Your videos are excellent! I've studied SLA and so I've read about many of these concepts; sometimes I've even read the same articles you are quoting. Your presentation is so clear and straightforward that after each video I grasp the implications of the material and am ready to make informed use of it as an instructor. This is a terrific project and a immense service to the field. Thank you so much!
This is a fantastic playlist, thanks for your clear, concise and friendly overviews. I'm a language teacher with an MA in applied linguistics (mostly SLA) and these are so useful for reminding me of what is important. For intermediate students the issue of how to expand their working vocabulary is so challenging - i recall so many studies with fairly unimpressive results!
BTW, the deeper processing/thinking harder about words bit is alluding to Craik & Lockhart's Levels of Processing Model: en.wikipedia.org/wiki/Levels_of_Processing_model
Re: "adopt vs adapt", this may be because of "interference": en.wikipedia.org/wiki/Interference_theory Here's an iSLA article specifically about interference in learning vocabulary & the tendency for teachers & coursebooks to group words into lexical sets: whaaales.com/Nation2000.pdf
Re: "their attention was spread thin" in Issue #4 may be because the students were switching between the tasks of looking up new words (seeking, interpreting, judging, matching) vs interpreting/processing the text for meaning, this would be cognitively demanding & likely result in shallower memory. See: en.wikipedia.org/wiki/Task_switching_(psychology)#Switch_cost
I find it useful to read multiple books by the same author because an author tends to use the same vocabulary. Therefore you get more repetition. I read a lot of French novels and I, of course, cannot prove that is how I acquire new words, but I have learned thousands of words.
This post is a prime example of why reading vocabulary info on you tube is a complete waste of tiime!!! The title asks a question and the reply spends a half hour or more skirting around the answer. I am sure tired of yout tube titles that are only click bait. The people at youtube need to get off their ass and police their site!!!
Your videos are excellent!
I've studied SLA and so I've read about many of these concepts; sometimes I've even read the same articles you are quoting. Your presentation is so clear and straightforward that after each video I grasp the implications of the material and am ready to make informed use of it as an instructor. This is a terrific project and a immense service to the field. Thank you so much!
Thank you so much! You have no idea how much I appreciate your comment!!
This is a fantastic playlist, thanks for your clear, concise and friendly overviews. I'm a language teacher with an MA in applied linguistics (mostly SLA) and these are so useful for reminding me of what is important.
For intermediate students the issue of how to expand their working vocabulary is so challenging - i recall so many studies with fairly unimpressive results!
Firstly, thanks for your great worked examples of understanding SLA research articles. Please keep it up!
Love Batia Laufer's work BTW :)
BTW, the deeper processing/thinking harder about words bit is alluding to Craik & Lockhart's Levels of Processing Model: en.wikipedia.org/wiki/Levels_of_Processing_model
Re: "adopt vs adapt", this may be because of "interference": en.wikipedia.org/wiki/Interference_theory Here's an iSLA article specifically about interference in learning vocabulary & the tendency for teachers & coursebooks to group words into lexical sets: whaaales.com/Nation2000.pdf
Re: "their attention was spread thin" in Issue #4 may be because the students were switching between the tasks of looking up new words (seeking, interpreting, judging, matching) vs interpreting/processing the text for meaning, this would be cognitively demanding & likely result in shallower memory. See: en.wikipedia.org/wiki/Task_switching_(psychology)#Switch_cost
I find it useful to read multiple books by the same author because an author tends to use the same vocabulary. Therefore you get more repetition. I read a lot of French novels and I, of course, cannot prove that is how I acquire new words, but I have learned thousands of words.
That would be an example of what Krashen called narrow (extensive) reading
I really like the quote you added at the end! Thanks for making the video. 😀
Isn't that a great quote? One of my favorites! Thanks for your comment!
was the dictionary used in the research a paperback dictionary or electronic one?
They didn't specify. All they say is that it was a bilingual dictionary, and that all students in the class were trained on how to use a dictionary.
Did the author provide study to back up opinion
nice video
Thank you!
This post is a prime example of why reading vocabulary info on you tube is a complete waste of tiime!!! The title asks a question and the reply spends a half hour or more skirting around the answer. I am sure tired of yout tube titles that are only click bait. The people at youtube need to get off their ass and police their site!!!