pp104-07

KWKchart

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K-W-K Chart

Instructions

1. Complete the following chart with the information requested (see instruction 3). The objectives of this activity are:

Learn about your previous knowledge of teaching vocabulary and grammar online
Learn about your expectations for this course
Find out, at the end of the four weeks, what you have learned during the course

2. You will complete the first two columns in Week one (please look for your name) and then you will be asked to complete the third column in Week four. However, you might want to complete it during the course.

3. Possible topics to comment on: teaching methods (different from f2f? synchronous? asynchronous?), error correction, individual work vs. group work, teaching strategies, learning styles, assessment

Participants:

James Barrie

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	fluency in L1 promotes learning in L2; social language competencies preceed skills in academic language; deaf students seem benefit form comparing synonyms and antonyms rather than refering to a dictionary to glean word meaning.	resources available online	The article Teaching Vocabulary (Diamond and Gutlohn 2006) from LDonline provided an excellent model for word consciousness. I came across a great and free online source for synonyms, visuwords.com. The middle school journal of NCTE recently highlighted vocabulary instruction.
Grammar	fluent oral or American Sign Language skills in L1 are essential to readily acquiring L2 written grammar skills; keep instruction content based, rather than teach isolated skills	resources available online	I did not experience specific information identified as grammar activities. I still need more expertise in online chats, making wikis and web pages.

Eric Dwyer

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	distinguishing conversational fluency, discrete language skills, and academic proficiency; noting differences between street/kitchen vocabulary and academic vocabulary; concrete vs abstract	how low frequency words and abstract expressions may be more facilitated in online interactions, both for children and adults	Not sure I learned how to deal with abstract/concrete so much. I'd like to go back and look at Keith Folse's work, which employs lots of games. Probably many of the techniques can be moved into the online vocab items we've seen in this class. We may have to connect vocabulary and reading more as we progress in this realm as the vocab online exercises seem quite "discrete point."
Grammar	proficiency levels often determined with grammar as principal consideration; some items more marked and salient than others	how to offer salient practice for students--both children and adults--working in academic settings	Most of the exercises online have to do with reading and writing. This is cool when it comes to practicing, and it's a highlight of the online features. I would like to see more online grammar exercises that take the linear aspect of performance--speaking--because it's so much harder, and you have one chance to get it right. I'd like to see this aspect of grammar online beefed up.

Maria Gemma Gabor

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	the importance of word recognition; interlanguage pragmatics, reading for pleasure (Krashen); the roleof L1 to learn L2	teaching interactive vocabulary activities online	I liked the group work we did when we have to try different sites for online exercises
Grammar	the role of culture in language learning teaching; attention to language form; corrective feedback; teacher-centered instruction; the role of L1 to learn L2	teaching interactive grammar activities online	I learned so much in this class. Even though I have to catch up with a lot of things, the vocabulary and grammar readings helped me in my teaching.

Simon Gibbs

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	I have no experience teaching vocabulary online. Students need to study contextualised examples, and be given the opportunity for communicative practice of the vocabulary. Students find collocations, fixed and semi-fixed phrases difficult even at intermediate/upper intermediate level	How to teach idiomatic, collocations, fixed and semi-fixed phrases online
Grammar	I have no experience teaching grammar online. I find students are more likely to understand and remember new language if they have actively tried to work out the rules for themselves	How to teach activities for studying online

Wendy Gough

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	mulitple exposure to new vocabulary helps retention; understanding contexts is important; dictionaries do not always provide definitions based on frequency, which can lead to students using words in obscure or archaic ways; phrasal verbs and idiomatic expressions pose difficulty even for advanced learners	how to create more complicated online quizzes, and resources for studying online	I have ejoyed expoloring some new programs to create online activities.
Grammar	practicing using grammar in semi-controlled spoken as well as written contexts helps students understand usage and feel more confident about using new patterns;	resources and activities for studying grammar online	I feel like this course has been more oriented to teaching vocabulary than grammar but I have enjoyed the readings and exploring the links related to the course. I've also enjoyed the interactive nature of the course. In pp104 and 110 I have had more opportunities to actually interact with the class members, which I feel is as important as what we have been exposed to by the instructors because I really feel like I'm getting a chance to see what other instructors outside of my situation are doing, which gives me a lot of inspiration and deas. I hope I can keep in touch with some of the class members after this is all done.

Linnea Hannigan

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	Although I have been teaching Reading and Vocab classes at UCI for 12 years, I have yet to feel like I've taught a successful class. The needs of each student differ so much that it is very difficult to group them together and make them learn vocabulary. Most of my students are "learn-to-test" mentality, meaning that the only reason they learn something is so that they can pass a test later. They are not really learning English for any other reason. Our department is going through some changes regarding the preferred teaching styles in reading and vocabulary.	I would simply like to know some successful strategies for teaching and testing vocab online	I think that we, as a class, have come up with and viewed a plethora or amazingly interesting vocab sites. It takes so long to digest all the information! I have learned how to make a Quia test faster ! As for Hot Potatoes,...well...I'll save that for another day. I have enjoyed seeing what the other instructors have developed and benefitted from their experience.
Grammar	I have been primarily a grammar/comp teacher for the last 15 years. I am a walking Azar-ian at this point, and honestly, kind of bored by the process.	I really am interested in seeing how to present grammar lessons online, other than the whole bunch of shovelware that I have seen.	I think that this class was mostly geared towards teaching vocab, and not so much grammar. I am still at a loss as to how to present grammar online, basic things like rules and tenses. I can see how one could use online learning to present authentic materials for useage and style, but it is the presentation of the grammar concept that alludes me.

Barbara Ireland

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	I have never taught vocabulary online. I have had students in our internet lab use various ESL web sites that include a vocabulary focus. After teaching them how to use the sites, they self-directed their learning. I do know that learners need to see/use the new word multiple times to both retain the word and take it from a receptive to a productive level.Keeping a vocabulary notebook, deciding which words are important/useful, and reviewing the new words all depend on the learning style and needs of the student. Frequency, changes in meaning due to context, as well as collocations, all affect the decisions as to what words will be taught and how.	How do you teach vocabulary online? What types of exercises best assist retention? How to assess the difference between a student's receptive and productive vocabulary knowledge?	I have learned about different sites to direct students to to learn vocabulary. I have been able to try some software for developing vocabulary exercises online. I want to set aside time to further explore this software. For example, find out how to link vocabulary in a text to an online dictionary.
Grammar	I have never taught grammar online. I do know that when teaching grammar one has to consider form, meaning, and use. There is also a difference between students' receptive knowledge of grammar and what they can actually produce. Students need more than discrete point grammar exercises in order to really understand and use the grammar point being taught. Constant, ongoing feedback of their "work" (when they speak and write) is needed for students to begin to retain and produce the specific teaching point.	How do teach grammar online? How do you do this and at the same time take into consideration the points mentioned above? Does teaching grammar online include assessing not only their ability to complete a fill-in-the blank exercise but also their ability to produce the grammar point in conversation and/or writing?	I feel that the course focussed more on vocabulary than grammar. However, I now have a good list of sites to use myself and direct students to. The software I tried to use in order to develop grammar exercises seemed very discrete point. But the course has opened up a whole new world for me that I will definitely continue to explore.

Carol Kubota

Aspects	What I know	What I would like to know	What I have learned
Vocabulary	Vocabulary is one of the most important aspects of learning a language. The vocabulary that one learns depends on the interests and needs of that person. Vocabulary is also changing. Words have different meanings in different parts of the English Speaking world. Words are also changing with the times.	I would like to know more about the aspects of teaching vocabulary online. What are some specific techniques used by others and in the field of online learning?	The sites that were presented for designing online activities were great. I never realized that some sites could be used with such ease. I need to go back to some of the sites and fool around with them. So many of the people in this class have so much knowledge about these things. I now have the courage to create more online exercises.

GrammarGrammar is also an important part of