I was delighted to be able to take part in my first webinar as a presenter. Leo Selivan (@leoselivan) asked me to join the corpus symposium for the 8th VRT web conference along side Jenny Wright (@teflhelper) and Sharon Hartle (@hartle). You can find links to our talks at the end of this post as well as my slides.
Presenting on a webinar is definitely a unique experience like talking to yourself knowing others are watching and listening in. Other things to be noted are making sure your microphone is loud enough and that uploaded powerpoints to online systems like Adobe Connect don’t show your slide notes!
My talk was about using BYU-Wikipedia corpus to help recycle coursebook vocabulary and was titled Darling (BYU) Wiki in homage to the recent passing of the great musician Prince. Another webinar note – people can’t hear the music from your computer if you have headphones on!
As I have already posted about using BYU-Wiki for vocabulary recycling, in this post I want to give some brief notes on designing worksheets using some principles from the research literature. When talking about the slide below I did not really explain in the talk what input enhancement and input flood were. And I also did not point out that my adaptation from Barbieri & Eckhardt (2007) was very loose : ).
“Input enhancement draws learners’ attention to targeted grammatical features by visually or acoustically flagging L2 input to enhance its perceptual saliency but with no guarantee that learners will attend to the features” (Kim, 2006: 345).
For written text they include things such as underlining, bolding, italicizing, capitalizing, and colouring. Note that the KWIC output from COCA uses colour to label parts of speech.
Input flood similarly enhances saliency through frequency and draws its basis from studies showing importance of repetition in language learning.
Szudarski & Carter (2015) concluded that a combination of input enhancement and input flood can lead to performance gains in collocational knowledge.
Hopefully this post has briefly highlighted some points I did not cover in my 20 min talk. A huge thanks to those who took the time to attend, to Leo and Heike (Philip, @heikephilp) for organizing things smoothly and my co-presenters Jennie and Sharon. Do browse the recordings of the other talks as there are some very interesting ones to check out.
Talk recording links, slides and related blog posts
Jennie Wright, Making trouble-free tasks with corpora
Sharon Hartle, SkELL as a Key to Unlock Exam Preparation
Mura Nava, Darling (BYU) Wiki
References and further reading:
Barbieri, F., & Eckhardt, S. E. (2007). Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research, 11(3), 319-346
Han, Z., Park, E. S., & Combs, C. (2008). Textual enhancement of input: issues and possibilities. Applied Linguistics 29.4: 597–618.
Kim,Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly 40.2: 341–373.
Szudarski, P., & Carter, R. (2015). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics.