Proceedings of the Fourth Annual Teachers College Educational ...

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
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