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8/2/2019 Word Cards: bridging the gap between student attitudes and behaviors, an action research proposal
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Vocabulary Word Cards: bridging the gap between student attitudes and behaviors,
an action research proposal
Introduction:
The International Course is one of the three courses available to students attending the
Osaka Campus of Clark Memorial High School. Students select their course at the end of
their first high school year and attend specialized course classes during their second and
third years. In the 2011 school year, the International Course ran a total of 11 hours of
specialized English classes per grade level per week. This roughly doubled the 5 hours of
English classes students had in their first year of high school and resulted in a high rate of
burn-out, 6 out of the 21 International Course students expressing a desire to change
courses just prior to the summer vacation, four months after classes had begun. The
actual number of students who decided to switch courses at the end of the year had
dropped to 2, but the fact still remains that a large percentage of International Course
students feel overwhelmed by the course content during their first semester within the
program. In addition, students enrolled in the International Course at Clark Memorial
International High School, are a unique population of language learners. Fully 80% of the
students have had periods of extended absenteeism during their junior high school
careers.
To determine what could be done to limit the stress students feel during their first
semester, I conducted a survey (Appendix A) of students entering the International Course
from April. The survey showed that:
- students spent on average less than two hours a week studying English outside of class
- copied sections of a text-book into their notebook as their main study method
- rarely tried to use new English grammar structures or vocabulary when interacting with
other Clark students.
- rarely studied materials outside of those specifically designated by the teacher
- less than half of the students used dictionaries when studying English and of those who
did use dictionaries, only very few identified as using them often.
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On the other hand, of the students interviewed:
- all believed that English would be important and useful in their future.
- a vast majority thought that the English they were studying now was already useful
- a majority liked English and felt that studying English was fun.
In view of the disconnect between attitudes and behaviors and the limited range of
learning/study skills of Clark students, the purpose of this action research cycle is todetermine if training students in the making of vocabulary word cards coupled with usage
of the General Service List leads to increased motivation as measured by students:
- out of class study time
- variety of learning strategies used
- time spent studying materials not directly assigned by the teacher
Rational:
In a well-balanced English program, 50% of class hours should be spent on meaning
based input and output (Nation, 2007). The IC program for the 2012 school year will
increase the number of English class hours from 11 to 14 per week. Of those 14 hours, 8
hours will be meaning based input/output classes which focus on short text work. The
texts have been chosen in part because 98% of the words fall within the Paul Nation
modified General Service list used with the Internet program VocabProfile. It is our
intention to try and provide texts in which 98% of the vocabulary will be recognized by
students, as suggested by Hu & Nation (2000). But because the text will be level
appropriate and understandable, does not mean that students should not spend time
focusing on form.
While research has shown that incidental learning of vocabulary can happen (Cho, K. &
Krashen, S. 1994), focus on form or activities which direct students' attention to a words
meaning, usage and other salient factors can also play a pivotal role in the language
acquisition process (Hulstijin 1992; Laufer 2006). In a meaning focused language class,
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this focus on form has to be, to a large extent, determined by the student. A lack of basic
study skills and adequate learning strategies coupled with a classroom structure in which
those skills are most in need, could be one of the major factors leading to high rates of
frustration during students' first semester in the International Course. In addition, lacking
a clear path towards improvement or even a clear means for autonomous studying, it
would be difficult for students to reap the benefits of resultant motivation, or the
motivation that arises from success, one of the types of motivation which can shape a
students language learning habits (Ellis, 1997, p. 75). A language learning tool which
would help students learn not only what aspect of content to focus on in a meaning based
class, but which would also provide a clear measure of progress and hence lead to higher
levels of resultant motivation would be an especially valuable resource for studentsentering the International Course.
The hypothesis is that by teaching students to use the General Service List to identify and
focus on high frequency words along with how to make and study detailed word cards
will lead to higher levels of resultant motivation and hence behaviors more aligned with
students self-reported attitudes towards English and English learning.
