An Extensive Review Of Literature On Teaching Vocabulary Through Mobile Applications

Yıl 2018, Cilt: 3 Sayı: 1, 56 - 91, 01.06.2018

Özgür Çelik , Fatih Yavuz

https://doi.org/10.33905/bseusbed.393947

Cited By: 1

Öz

Smartphones
have turned out to be in the centre of human life covering all fields. They can
be assumed as an indispensable part of our lives and furthermore they can be
symbolized as a new body part of human beings. The reflections of this
phenomenon in education was inevitable and smartphones have been successfully
implemented into the education, especially language instruction. Mobile
applications, which act as the main tools in the integration of smartphones
into language instruction, have been used for various educational purposes from
grammar, vocabulary, reading, listening speaking instruction to classroom
management, measurement and evaluation. Among all, vocabulary apps outnumber
other skill-based apps because the functionality and facilities of mobile apps
can be effectively used in vocabulary instruction. In this study, a review on
vocabulary instruction and Mobile Assisted Language Learning is presented along
with an extensive theoretical background. 

Anahtar Kelimeler

vocabulary instruction, mobile applications, MALL, smartphones

Mobil Uygulamalar ile Kelime Öğretimi Konusunda Kapsamlı Bir Literatür Taraması

Öz

Akıllı telefonlar,
insan hayatının tüm alanlarında kendini göstermektedir. Yaşamlarımızın bir
parçası haline gelmiş ve hatta insanoğlunun yeni organı olarak nitelendirilmeye
başlanmıştır. Bu olgunun eğitime yansıması kaçınılmazdı ve akıllı telefonlar,
başta dil öğretimi olmak üzere başarılı bir şekilde eğitime dahil edildi. Bu
süreçte, ana rolü üstlenen mobil uygulamalar kelime, okuma, dinleme, konuşma
becerilerinin yanı sıra sınıf yönetimi, ölçme ve değerlendirme gibi eğitimin
birçok alanında kullanılmaya başlandı. Bu uygulamalar arasında, diğer yetenek
temelli uygulamaların yanı sıra kelime uygulamaları ön plana çıktı çünkü mobil
uygulamaların sağladığı olanaklar ve kolaylıklar kelime öğretiminde etkili bir
şekilde kullanılabiliyordu. Bu çalışma, kelime öğretimi ve Mobil Destekli Dil
Öğretimi konusunda literatürü tarayarak kapsamlı bir teorik çerçeve sunmayı
amaçlamaktadır. 

Anahtar Kelimeler

kelime öğretimi, mobil uygulamalar, MALL, akıllı telefonlar

Kaynakça

• Ahmad, J. (2011). Intentional vs. incidental vocabulary learning. Interdisciplinary Journal of Contemporary Research in Business, 3(5), 67.
• Ahmad, K. S., Sudweeks, F., and Armarego, J. (2015). Learning English vocabulary in a Mobile Assisted Language Learning (MALL) environment: A sociocultural study of migrant women. Interdisciplinary Journal of e-Skills and Life Long Learning, 11, 25-45.
• Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon. John Wiley and Sons.
• Alali, F. A., and Schmitt, N. (2012). Teaching Formulaic Sequences: The Same as or Different From Teaching Single Words?. TESOL Journal, 3(2), 153-180.
• Alemi, M., Sarab, M. R. A., and Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99-109.
• Alipour Madarsara, F., Youhanaee, M., Barati, H., and Nasirahmadi, A. (2015). Intentional vs. incidental vocabulary learning through games by young EFL Persian speakers. International Journal of Research Studies in Educational Technology, 4(1).
• Anderson, R. C., and Freebody, P. (1979). Vocabulary Knowledge. Technical Report No. 136.
• Asher, J. J. (1981). The total physical response: Theory and practice. Annals of the New York Academy of Sciences, 379(1), 324-331.
• Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200-208.
• Barcroft, J., Schmitt, N., and Sunderman, G. (2011). Lexis. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 571-583). Abingdon, UK / New York: Routledge
• Basal, A., Yilmaz, S., Tanriverdi, A., and Sari, L. (2016). Effectiveness of Mobile Applications in Vocabulary Teaching. Contemporary Educational Technology, 7(1), 47-59.
• Basoglu, E. B., and Akdemir, Ö. (2010). A comparison of undergraduate students' English vocabulary learning: Using mobile phones and flash cards. TOJET: The Turkish Online Journal of Educational Technology, 9(3).
• Bensoussan, M., and Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15-32.
• Biemiller, A., Rosenstein, M., Sparks, R., Landauer, T. K., and Foltz, P. W. (2014). Models of vocabulary acquisition: Direct tests and text-derived simulations of vocabulary growth. Scientific Studies of Reading, 18(2), 130-154.
• Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20.
• Calabrich, S. L. (2016). Learners' Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience. International Education Studies, 9(12), 120-136.
• Çelik, Ö. (2018). The effect of using mobile applications on literal and contextual vocabulary instruction (Unpublished Master’s Thesis) Balikesir University, Balikesir, Turkey
• Chen, Y., Carger, C. L., and Smith, T. J. (2017). Mobile-assisted narrative writing practice for young english language learners from a funds of knowledge approach. Language learning and technology, 21(1), 28-41.
• Clark, J. L., and Hooshmand, D. (1992). “Screen-to-screen” testing: An exploratory study of oral proficiency interviewing using video teleconferencing. System, 20(3), 293-304.
• Coskun, A. (2016). Causes of the 'I can understand English but I can't speak' Syndrome in Turkey. i-Manager's Journal on English Language Teaching, 6(3), 1.
• Crandall, J. (1999). Content-based instruction (CBI). Concise encyclopedia of educational linguistics. Oxford, UK: Cambridge University Press.
• Cunningham, J. W., Cunningham, P. M., and Arthur, S. V. (1981). Middle and secondary school reading. Longman Publishing Group.
• Czerska-Andrzejewska, D. (2016). Mobile assisted language learning. Zeszyty Glottodydaktyczne, 2016(Zeszyt 6 (2016)), 43-52.
• Dictionary of Contemporary English (2016), 1st ed. [online] Longman. Available at: http://www.ldoceonline.com/dictionary/vocabulary [Accessed 30 Apr. 2016].
• Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
• Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
• Fageeh, A. A. I. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal, 4(4).
• Gattegno, C. (2010). Teaching foreign languages in schools: The silent way. Educational Solutions World.
• Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
• Harmer, J. (1991). The practice of English language teaching. London/New York.
• Holmes, E. (1934). Vocabulary instruction and reading. The Elementary English Review, 11(4), 103-110.
• Huckin, T., and Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21(2), 181-193.
• Jackson, H., and Amvela, E. Z. (2007). Words, meaning and vocabulary: an introduction to modern English lexicology. Bloomsbury Publishing.
• Jalalifarahani, M., and Ghovehnodoushan, M. (2011). MALL and Vocabulary Learning in Elementary Students. Retrieved May, 19, 2016.
• Jean, G., and Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4), 1023-1042.
• Jones, C., and Fortescue, S. (1987). Using computers in the language classroom. Addison-Wesley Longman Limited.
• Kaivanpanah, S., and Alavi, S. M. (2008). The role of linguistic knowledge in word-meaning inferencing. System, 36(2), 172-195.
• Khoii, R., and Sharififar, S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT journal, 67(2), 199-209.
• Kim, H., and Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
• Klopfer, E., Squire, K., and Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. In Wireless and Mobile Technologies in Education, 2002. Proceedings. IEEE International Workshop on (pp. 95-98). IEEE.
