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2. pictures & objects include too many details
Dual encoding is necessary because:
that distract the learner from the real meaning /
1. visually encoded words are more likely to
Tiryakioğlu (2006)
be remembered than linguistically encoded
ones
teaching with pictures (6th grade)
g & translation tests
matching
Chun & Plass (1996)
Learning conditions: text-only, text &
incorrect translations= incorrect focus on another
pictures, text & video
aspect of the picture
better learning in text & pictures than others
text & video didn’t result in better learning
than text-only
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ground: çocuğun kalem kutusu yerde
/the whole scene
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Synforms: words similar in form
(Laufer, 1988) Principle: Repetition
(similar form)
expect / except Repetition of words is necessary for:
quite / quiet
price / prize a. Consolidation of form
conceal / cancel b. Consolidation of form-meaning
available / valuable relationship
l h
cute / acute
c. Fluency of access in language use
d. Elaboration of word knowledge (aspects)
(similar morphology)
economic vs economical
industrious / industrial
reduce / deduce / induce
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2. space between each repetition should become
Spacing of repetitions
larger
1. The first repetition: soon after initial
Pimsleur (1967)’s memory schedule:
learning
1 5 secs
2 25 secs
Anderson & Jordan (1928)
3 2 mins
immediate recall: 66% (44% forgotten)
4 10 mins
one week later: 48% (18% forgotten)
5 1 hour
three weeks later: 39% (9% forgotten)
6 5 hours
eight weeks later: 37% (2 % forgotten)
7 1 day
8 5 days
(Most forgetting occurs after initial learning,
9 25 days
then forgetting slows down)
10 4 months
11 2 yrs
(computerized repetition)
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Number of repetitions: Consolidating Word Knowledge: incidental repetitions
5-7 repetitions (most learners) If the learner does not notice a word the first time,
over 20 repetitions (a few learners) subsequent encounters will not function as repetitions.
Noticing involves decontextualisation Factors that affect the noticing of a word by the
learner from the input:
Decontextualisation: the word is removed from its
context to be focused on as a language item. a. Salience of the word in the input
b. Previous contact with the word
a. The learner notices a word in the input as new / c. Learner’s realisation that the word fills a gap in his
used in a new way, guess from context or looks up in knowledge of the language
y
a dictionary
Motivation & interest are enabling conditions for
b. The teacher highlights the word by writing it on noticing. If learners are motivated and interested:
the board, explaining the word, repeating the word or a. salience enhanced by better processed input
having learners repeat it, etc. b. previous contact will be remembered.
c. better awareness of gaps and stronger need to fill
c. Peers might highlight a word to one another. the gap
d.vocabulary exercises / homework
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Types of Repetition (different depth of processing)
1. Rote-repetition: repetition of word form
1. rote-repetition (consolidation)
2. retrieval
3. generetiveness e.g. choral repetition
e.g. elicited individual repetition
e.g. oral self-repetition (i.e. saying aloud)
e.g. written repetition
subsequent recall of an item after the first Productive retrieval: in speaking / writing
encounter (form is retrieved)
memory of f the
h word
d is strengtened
d /subsequent
/ b
retrievals become easier Retriaval doesn’t occur if meaning and form is
presented simultaneously.
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Generative / Creative Use e.g. Discuss
Previously met words are subsequently met / used They discussed the subject shortly yesterday.
differently from the previous encounters (first encounter)
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Receptive vs Productive Generation