Literature Review:
The importance of vocabulary and the role of word cards
Beginning learners of English need anywhere between 2000 and 3000 words in order to be able
to learn vocabulary from context (Thornbury, 2002, p. 21; Nation & Waring, 1997). In addition,
for comprehension of any given text to take place, learners need to understand 98% of the
running words within said text (Hu & Nation 2000). With these numbers in mind, it becomes
clear that helping students rapidly acquire a core vocabulary is necessary in order for them to
get to the point where they have learned enough high frequency words that lower frequency
words can be learned through learning strategies such as inference (Nation and Waring). The
best way to help facilitate this process is to keep students focused on the most frequently used
words, specifically the first and second most used groups of 1000 words in English (Nation,
2003, p. 136).
The fact that students need to know vocabulary to understand meaning based input only leads to
another question, namely, what constitutes knowing a word. Ur (1996, pp. 60-62) identifies
six aspects of vocabulary which a learner should know, including form, grammar, collocations,
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word formation and various aspects of meaning. Thornbury (2002, pp. 15-16) states that, At
the most basic level, knowing a word involves knowing its form and its meaning, before going
on to point out that form and meaning include the written and spoken form, the grammatical
behavior, derivations, register of use and other a host of other aspects as well. In a similar vein,
Garnes and Redman (1986, p. 13) point out that learners must be able to recognize a words
boundaries, the line which separates its use from the use of similar words. Obviously, the sheer
amount of information which seems to be required to know a word would overwhelm most
beginning students of English. Fortunately, the process of knowing a word is incremental.
Multiple exposures to the word deepen a learners understanding of the word and further
develops the level of a learners knowing. For beginning learners especially, this process of
knowing may work best if aided by explicit learning techniques such as memorization,translation and glossing (Carter, 2001, p. 45).
While a number of learning strategies have been identified which relate to vocabulary
acquisition, one of the most frequently cited is word lists and vocabulary cards (Waring and
Nation; Moir and Nation, 2002, 2003; Schmitt & Schmitt, 1995). Vocabulary cards, while a
leaning strategy in and of themselves can also be seen as a tool for the use of a wide range of
other learning strategies and, the best teaching plan may be to introduce students to a variety of
learning strategies and techniques and let them decide for themselves which ones they prefer
(Schmitt & Schmitt, p. 137). Vocabulary cards can be used at further spaced intervals, allowing
for greater memory retention and the use of distributed practicing or spacing (Thornbury, p. 24)
They can be reviewed before engaging in conversation in order to actively use recently used
words, active use of new vocabulary being another learning strategy of effective vocabulary
learners (Moir and Nation, Schmitt & Schmitt). In short, well-designed vocabulary cards which
allow students the chance to implement a wide array of learning strategies could be an integral
component of meaning based International Course classes.
Proposed Methodology:
Students within the International Course will be taking 8 hours of a meaning-based input/output
classes per week. During the first semester, students will be introduced to the General Service
List and a word card making strategy. The General Service List will be provided to the students
in paper form and in alphabetical as opposed to frequency order. When students encounter a
word which they do not recognize during text work, they will be required to look the word up
on the GSL. If the word does not appear on the GSL, they are free to look it up in their
dictionary. If the word does appear in the GSL, they will be directed to make a word card based
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on the format below:
Sample word card: Front
1. Word card number (to keep track of how many cards a student has made)
2. Word, written in partial information form to aid memory, including stress markers and
phonetic script
3. Word category: students try to identify categories into which the word can be placed, from a
simple + or -, to color, use, or even part of speech
4. Sentence as transcribed from text using read/think/write technique
5. Sentence converted into a yes/no question
6. W-question using word.
7. Original sentence using word.
These 7 steps to making the front of a word card will be introduced over the course of the first
four weeks of classes. Students will not be required to complete all the steps of the card. They
will also not be required to do the steps in any particular order. As recommended by Schimtt
and Schmitt, students will be allowed to explore for themselves which learning strategies work
best for them. They will be allowed to build on the word card as often as they like, both inside
and outside of class. At the end of each class, students will be given time to collect stickers
from the teacher and place them on the appropriate areas of their word cards. The back of the
word card will simply consist of the word's meaning in Japanese. If students wish, they might
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(1)14
(2) c _ f f _ e Y
(4) My mother always drinks coffee in the morning. B
(5) Does your mother drink coffee in the morning? G
(6) Why dont you like coffee? R
(7) I have never drank Jamaica Blue Mountain coffee. O
(7)8
(3) positive / thing / drink / hot / black BL
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also add an image or a picture pasted to the card as well to assist in memorizing the word.
Sticker System
Y = yellow sticker
BL = black sticker
B = blue sticker
G = Green sticker
R = red sticker
O = orange sticker
The sticker system is used to keep track of what kinds of information students have added to
each card. It will serve as both a data collection point and as a means for students to come to a
better understanding of which learning strategies help them to best learn a word. The sticker
system is used in tandem with the Weekly Word Sheet.
Weekly Word Sheet
At the end of the week, students complete the weekly word sheet, write any memorized words
on their master word sheet in their notebooks, and turn in the weekly word sheet to the teacher.
Card # Vocabulary word Y BL B G R O Times Studied Out of Class
14 Coffee X X X 8
15 Announce X X X X
16 Island X X X 6
Totals 3 3 2 3 1 1 14
The teacher collects the weekly word sheet and memorized cards from students. Memorized
cards go into the class word box to be used in fluency practice exercises. The Weekly Word
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Sheet is checked by teacher to keep track of student progress and returned on the following
Monday for students to glue into their notebooks.
Data Collection:
I. Weekly Word Sheets: Over the course of the 12 week semester, Weekly Word Sheets will be
collected each Friday. Weekly Word Sheet data will be entered into a spreadsheet format each
week. Each student will have their own spreadsheet to keep track of number of vocabulary
words learned, number of times the word was practiced out of class, and the learning techniques
used to remember each word.
II. Closed Multiple Choice Student Questionnaire (to be given three times, at the
beginning of the semester, after 6 weeks, and at the end of the semester): Used to collect
information about students' vocabulary study habits and attitudes towards vocabulary learning.
(Appendix A)
III. Vocabulary Cards: The cards themselves will provide crucial qualitative data. The density
of the sentences, vocabulary used, grammatical structures, variety of categories, will all provide
important information regarding students' level of engagement in the word card making process.
In addition, while vocabulary cards will only be required for words found within the texts used
within the meaning based input/output classes, students will be asked to turn in all word cards
made and memorized over the course of the week. Word cards of vocabulary not contained
within the meaning based class texts will serve as an important measure of students motivation
level.
IV. GSL Use Check sheet: The teacher will use a simple tally sheet to track the number of
times each student references the GSL during class. The difficulty level of the materials over
the course of the first semester are designed to remain constant. This being the case, as students
increase their vocabulary, the number of times they need to refer to the GSL should arguably
decrease over the course of the semester. If making the word cards leads to a higher level of
motivation, than we might actually expect to see the inverse of this and a net increase in GSL
use as the semester prorgresses.
Data Analysis:
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Using statistical software, we will look for a correlation between students use of GSL, variety of
leaning strategies employed, and timebased on number of practice sessionsspent studying
vocabulary out of class and how these factors influence and are influenced by student attitudes.
In addition, special attention will be paid to changes of attitudes in regards to English. Data
collection will be completed with the last student survey completed during the last class period
of the semester on July 27, 2012. Data input and analysis will be completed by August 13,
2012.
Presentation Format:
Currently, the International Course in a 14 class hour per week format will be implemented inthree schools throughout Japan. In addition to the Osaka Campus, the program will be run in
two schools in the Tokyo area. After the Data has been analyzed, it will be written up in formal
academic style and presented at the Clark International Course In-Service to be held at the end
of August, 2012 for all teachers involved in the International Course.
References
Nation, I.S.P. (2007) The four strands.Innovation in Language Learning and Teaching1,
1: 1-12.
Hu, M. & Nation, P. (2000) Unknown Vocabulary Density and Reading Comprehension.
Reading in a Foreign Language, 13 (1), 403-430.
Cho, K.-S. & Krashen, S. (1994) Acquisition of vocabulary from the Sweet Valley Kids
Series: adult ESL acquisition.Journal of Reading37, 662-667
Moir, J. & Nation, I.S.P. (2002) Learners use of strategies for effective vocabulary
learning. Prospect, 17 (1), 15-35.
Nation, I.S.P. (2003) Vocabulary. In D. Nunan (ed)Practical English Language Teaching.
New York: McGraw Hill. 129-153.
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http://www.victoria.ac.nz/lals/staff/Publications/paul-nation/2007-Four-strands.pdfhttp://www.victoria.ac.nz/lals/staff/Publications/paul-nation/2007-Four-strands.pdf8/2/2019 Word Cards: bridging the gap between student attitudes and behaviors, an action research proposal
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Schmitt, N. & Schmitt, D. (1995) Vocabulary notebooks: theoretical underpinnings and
practical suggestions. ELT Journal, 49 (2), 133-143.
Nation, I.S.P & Waring, P. (1997) Vocabulary size, text coverage and word lists. In N.
Schmitt & M. McCathy (eds) Vocabulary: Description, Acquisition,and Pedagogy.
Cambridge: Cambridge University Press.
Hulstijn, J.H. (1992) Retention of Inferred and Given Word Meanings: Experiments in
Incidental Vocabulary Learning. In P.J.L Arnaud & H. Bejoint (eds) Vocabulary and
Applied Linguistics. London: Macmillan, 1992. 113-125
Ur, P. (1996)A course in language teaching: practice and theory. Cambridge: Cambridge
University Press.
Gairns, R. & Redman, S. (1986) Working with words: a guide to teaching and learning
vocabulary. Cambridge: Cambridge University Press.
Thornbury, S. (2002)How to Teach Vocabulary. Essex: Pearson Education Limited.
Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press.
Carter, R. (2001) Vocabulary. In R. Carter and D. Nunan (Eds) The Cambridge Guide to
Teaching English to Speakers of Other Languages. Cambridge: Cambridge University
Press.
Laufer, B. (2006) Comparing Focus on Form and Focus on FormS in Second-Language
Vocabulary Learning. The Canadian Modern Language Review, 63 (1), 149-166.
(Appendix A)
1. When you find an unknown word in a text, do you mark it so you can study
it again later?
Almost Never Rarely Sometimes Usually Almost Always
2. When you find an unknown word in a text, do try and infer the meaning by
the other words in the sentence?
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Almost Never Rarely Sometimes Usually Almost Always
3. When you find an unknown word in a text, do you look up the meaning in
your dictionary?
Almost Never Rarely Sometimes Usually Almost Always
4. Do you ever check new vocabulary words against the General Service List
Almost Never Rarely Sometimes Usually Almost Always
5. When you find an unknown word in a text, do you make a vocabulary card?
Almost Never Rarely Sometimes Usually Almost Always
6. Do you ever check the pronunciation of the word against the phonetic
spelling?
Almost Never Rarely Sometimes Usually Almost Always
7. Do you actively try and use new vocabulary words in conversation?
Almost Never Rarely Sometimes Usually Almost Always
8. Do you ever quiz other students on vocabulary words?
Almost Never Rarely Sometimes Usually Almost Always
9. Do you feel that your studying of vocabulary is useful to your English
language skills development?
Almost Never Rarely Sometimes Usually Almost Always
10. Do you feel that your studying of vocabulary is useful to your English
language skills development?
Almost Never Rarely Sometimes Usually Almost Always
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