• Kominsky, J. F., and Keil, F. C. (2014). Overestimation of knowledge about word meanings: The “misplaced meaning” effect. Cognitive science, 38(8), 1604-1633.
• Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The modern language journal, 73(4), 440-464.
• Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.
• Lan, Y. J., Sung, Y. T., and Chang, K. E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading.
• Larsen-Freeman, D., and Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition. Oxford university press.
• Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
• Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.
• Lewis, M., and Gough, C. (1997). Implementing the lexical approach: Putting theory into practice (Vol. 3, No. 1, pp. 223-232). Hove: Language Teaching Publications.
• Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.
• Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), 427-435.
• Lotfi, G. (2012). A questionnaire of beliefs on English language listening comprehension problems: Development and validation. World Applied Sciences Journal, 16(4), 508-515.
• Marslen-Wilson, W., Tyler, L. K., Waksler, R., and Older, L. (1994). Morphology and meaning in the English mental lexicon. Psychological review, 101(1), 3.
• Miangah, T. M., and Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309.
• Nagy, W. E. (1995). On the role of context in first-and second-language vocabulary learning. Champaign, Ill.: University of Illinois at Urbana-Champaign, Center for the Study of Reading.
• Naismith, L., and Corlett, D. (2006). Reflections on success: A retrospective of the mLearn conference series 2002-2005. In mLearn 2006: Across generations and cultures (pp. 29-pages).
• National Reading Panel. 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
• O'Reilly, T. (2005). What is web 2.0?. 2nd ed. New York: Radar Publishing.
• Oxford Learner’s Dictionary (2016), 1st ed. [online] Available at: http://www.oxfordlearnersdictionaries.com/definition/english/vocabulary?q=vocabulary [Accessed 30 Apr. 2016].
• Poulin-Dubois, D., Graham, S., and Sippola, L. (1995). Early lexical development: The contribution of parental labelling and infants' categorization abilities. Journal of Child Language, 22(02), 325-343.
• Rapaport, W. J. (2005). In defence of contextual vocabulary acquisition: How to do things with words in context.
• Rapaport, W. J., and Kibby, M. W. (2002). Contextual vocabulary acquisition: A computational theory and educational curriculum.
• Rapaport, W. J., and Kibby, M. W. (2010). Contextual vocabulary acquisition: From algorithm to curriculum. In Integration of Knowledge Intensive Multi-Agent Systems, 2003. International Conference on (pp. 306-311). IEEE.
• Rashidi, N., and Ganbari Adivi, A. (2010). Incidental vocabulary learning through comprehension-focused reading of short stories. Journal of English Language Teaching and Learning, 2(217), 111-129.
• Richards, J. C., and Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
• Sapargul, D., and Sartor, V. (2010). The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively. In English Teaching Forum (Vol. 48, No. 3, pp. 26-33). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
• Sarani, A., and Sahebi, L. F. (2012). The Impact of Task-Based Approach on Vocabulary Learning in ESP Courses. English Language Teaching, 5(10), 118-128.
• Shahrzad, A., and Derakhshan, A. (2011). The effect of instruction in deriving word meaning on incidental vocabulary learning in EFL context. World Journal of English Language, 1(1), 68.
• Sharples, M., Taylor, J., and Vavoula, G. (2010). A theory of learning for the mobile age. Medienbildung in neuen Kulturräumen, 87-99.
• Smith, S., Kilgarriff, A., and Sommers, S. (2008). Making better wordlists for ELT: Harvesting vocabulary lists from the web using WebBootCat. Retrieved from.
• Sonbul, S., and Schmitt, N. (2009). Direct teaching of vocabulary after reading: is it worth the effort?. ELT journal, ccp059.
• Tabrizi, A. R. N., and Feiz, F. S. (2016) The Effect of Deliberate Versus Incidental Vocabulary Learning Strategy on Iranian High School Students’ Vocabulary Learning.
• Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
• Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ.... The International Review of Research in Open and Distributed Learning, 8(2).
• Tuik.gov.tr. (2017). Turkish Statistic Foundation. [online] Available at: http://www.tuik.gov.tr/PreIstatistikTablo.do?istab_id=45 [Accessed 1 Jul. 2017].
• Valarmathi, K. E. (2011). Mobile assisted language learning. Journal of Technology for ELT, 2(2), 1-8.
• Wang, S., and Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning and Technology, 17(3), 117-134.
• Warschauer M. (1996) "Computer Assisted Language Learning: an Introduction". In Fotos S. (ed.) Multimedia language teaching, Tokyo: Logos International: 3-20.
• Wharton, C. P. (2010). Changing Associations: The Effect of Direct Vocabulary Instruction on the Word Associations of Japanese College Students (Doctoral dissertation, University of Birmingham).
• Wilkins, David A. (1972). Linguistics and Language Teaching. London: Edward Arnold.
• Wu, Q. (2015). Designing a smartphone app to teach English (L2) vocabulary. Computers and Education, 85, 170-179.
• Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. Second language vocabulary acquisition, 5-19.