The Center for Language Teaching Advancement (CeLTA) is the internal support unit for language learning and teaching at Michigan State University. In collaboration with the language departments within the College of Arts and Letters, we provide professional development opportunities for language teachers and learning support services for both students and members of the community.
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There are many different ways to learn words. Textbooks include a wide variety of exercises that are used to promote vocabulary learning. However, there is no guide provided about why these activities are effective or why one activity might be more useful than another. In this workshop we will first consider different principles that can be used to evaluate activities and exercises. We will then examine a number of different vocabulary learning activities and discuss how their features contribute to learning.B342 Wells Hall false YYYY/MM/DD
There are many studies that have shown that L1 and L2 words can be learned incidentally through reading (e.g., Nagy, Herman, & Anderson, 1985; Waring & Takaki, 2003). Research has also shown that L1 and L2 vocabulary can be learned incidentally through listening (e.g., Elley, 1989; van Zeeland & Schmitt, 2013). Several studies have investigated second language (L2) incidental vocabulary learning through watching videos (e.g. Sydorenko, 2010; Winke, Gass, & Sydorenko, 2010). However, the videos used in most studies have been relatively short, and included a variety of learner-centered video genres such as lectures and educational series. This research is valuable as it provides evidence that L2 incidental vocabulary learning can occur through watching video. However, it is unclear whether full-length television programs, which are perhaps the most likely type of video to be watched by L2 learners, contribute to incidental vocabulary learning. In this talk I will discuss two recent studies that have investigated the extent to which L2 words might be learned through watching a full length BBC documentary (Peters & Webb, in preparation) and watching 10 episodes of a television program (Rodgers & Webb, under review). The pedagogical and research implications of the findings will be discussed in detail.
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