Proceedings of the Fourth Annual Teachers College Educational ...

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literacy. New York, NY: Peter Lang. Hayes, E. (2008). Game content creation and it proficiency: An exploratory study. Computers and education, 51(1), pp. 97-108. Retrieved August 22, 2011, from http://www.sciencedirect.com.libproxy.rpi.edu/science/article/pii/S0360131507000292 Hart, R. (1979). Children’s experience of place. NY: Irvington Publishers, Inc. Healy, J. (1998). Failure to connect: How computers affect our children's minds--for better and worse. New York: Simon & Schuster. Jenkins, H. (2006). Complete freedom of movement: Video games as gendered play spaces. In K. Salen & E. Zimmerman (Eds.), The game design reader: A rules of play anthology (pp. 330-363). Cambridge, MA: The MIT Press. Kafai, Y. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and Culture 1(1), 36-40. Retrieved September 30, 2009, from http://www.gseis.ucla.edu/faculty/kafai/print/pdfs/playing.pdf Kaptelinin, V. & Nardi, B. A. (2006). Acting with technology. Cambridge, MA: The MIT Press. Kozbelt, A., Beghetto, R. & Runco, M. (2010). Theories of creativity. In J. Kaufman & R. Sternberg (Eds.), The Cambridge handbook of creativity, pp. 20-47. New York, NY: Cambridge University Press. Livingstone, S. (2003). Children’s use of the internet: Reflections on the emerging research agenda. New media & society 5(2), pp. 147-166. [1461–4448(200306)5:2,147–166;032712]. Loveless, A. (2007). Report 4: Literature review in creativity, new technologies and learning. Retrieved December 4, 2008, from http://www.futurelab.org.uk/resources/documents/lit_ reviews/Creativity_Review.pdf Rogoff, B. (1993). Children's guided participation and participatory appropriation of sociocultural activity. In R. Wozniak & K. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121-153). Hillsdale, NJ: Lawrence Erlbaum Associates. 73
Design of computer assisted tools for bridging the gap between receptive vocabulary and expressive vocabulary for ESL learners Woonhee Sung, Junghyun Ahn Teachers College, Columbia University, 525 W. 120th street, New York, NY Email: ws2345@tc.columbia.edu, ja2178@tc.columbia.edu Abstract: For English as a Second Language (ESL) students, vocabulary learning is at the core of language learning and use. This implies that lexical errors and insufficient vocabulary size among L2 learners prevent effective communication (Gass & Selinker, 2008). Currently, the scarcity of systematic, intentional vocabulary teaching in ESL classroom, in particular, unpromising outcomes from widely spread pedagogy, usage of written context or extensive reading, call for new L2 vocabulary teaching methods. This highlights major pedagogical issues such as how ‘receptive vocabulary’ is transferred to ‘expressive vocabulary’ for writing and speaking. The tools designed here, Visual Vocabulary Map (VVM), supports ESL learners’ strategy development for learning, using, and producing the words. This concept mapping based visual representation tool (VVM) would possibly bring the benefits of organizing information through visual aids showing the relationships among words, this paper argues how the tools can promote learning and increasing vocabulary size. Introduction One of the most common ways of teaching vocabulary is using written context or extensive reading to learn word definitions (Feldman & Kinsella, 2005) in ESL classrooms. However, a number of research studies indicate that the implicit approach is held up as problematic for L2 learning due to several reasons. First, it requires significant amounts of contextual guessing which unfortunately results in low rate of vocabulary acquisition (Beck et al. 2002; Nagy, Herman, & Anderson, 1985). Second, incidental vocabulary learning through reading leads to only a superficial understanding of many vocabulary words (Paribakht & Wesche, 1997). Third, due to sparse exposure over modest periods of time, implicitly acquired vocabulary is often available to the learner only via receptive channels (Wesche & Paribakht, 2000). Therefore, this paper proposes the specific design of computer assisted concept mapping tool that would work as conduits of amplifying the process of transferring receptive vocabulary into expressive vocabulary based on the cognitive theory of multimedia learning (Mayer, 2005), mental model theory (Schwartz & Black, 1996) and situated cognition (Brown, Collins & Duguid, 1989). Visual Vocabulary Map (VVM) is an interactive word concept map for L2 vocabulary learning in which a user creates vocabulary maps that blossom with meanings and branch to related words. Its innovative visual display promotes each student’s independent word learning process in and out of the classroom environment. Findings from incidental vocabulary learning which leads to a superficial understanding of vocabulary words, VVM was developed to address the urgent needs of targeted instruction for vocabulary learning (Paribakht & Wesche, 1997). Designing Theory Concept mapping is a strategy that helps learners organize information through visual aids by showing the relationships among concepts. In designing VVM, cognitive theory of multimedia learning (Mayer, 2005), mental model theory (Schwartz & Black, 1996) and situated cognition (Brown, Collins & Duguid, 1989) are conceptually framed to enhance vocabulary learning and retention. When a learner is processing information through a concept map, it stimulates learners’ meta-cognitive awareness, assists appropriate monitoring strategy and increases the use of retrieving and memorizing knowledge (Liu, Chen 74
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Harnessing the Power of Emotionally
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Videogames in Institutional Practic
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Youth in the Digital Age: Digital M
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