Press. [13] Hunt, A. & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Reanadya (Eds.) Methodology in Language Teaching (pp 258-266). Cambridge: Cambridge University Press. [14] Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics. London: Macmillan. [15] Huckin, T. & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition 21: 181193. ! [16] Kweon, S-O. & Kim, H-R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language 20 (2): 191215. [17] Kojic-Sabo, I., & Lightbown, P. M. (1999). Students approaches to vocabulary learning and their relationship to success. Modern Language Journal 83 (2): 177191. [18] Hulstjin, J., Hollander, M. & Gredanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use and reoccurrence of unknown words. Modern language Journal 8: 327-339. [19] Watanabe, Y. (1997). Input, intake and retention: Effects of increased learning of foreign language vocabulary.Studies in Second Language Acquisition 19:287-301. [20] Tattersall, C., Manderveld, J, van den Berg, B., van Es, R., Janssen, J. & Koper, R. (2005) Self-organising wayfinding support for lifelong learners. EDUCATION AND INFORMATION TECHNOLOGIES 10:111-123. [21] Shipman, F., Marshall, C.C., Furuta, R., Brenner, D., Hsieh, H. and Kumar, V. (1997). Using networked information to create educational guided paths. International Journal of Educational Telecommunications (IJET) 3 (4): 383-400. [22] Little, D. (1999). Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses 38: 77-88. [23] Dourish, P. & Chalmers, M. (1994). Running out of space: Models of information navigation. Proceedings of the Conference Human Computer Interaction '94 [24] Nova, N.& Ortelli, R. (2004).Web-based syndication enhanced with social navigation, 1st Workshop on Friend of a Friend, Social Networking and the Semantic Web. Galway, Ireland.. [25] Dieberger, A., Hk, K., Svensson, M., & Lnnqvist, P. (2001). Social Navigation Research Agenda. Paper presented at the CHI'01, Seattle. [26] Shipman, F., Marshall, C.C., Furuta, R., Brenner, D., Hsieh, H. and Kumar, V. (1997). Using networked information to create educational guided paths. International Journal of Educational Telecommunications (IJET) 3 (4): 383-400. [27] Wexelblat, A. & Maes, P. (n.d.). Footprints: Visualizing histories for web browsing. MIT Media Lab Software Agents Group. Retrieved http://alumni.media.mit.edu/~wex/Footprints/footprints1.html Slide 18 Slide 19  Fonts UsedDesign Template Slide Titles 8@ _PID_HLINKSAL*http://www.morewords.me//http://www.springerlink.com/content/1360-2357/6http://www.springerlink.com/content/1360-2357/10/1-2/3http://www.csdl.tamu.edu/walden/reports/ijet97.pdfGhttp://www.w3.org/2001/sw/Europe/events/foaf-galway/papers/fp/rss4you/3http://www.csdl.tamu.edu/walden/reports/ijet97.pdf=http://alumni.media.mit.edu/~wex/Footprints/footprints1.html_(PoohPooh  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcefghijkmnopqrstuvwxyz|}~Root EntrydO)Current User{SummaryInformation(dPowerPoint Document(LDocumentSummaryInformation8l