EUROCALL 2014

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Vocabulary Acquisition of Italian Using Digital Media

This paper will present the research design and preliminary results of a work-in-progress study (school year 2012/13) aimed at examining the potential of digital media for vocabulary acquisition in Italian as an L3 for beginning learners in the Austrian school context. The longitudinal study intends to disclose the ways students learn (Italian) vocabulary and investigate the usefulness of different types of media in the learning process.
In order to achieve these aims, students are encouraged to use self-made media in their spare time to learn lexical items. Apart from collaborative tools like wikis, audio and video podcasts are used as a means of mobile (micro) learning (cf. Hug 2007a, Hug 2007b, Hug/Friesen 2007, Hug 2010).
Regarding the research methods a questionnaire on learning strategies (cf. Neveling 2004) as well as lexicon tests (Laufer/Goldstein 2004; DIALANG n.d.) are applied at the beginning and at the end of the school year. Furthermore, classroom teaching is observed in order to facilitate a third-party-observation of the participants (cf. Bortz/Döring 2009, 267) and to record the lexical input in the lessons.
The presentation will provide first insights into the results of the questionnaires and lexicon tests as well as conclusions for the above mentioned research questions.

Literature:
Bortz, J./Döring, N. (2009). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler. Mit 156 Abbildungen und 87 Tabellen (4th ed. 2006, reprint 2009). Heidelberg: Springer.
DIALANG (n.d.). A European language diagnosis system. http://www.lancaster.ac.uk/researchenterprise/dialang/about.htm (01-28-2014).
Dörnyei, Z./Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
Hug, T. (ed.) (2007a). Didactics of Microlearning. Concepts, Discourses and Examples. Münster/New York/München/Berlin: Waxmann.
Hug, T. (2007b). “Didactics of Microlearning – Introductory Note”. In: Hug, T. (ed.). Didactics of Microlearning. Concepts, Discourses and Examples. Münster/New York/München/Berlin: Waxmann, 10-14.
Hug, T./Friesen, N. (2007). “Outline of a Microlearning Agenda”. In: Hug, T. (ed.). Didactics of Microlearning. Concepts, Discourses and Examples. Münster/New York/München/Berlin: Waxmann, 15-31.
Hug, T. (2010). “Mobiles Lernen“. In: Hugger, K.-U./Walber, M. (ed.). Digitale Lernwelten. Wiesbaden: VS, 171-190.
Laufer, B./Goldstein, Z. (2004). “Testing Vocabulary Knowledge. Size, Strength, and Computer Adaptiveness”. In: Language Learning 54 (3), 399-436.
Neveling, C. (2004). Wörterlernen mit Wörternetzen. Eine Untersuchung zu Wörternetzen als Lernstrategie und als Forschungsverfahren. Tübingen: Narr.

Author(s):

Eva Hirzinger-Unterrainer    
Department of Subject Didactics
University of Innsbruck
Austria

Ass.-Prof. at the Department of Subject Didactics (Section for Language Education), University of Innsbruck, Austria
Teaching degree in Italian and Psychology/Philosophy
Diploma in Media Education

 

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