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Technologies for Teaching and Learning L2 Vocabulary

Rapid advances in language technology in the era of information technology have brings many opportunities for learning and teaching L2 vocabulary. They provide endless language resources and a large number of language learning software or applications which greatly facilitates how L2 vocabulary can be obtained. This essay will explain what appropriate technology are effective for learning L2 vocabulary.

 There are two frameworks for categorizing technology-mediated L2 vocabulary learning or teaching, those are lexical tools and lexical applications. The lexical tools consists mainly various dictionaries, dictionary applications, or lexical concordances, which can be used on their own or facilitate the use of lexical applications (check dictionary / temporary applications involved in reading online or doing vocabulary exercises). So arrow from left to correctly shows that lexical tools can facilitate or support  applications that might have a lot functions. In the lexical application component, there are tools and continuum tutors also.

Beside, E-dictionary as the first and second stage in L2 vocabulary acquisition is finding new ones vocabulary items and access their meanings. The lexical tool refers to various technological meanings (Hubbard 2001) are used by students to get meaning from new vocabulary items to complete these two learning stages. Besides meaning, students can also see other relevant lexical information, such as pronunciation, varied or derived forms, synonyms, collocations, or example sentences. The most common are dictionaries, that is web-based online dictionary, which is installed locally on the desktop, and dictionary application installed on a mobile device. they are facilitative and most are considered tools. The Popular dictionaries include   Merriam  Webster  (http://www.merriamwebster.com/), Dictionary.com  (http://dictionary.reference.com/), and the Oxford Learner Dictionary (http:www.oxfordlearnersdictionaries.com) . In addition, open‐online resources, for example, search functions offered by Google, Wikipedia, various thesauruses, or other search engines (Yahoo! or IASK).

The last,  Lexical application. In contrast to lexical tools whose roles give meaning or use target patterns items, lexical applications provide the main platform where student attention is harmonized for a combination of meaning, shape and use of items, which complements the last two L2 vocabulary learning stages. They can be broadly divided into four categories such as   technology-mediated incidental learning with textual, aural, or visual input, technology-lexical learning based on mediated communication, lists of e-vocabulary / flash cards / exercises, and dedicated lexical application. Such differences are made based on the superiority of each giving to vocabulary learning in terms of tools / tutors, implicit / explicit learning, and focusing on meaning and form. Beside lexical tools and lexical application, Technology-mediated vocabulary learning applications, used in the CAVL or MAVL environment, will continue to play a key role in teacher class teaching and planning, more importantly, informal learning outside the student class. The Conceptualize important learning stages involved in vocabulary learning are useful for selecting and implementing   learning resources and choosing the right technology.


writer : Ratni Juliani