![]() One such reason was that the number of lines offered seemed overwhelming to the students, and so they ignored them. The teacher with whom I team teach noticed that the students seemed to avoid using the concordances as well. One way to tell is if the student uses the cursor to scan the concordance lines. With the students, it seemed that the focus of their efforts were to find the hidden word,by concentrating on the jumble presented but some seemed to ignore the concordance lines while some did not. Once the students started, I informally observed how they responded to the task. One snag that I discovered is that the words the students selected were so low frequency that the program couldn’t find any concordances to offer hints.My backup plan was to have the students do the regular tasks on the website. I made sure to exploit the save option included on the website and gave the link to the students so they can access it on their own computers. What I wanted to do was use the list of new words that each student had discovered in their Internet research and apply that to the I-D Word task on the Internet. The students worked on the I-D task as a pair initially and after they worked individually once they grew accustomed to the process. The final task was to use those words in the I-D task. Nine students participated in the lesson, and they later formed pairs or groups of three to conduct the Internet research. and find five new words that they had learned from the search. ![]() ![]() Afterward I had the students do some Internet research about L.A. for the first part of the two period lesson. I was asked to give a Power Point presentation about my home town L.A. The class was an elective class for oral communication which is team-taught by two teachers. This task was performed by third year Japanese high school students on Septemduring 5th and 6th period in the computer lab. In this way, the user can know how the word is used in context and what kinds of words are frequently connected to it.Ī screen shot of what a student would encounter in the I-D task. While the data collection for this report is inconclusive, this paper also offers ideas for future research: two tools will be reviewed, plus other research approaches to provide a fuller picture of how students use and respond to concordance data.Ĭoncordances are one kind of output derived from a corpus search in which the node word is listed with all the connected words to the left and right of the node word are presented. ![]() The student has to find the word with the help of the concordances. With this jumble comes a set of concordance lists with the hidden word removed, simulating a cloze-like task. I-D Identification is a tool which takes a list of high frequency vocabulary words, like the first or second one thousand words of the British National Corpus or words from the Academic Word List and hides one word in a jumble. I wrote an article about this and other tools on this website in the Wired section of 2009 November’s issue of The Language Teacher published by the Japan Association for Language Teaching. This is a report about one experience with using a part of Tom Cobb’s(1997) Compleat Lexical Tutor called I-D Word Identification with a group of my own students. Student Reactions to Concordance Data: Reflections on A CALL Based Task Using I-D Word Identification and Approaches for Future Research. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |