Dual coding
Principles of Teaching Vocabulary
Avoiding cross-association
Repetition / Recycling
Provide examples of the concept
D
Devout
equall time to the
h four
f
strands
d
Estimate learning burden
Teach underlying patterns
Dual Encoding: express the meaning twice
(Paivio & Desrochers, 1981)
Visual encoding: giving the meaning of a word
visually
(e.g. objects, pictures, actions, etc.)
Linguistic encoding: giving the meaning of a
word through language
(e.g. definitions, L1 translations, L2
synonyms and antonyms, L2 example words &
sentences)
This is a girl. She is going to
school. Look at her bag. Is it
open? Yes. What is this (pointing
at the pencil case). It is a
pencil case. The pencil case is
on the ground. It is not in the
bag.
Linguistic encoding
Visual encoding
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Dual encoding is necessary because:
1. visually encoded words are more likely to
be remembered than linguistically encoded
ones
Chun & Plass (1996)
Learning conditions: text-only, text &
pictures, text & video
2. pictures & objects include too many details
that distract the learner from the real meaning /
Tiryakioğlu (2006)
teaching with pictures (6th grade)
g & translation tests
matching
incorrect translations= incorrect focus on another
aspect of the picture
better learning in text & pictures than others
text & video didn’t result in better learning
than text-only
body: organlar (6 learners)
ground: aşağıda (3 learners) /
in contrast to the cat on the tree
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ground: çocuğun kalem kutusu yerde
/the whole scene
price: satmak, ucuz, etiket
patient: hastane, hasta ve ziyaretçi, hasta ve
hemşire
(translation as a checking procedure might be
useful.)
Avoid Cross-Association
forming incorrect form-meaning correspondances
Teaching / Learning:
tall: uzun
short: kısa
Cross-association:
tall: kısa
short: uzun
Cross-association occurs when words similar in form
and / or meaning are taught / learnt together.
Synonyms:
odour-fragrance-smell
stare-glare-gaze-look
cube-dice-chop-cut
Antonyms: tall-short,
tall-short poor-rich
(similar in meaning / extreme points along the same
dimension)
Semantic Sets: colours, fruits, vegetables, vehicles
Advice: introduce the unmarked/ most general /most
frequent first
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Synforms: words similar in form
(Laufer, 1988)
(similar form)
expect / except
quite / quiet
price / prize
conceal / cancel
available / valuable
cute / acute
(similar morphology)
economic vs economical
industrious / industrial
reduce / deduce / induce
Repetitions in stages of vocabulary teaching
1. Presentation (first encounter)
-teacher’s own repetitions (modelling word form/
during teaching of meaning)
-learners’ repetitions (choral /individual)
-exercises and activities involving new words for
practice
2. Consolidation (subsequent encounters)
a. Explicit: revision sessions, homework, exams
b. Incidental: coursebook recyling of words,
teacher’s classroom talk, extensive reading, free
writing/speaking
Principle: Repetition
Repetition of words is necessary for:
a. Consolidation of form
b. Consolidation of form-meaning
relationship
l
h
c. Fluency of access in language use
d. Elaboration of word knowledge (aspects)
Consolidating Word Knowledge: explicit repetitions
(Revision/Practice)
Mass repetition:spending a continuous period of time
(e.g. 5 mins) giving repeated attention to a word
(all repetitions at once/ only once)
e.g. written
itt
repetition
titi as homework
h
k (write
( it 5 times)
ti
)
e.g. study of a word list before an exam
Spaced repetition: spreading the repetitions across a
long period of time
(not necessarily requires spending more time, i.e. =5
mins)
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Spacing of repetitions
1. The first repetition: soon after initial
learning
Anderson & Jordan (1928)
immediate recall: 66% (44% forgotten)
one week later: 48% (18% forgotten)
three weeks later: 39% (9% forgotten)
eight weeks later: 37% (2 % forgotten)
(Most forgetting occurs after initial learning,
then forgetting slows down)
A simpler schedule:
1.
2.
3.
4.
5.
10 minutes later
next day
a week later
a month later
6 months later
2. space between each repetition should become
larger
Pimsleur
1
2
3
4
5
6
7
8
9
10
11
(1967)’s memory schedule:
5 secs
25 secs
2 mins
10 mins
1 hour
5 hours
1 day
5 days
25 days
4 months
2 yrs
The right timing for repetition (Nation, 2001):
enough forgetting should occur to make
repetition worthwhile
not too much forgetting should occur for a good
chance of recalling
g
(computerized repetition)
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Number of repetitions:
Consolidating Word Knowledge: incidental repetitions
Crothers & Suppes (1967)
(vocabulary learning experiments)
(repetitions in the input/reading or listening material)
most items learnt after 6/7 repetitions
Tinkham (1993)
(6 paired associates)
5-7 repetitions (most learners)
over 20 repetitions (a few learners)
Noticing
giving attention to an item & recognize it as a useful
language item
If the learner does not notice a word the first time,
subsequent encounters will not function as repetitions.
large individual variances in time required for
learning and no.of repetitions
Noticing involves decontextualisation
Decontextualisation: the word is removed from its
context to be focused on as a language item.
a. The learner notices a word in the input as new /
used in a new way, guess from context or looks up in
y
a dictionary
b. The teacher highlights the word by writing it on
the board, explaining the word, repeating the word or
having learners repeat it, etc.
c. Peers might highlight a word to one another.
d.vocabulary exercises / homework
Factors that affect the noticing of a word by the
learner from the input:
a. Salience of the word in the input
b. Previous contact with the word
c. Learner’s realisation that the word fills a gap in his
knowledge of the language
Motivation & interest are enabling conditions for
noticing. If learners are motivated and interested:
a. salience enhanced by better processed input
b. previous contact will be remembered.
c. better awareness of gaps and stronger need to fill
the gap
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Types of Repetition (different depth of processing)
1. rote-repetition
2. retrieval
3. generetiveness
1. Rote-repetition: repetition of word form
(consolidation)
e.g.
e.g.
e.g.
e.g.
choral repetition
elicited individual repetition
oral self-repetition (i.e. saying aloud)
written repetition
Retrieval
Receptive retrieval: in listening / reading
(meaning is retrieved)
subsequent recall of an item after the first
encounter
Productive retrieval: in speaking / writing
(form is retrieved)
memory of
f the
h word
d is strengtened
d /subsequent
/ b
retrievals become easier
Retriaval doesn’t occur if meaning and form is
presented simultaneously.
e.g. To practice house / choral repetition while
showing the picture of a house
(rote-repetition / not retrieval)
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Generative / Creative Use
e.g. Discuss
Previously met words are subsequently met / used
differently from the previous encounters
They discussed the subject shortly yesterday.
(first encounter)
e.g. cement
We cemented the path.
path (first encounter)
We cemented our relationship with a drink. (a
new meaning)
They are discussing it over right now.
(a new inflected form)
e.g. flawless
Degrees of Generation
She had a flawless complexion.
(first encounter)
It was a flawless performance.
(a new collocation)
His French is almost flawless.
(a new collocation)
He presents a flawless argument in his article.
(a new collocation)
The discussion went on for a long time.
(a new derivative)
Low: if used slightly differently
e.g. chronic pain: very chronic pain (different
grammatical context)
High: if used substantially differently
e.g. chronic pain: chronic illness, chronic
backache
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Receptive vs Productive Generation
Receptive Generation:meeting a word used in new
ways in listening & reading
Productive Generation: using the word in new
ways in speaking or writing
Thank You!
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