Improving Vocabulary Blog.ORG

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a major issue for non-native learners. Because learning English involves memorization and practicing a bevy of vocabulary words and numerous grammatical structures, ESL students often look to the use of technology for education, enrichment, and reinforcement. As Chen and Li (2009) acknowledge, “Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such mobile devices has gradually become considered effective because it inherits all the advantages of e-learning and overcomes demographic and physical limitations (Chen & Li)

There are several issues when it comes to learning vocabulary as an ESL Student. Vocabulary learning becomes a process of related sub-tasks, it just doesn’t come naturally. When ESL learners first learn a new word, they may guess at its meaning and attempt to apply its usage. Some learners might proceed to look it up in the dictionary. Others might take down notes along the margins, between the lines, or on separate vocabulary notebooks. Gu (2003) indicated that “Some learners will repeat the new word a number of times until they are comfortable with it. Others will go beyond simple rote repetition to commit the word to memory. Some would even try to use the word actively. Each of these task stages demands metacognitive judgment, choice, and deployment of cognitive strategies for vocabulary learning.” (p. 2)  Yet, the process to learn is iterative in nature as the learner must practice and use the word in a context, which often takes a while for the learner to do especially when they are not used to the native learning setting.

The uses of educational technologies do have some advantages and disadvantages though. preference. Felix (2004) showed that “students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an addon to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice.”(p. 1). By incorporating Web technologies, including tools such as vocabulary software and voice recognition software may help with speaking practice, and there is no reason why students cannot speak to each other as part of the learning process especially in collaborative, native setting settings

Chen, C.M. & Li, Y.I. (2009). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 9(1), 1-24. Retrieved May 7, 2009, from http://www.informaworld.com/10.1080/10494820802602329

Gu, P.Y. (2003). Vocabulary learning in a second language: Person, talk, context, and strategy. Teaching English as a Second or Foreign Language, 7(2), 1-5.

Felix, U. (2004) A multivariate analysis of secondary students’ experience of web-based language acquisition. ReCALL, 16(1), 237-249.

One of the greatest accomplishments for a non-native American student is passing the TOEFL exam. It is the gateway for the student to get into a U.S based university, obtaining professional certifications needed for work. In some instances, it also is a pre-requisite for employment.  Most accredited universities and colleges require non-native English speakers to take the TOEFL exam is often something they must take prior to enrollment. Furthermore, “TOEFL’S influence also extends beyond academia, since “many government agencies, school programs, and licensing / certification agencies use TOEFL scores to evaluate English proficiency.” (Raimes,1990, 428) TOEFL, which stands for, Test of English as a Foreign Language is a primary measure of a student’s competence in the English language which is administered at test centers worldwide. There are various formats available including a paper based exam and a web formatted.

Most non-native speakers imply that the examination is very rigorous because it tests a student’s strengths and weaknesses in four focal areas: reading, listening, speaking and writing. Mastery of the English language is a pre-requisite because the exam includes an array of applied topics including grammar, idioms, listening skills and vocabulary. In order to successfully complete the exam, the following recommendations were made by the Sharpe (2004)

1.    Have set expectations. Prepare for as many topics as possible when practicing for the  TOEFL. Review as much sample material as you possibly can. Practicing will help better enforce the learners understanding of the subject matter.

2.    Grammar and idioms should be reviewed extensively, including with tools such as flashcards and Web-based or software supplements.

3.    Practicing for the exam by using textbooks, courseware, or a mixture of online tools helps develop a stronger learner.

4.    Practice for the exam by taking a practice test. Setup the test taking environment similar to that of what would occur in the real environment to become adjusted to the expectations. .

Xin (2008) indicated that “Knowledge of the second language is a necessary but not sufficient condition for success on the test tasks”, since success needs to be measured in terms of performance on the task but not only in terms of knowledge of language. Structure and written expression section attempts to use an indirect way to exam the competence of testers in writing” (p. 56).  Because the exam uses a variety of methodologies to test grammatical and written competence, practicing for the exam is essential if one wants to pass. Because the test is so comprehensive and measuring one’s ability to learn and work in a non-native language, review, study, and practice using tools is important to pass.

References Cited

Raimes, A. (1990). The TOEFL test of written English: Cause for concern. Tesol Quarterly, 24(3), 427-442.

Sharpe, P.J. (2004). How to prepare for the TOEFL test : Test of English as a foreign language. Barron Educational

Xin, Z. (2008). Practice on assessing grammar and vocabulary: The case of the TOEFL. US-China Education Review, 5(7), 46-57.

Sales presentations are more than just about selling a product with a strong beginning or end. In creating a winning presentation, it is imperative to present in a savvy, strong, and articulate manner. Not only is how one presents themselves important; but the vocabulary they use when presenting. To have a million dollar vocabulary when presenting a subject, there are certain pre-requisites that one must consider.

First, conducting thorough research is essential. While a subject matter expert may think they know what is important to present or not, understanding the prospective business clients need is something that may not be transparent. Researching the topic methodically as if you are studying for a standardized test like the GRE’s or GMAT’s is an approach many great presenters take because they must comprehend essential knowledge, be able to articulate a range of business vocabulary, and apply qualitative skills to bring the pieces together to make a presentation tick. Following such a methodology shows the thoroughness of the presenter and that the prospective client is important. It will be easy to answer such questions, “says who” and “based on what.” In other words, as a presenter, a person will be able to answer the “why is this important?”

In the medical area, presentation must be clear and articulate. Haber and Lingard (2001) stated that “Oral presentation skills are central to physician-physician communication; however, little is known about how these skills are learned. Rhetoric is a social science which studies communication in terms of context and explores the action of language on knowledge, attitudes, and values.” (p. 308). What we do know; however, is that it is important to make sure that the presenter does not continue to speak without breaks, clearly explains all ambiguous words, and captivates the audience so that they do not deviate their attention from focusing on subject matter other than the topic at hand.

Being able to grab the executive’s attention, whether it is a doctor or a CEO can be done in three key ways: use executive vocabulary, understand business terminology, and be well spoken by presenting the presentation with proper English grammar. According to St. John (1998), “there is further proliferation of terms within Business English; some focus on people, some on purpose and some on jobs. So you may hear of English for Professionals, English for Professional Purposes, and English for Secretaries or Secretarial English.” (p. 4). Furthermore, “Research requires data, people and time. While research time is not the prerogative of lecturers, they at least are paid for it. One limitation on research, whatever our position, is the availability of data, particularly for spoken interactions.” (p. 4). Therefore, it is important to recognize that when developing an executive presentation regardless of profession, the intended audience must be considered as well as the level of research conducted prior to the presentation. A presentation is not just about selling an idea; it is about understanding the data that relates to the topic and the value of the people and their time which are involved in the study.

References Cited

Haber R J & Lingard L A (2001). Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications. Journal of General Internal Medicine, 16(5), 308-314

St. John, M.  (1998). Business is booming: Business English in the 1990s. English for Specific Purposes, 15(1), 3-18.

Getting a degree from an accredited American university is very different than those degrees conferred from other countries. Unlike at European and Asian universities where a graduate degree is the equivalent of a Bachelor’s degree in the United States, there are three very distinctive educational levels: Bachelors Degree, Master Degree, and Doctoral Degrees. Most foreign universities are very limited in the delivery format whereas United States universities have a variety of means to deliver instruction. While the academic standards may vary between the traditional formatted learning environment and a hybrid/online setting, the admittance process is similar.  In fact, it may actually be more difficult.

A fairly broad consensus is that most graduate school programs require a student to have a minimum of a bachelor’s degree from an accredited college. The average required GPA (Graduate Point Average) may differ from school to school, but often average 3.25. Most universities and colleges require some form of standardized testing assessment to measure a potential student’s verbal and mathematical aptitude. Common exams taken include the Graduate Record Examination (GRE) or the Miller Analogy Test (MAT), Graduate Management Admissions Test (GMAT), or Medical College Admissions Test (MCAT). Additionally, students from non-English speaking countries will have to take the TOEFL exam too so that they can prove their verbal abilities are adequate to be a part of a non-native university. Most universities require a student to prepare an admissions statement or essay. Reference letters also carry considerable weight. One unique factor about graduate admissions that is not taken into account during an undergraduate degree is life experience and personal validation. In a study conducted by Landrum, Jeglum, and Cashin (1994), autobiographical statement and research experience has strong emphasis in graduate level admissions. Landrum et al also indicated that applicants’ experiences were evaluated under three approaches: quantitative, qualitative, and situational.

Data from the US Bureau of Labor Statistics (Dowley, 2009) reinforces this point. In almost any occupation, the higher the level of education attained, the higher the paycheck. In the field of business, there is some caution though. Older learners wanting to go back into academia often find it more difficult because it is challenging to get substantive GRE/GMAT scores. Attempting to enroll in a traditional program may be more difficult whereas an online learning environment may potentially relax the standardized testing score requirements.  Rather, such universities emphasis practical work experience and career achievements as a measure of a student’s potential success.

Regardless of age though, a graduate degree whether it is from an online university or a traditional school offer an adult the potential for better compensation and promotion potential. These are two of the most motivating factors.  So long as the student meets the requirements of a specific university, their chances of admission are quite strong.

References Cited

Dowley, C. (2009). Education for prime time careers. Yahoo! Careers. Retrieved on May 14, 2009, from http://education.yahoo.net/degrees/articles/featured_education_for_prime_time_careers.html

Landrum, R.E, Jeglum, E.B., & Cashin, J.R. (1994). The decision-making processes of graduate admissions committees in psychology. Journal of Social Behavior & Personality, 9(2), 239-248.

Educational technology, which is applying technology into an online or traditional classroom, is only as successful as the components that it is comprised of. Studies have shown that students in technology rich environments, experienced positive effects on achievements in all major subject areas. Additional technology rich environments enable students to increase achievement in preschool through higher education through regular and special needs settings. Furthermore the attitude to learning and self-concept improve when computing is used as an instruction method. (Schacter, 1999). This article will focus on both the hardware and software aspects of learning in a language arts based classroom.

Teachers have the ability to use a variety of tools in the traditional classroom environment. Tiene and Luft (2001) indicated that tools such as projectors and computers are becoming common place in the classroom. The use of overhead projects is diminishing while the active use of projectors and whiteboards are becoming common place, especially since the Internet flourished. Projectors are used to bring to life three dimensional experiences that a transparency overhead cannot. For example, multimedia, simulations, videos, maps, and even multi-modal tools can be displayed for group based used. Faculties even use educational software in order to teach students skills, including grammar and writing.

Computer-supported writing applications that offer features beyond those of common word processors may be used flexibly to provide additional writing support to students who are struggling (Sturm, Rankin, Beukelman, & Schutz-Muehling, 1997). With Web 2.0 technologies becoming a mainstream part of the educational experience, blog, wikis, edutainment based games, curriculum oriented software, web-based reading assessments, and math intervention software activities all help students improve mastery on the computers. For students with learning disabilities though, educational technology helps these learners most by improving their writing and vocabulary aptitude. According to Sturm et al, “Benefits from computer supported writing range from individuals who have language-learning impairments to those with severe speech and physical impairments. Preliminary research with students who have learning disabilities has shown that word-prompt computer programs can significantly reduce spelling errors and improve attitudes towards writing” (p. 148).  There are a variety of tools that are available in the educational technology market that have proven to enhance a learner’s grammar and vocabulary.

The most recognized tool on the market is Ultimate Vocabulary. While Ultimate Vocabulary is well known for its ability to help learners prepare and grow for standardized test such as the GRE, SAT, and GMAT’s, it also offers other strong benefits. First, Ultimate Vocabulary has the potential to improve a learners’ spelling. For example, when a learner reads an email or a business proposal full of spelling errors, one may be considered unpolished and uneducated. Tools like this can help professionals stop such challenges. For students with exceptional learning issues, it teaches them the rudimentary skills needed to spell correctly. Students with learning disabilities also have a challenge expressing themselves. Learning tools such as Ultimate Vocabulary equip the learner to better handle expressing ones ideas articulately. It also has the ability to help the learner improve their reading comprehension and analysis skills. It teaches the learner how to understand concepts when they are being read. Tools such as Ultimate Vocabulary are important for the learning process, especially for those with learning disabilities as they not only help foster a rich learning experience, but also help facilitate educational growth in ways a mainstream learning experience may not be able to.

References Cited

Schacter, J. (1999). The impact of educational technology on student achievement: What the most current research has to say. Milken Research Exchange. Retrieved on May 14, 2009, from http://www.sbceo.k12.ca.us/~ims/techcen/EETT/ImpactofET.pdf

Sturm,J.M.,  Rankin,J.L.,  Beukelman,D.R. & Schutz-Muehling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School and Clinic, 32(3), 148-161

Tiene, D., & Luft, P. (2001). Teaching in a technology-rich classroom. Educational Technology, 41(4), 23-31.

Most researchers have noted there is a need to alter the way in which teaching vocabulary is approached.  Researchers are now finding that, through the wrong instruction, are also difficulties in applying words to everyday situations, such as with communication, listening and reading.  Software tools and outside resources are used to offer more opportunities for reading and application.  One of the known tools that is moving toward the center of vocabulary learning is “Ultimate Vocabulary.”  Understanding the applications of this software system and how it enhances a student’s learning, is the beginning to better vocabulary building.

Most have noted that, in the research available for better learning and application of vocabulary words, are limitations based on a microscopic view of what should be learned.  The basis of this is that there are only small sets of words taught in the classroom.  These are further limited by the instruction used within the school systems, specifically which has a central focus on memorization of definitions of words, rather then comprehension and application.  The concept that has to be changed is to give a ‘global’ perspective to vocabulary learning where more words are learned, understood and applied in both reading and conversation9.

It is this particular viewpoint that “Ultimate Vocabulary” focuses on first.  The software program begins with a definition that includes unlimited amounts of vocabulary words.  Within each of these words are links to using the words in different context, seeing how they are used through reading and comprehension and builders that help to discover even more of the word.  More then this, reinforcement and repetition are used to assist children in learning vocabulary through flash cards, tests, quizzes and alternative activities.  This offers a well-rounded approach that has unlimited possibilities in learning language, offering a different view from what is currently offered in instruction in the classroom.

The major components that work together with this set up are known to help children to develop expansive knowledge on various words, as well as a depth of understanding for the words.  This is often referred to as a balanced approach to learning language.  The first level of this is combining the known, such as repetition and noticed tools, with new areas for discovery.  The second level includes practice, application and discussion of the understanding of words, such as through the discovery areas, tests and activities.  This helps to reinforce the words while having the ability to comprehend the words at a level where the words can be used in reading or everyday conversation.  The result is known as ‘active processing,’ which allows students to continuously reach new levels of understanding with the words used0.

With the concepts applied, is the ability to use “Ultimate Vocabulary” to work into the breadth of knowledge combined with understanding and applying words.  The different activities allow students to understand vocabulary at various levels, with unlimited opportunities for learning what is needed.  Using this as a supplement to everyday learning is a simple way to help children develop better skills in vocabulary, while providing them with opportunities for understanding vocabulary in an unlimited way.

0 Nichols, William Dee, Rupley, William.  (2004).  Matching Instructional Design with Vocabulary. Reading Horizons (45), (1).

Finding innovations to offer children new learning skills through vocabulary building begins with getting the right tools.  There are several options that are available to those who are looking to expand their vocabulary, all which come with games, pedagogical designs and options for learning more about the use of words.  This is combined with adding in levels of comprehension for continuous use of skills and words.  If you want to ensure that the vocabulary studies last for a lifetime; however, then looking at the right software is essential.  One option at the top of the learning curve is “Ultimate Vocabulary.”  This provides individuals with new options for learning.  The “Ultimate Vocabulary” review is one that proves new steps in pedagogy and learning for students.

“Ultimate Vocabulary” is designed to offer comprehension through various levels of understanding.  This begins with basic definitions and use of vocabulary words.  This links to different areas where individuals can discover how the word is used through reading comprehension.  This is supported with tests, quizzes and flash cards that reinforce the discovery and various components that are a part of the learning of words.

These different components are recognized as some of the best features for pedagogy.  It has been found, for instance, that pedagogy requires a combination of learning vocabulary through reading and comprehension.  This is combined with systematic instruction by taking words out of context and applying them into separate situations, such as through the tests and quizzes offered.  This is furthered through the ability to apply the words through interactions, allowing for a deeper understanding and meaning of the words7.  Whether learning a first or second language, these applications provide the best results.

The “Ultimate Vocabulary” review shows that this offers these specific components when offering basic understanding of vocabulary words, as well as deeper meaning of the different words applied.  In terms of learning, this software is known to enhance basic learning for children, youth and adults, offering more then the classroom can currently offer.  Even in recent studies, pedagogy only offers basic activities from teachers, such as word lists and spelling tests.  Not offering application to the different words inside the school causes the words to eventually loose meaning as children forget them without application of the words.  Finding an effective way to provide comprehension and application outside the classroom then becomes necessary for better learning and application through both learning and communication8.

The different concepts of pedagogy, what it takes to apply words on different levels and the current state for learning, all points toward the need to have outside tools and software development for better learning.  With the “Ultimate Vocabulary” review, is a noticed ability to provide students with the support needed for applying words with communication and reading.  The result is the capacity for children to have more options for learning and development of vocabulary.

8 Gairns, Ruth, Stuart Redman.  (1986).  “Working With Words.”  Cambridge University Press.

The Graduate Record Examination, also known as the GRE, is one of the strongest indicators for the future of any college driven youth.  With this in mind, are several who prepare for the different sections of this test with the focus of allowing the higher scores to open new doors for education and the future.  One of the focuses for anyone preparing for this examination is with the verbal in GRE.  The result is the ability to measure levels of achievement for students who are driven to succeed in the educational system and in university environments.

The different parts of the GRE, specifically with the verbal in GRE and the sections pertaining to literature, are known to not only be indicators of a student’s focus and drive for college, but also show basic levels of comprehension among students to lead to their success.  It has been noted that, students who score well on the verbal in GRE also show significant, cognitive growth and measure learning through basic comprehension as well as in communication and reading.  This shows that this section of the GRE is not only important for those that are college bound, but also to provide self – reports of a child’s growth in cognition5.

While there is a significant notification of a student’s cognitive comprehension through the verbal in GRE, it is also noted that there are other external factors that may cause the results in test scores to change.  For instance, libraries, curriculum designs, the student body and faculty that are currently in the school system may all make a difference in the students ability to study and score higher results on a GRE.   Because of this, it is noted that the performance of students on the GRE is dependent on the school system that students are in, causing different abilities for performance.  Even when students are self motivated to perform higher and have a college-driven focus, it causes for specific alterations that are dependent on the school system6.

Because of these different factors, it is essential that students find alternatives to slowly build their comprehension and understanding of vocabulary.  This allows students to remain focused on their future without having a sense of dependence on the school system students are in.  Finding opportunities such as vocabulary builders and software that provide an enhancement of basic skills is a simple solution that allows students to have a sense of independence while preparing for the verbal in GRE.  This allows students to have a better set of results to work toward college driven opportunities.

For anyone looking at college for their children or for themselves, is the ability to enhance educational opportunities through the study of vocabulary.  Using the correct tools and working toward success outside the classroom is a simple way to build opportunity and options for the future.  Finding the correct tools for preparing for the verbal in GRE is the beginning to scoring the best on the required tests.

6 Ayres, Q. Whitefield, Ronald Bennett.  (1983).  University Characteristics and Student Achievement. The Journal of Higher Education (54), (5).

The different sections for the GRE use a score to determine the level of intelligence that youth hold.  This one score is one that makes a difference in college opportunities and enhances abilities to build a future career.  The GRE, also known as the Graduate Record Examination, then becomes vital to a student’s future and the doors that are able to open because of the scores.  Preparing for the verbal section of the GRE is one that becomes a main focus of those that are college driven and looking for new approaches to learning vocabulary.

When many prepare for the verbal section of the GRE, they will focus only on private study and review of what has been learned throughout the years.  This includes basic vocabulary words, grammar and reading comprehension that is available.  With the different sections, are expectations that relate directly to the understanding and comprehension students hold.  Preparation through formal coaching, as well as tools and software become a main staple to help students score better through the examination.

There are many that question the use of formal coaching and training for the verbal section of the GRE.  Overall, it is noted that students who study for the exam through tools used for training, will score higher when taking the test.  However, it is also noted that other characteristics, such as the student’s drive and motivation, as well as performance anxiety, cause results to differ with the ability to score well on the GRE.  From these experiences, it becomes essential to prepare students in the correct way, while allowing them to have the best opportunities to perform at their best while taking the GRE3.

With the need to prepare youth in the correct way, are not only coaches and self-study available, but also tools that can be used to help youth on the GRE.  These offer students a way to build confidence before taking the test, and show substantial changes when students are ready to take the examination.  It is shown that with software, outside studies and general assistance, youth are able to improve the vocabulary section of the GRE, with the post-test, quantitative and combined scores on the test.  The social accomplishments that result from these scores combine both levels of confidence for the studies, as well as vocabulary building that allows students to understand various concepts with more depth, allowing for the studies to lead to stronger life skills4.

With the results from different research studies as well as the noted changes with youth who prepare for the verbal section of the GRE is a strong understanding that there is an importance in finding the correct tools for preparation.  This helps with a stronger grasp of the vocabulary presented during the test, as well as a deeper understanding and comprehension of words and reading.  The result is the capability to move college bound youth into a level of motivation and confidence while preparing for the GRE.

4 Miller, Jan, Ann Goodyear – Orwat, Richard Malott.  (1996).  The Effects of Intensive, Extensive, Structured Study on GRE Scores. Journal of Behavioral Education (6), (4).

Looking into learning vocabulary, means finding ways to understand concepts while comprehending how words work together to communicate at different levels.  One way to do this is to use vocab builder software to enhance learning and to support new levels of learning.  Understanding what works best, as well as finding ways to work more efficiently with language is the beginning to better comprehension and communication.  The first step to learning vocabulary on all levels, is to find the right pedagogical approach to learning.

There have been several questions related to the best way to learn vocabulary, not only for the sake of memorization and drills, but also to use on an everyday basis.  This question is approached by those that are trying to find new pedagogies for teaching students, as well as those that are looking for new alternatives to learning methods for communicating at different levels.  It is known that, with a larger vocabulary, individuals can master language and offers language acquisition in conversations.  This means that, having vocabulary available for all walks of life is one that needs to be enhanced.

Because of the concepts behind vocabulary use in everyday life, many have questioned the best ways to use a vocab builder for the best results.  Theories include a range of questions about how vocabulary is best learned and applied.  For instance, the Input Hypothesis states that we acquire language by the ability to understand messages we hear.  This also states that the more an individual is exposed to an environment that consists of a specific type of vocabulary word the more likely they will use and apply them.  Reading and applying specific vocabulary to different situations is also known to be one of the best ways to learn language1.

With these different concepts, are applications through tools such as vocab builders to assist children in vocabulary.  Many believe that reading and listening to vocabulary alone allows for practical applications of the words learned.  However, research has shown that the hypothesis and theories of learning are altered when there are direct application and study of vocabulary.  Having interaction, reading and terms that can be applied in regular conversation all work together to provide substantial gain in a child’s ability to comprehend vocabulary words and provides a depth of knowledge when learning various characteristics of language2.

Because interaction, combined with defining words and reading is used to make the most of a student’s ability to understand vocabulary, it becomes essential to use the right tools for self-study and for pedagogical guidance.  Using vocab builders is a simple and effective tool that combines the best of the older methods and theories with newer concepts that provide children with newer understandings, allowing them to have better interactions through communication and reading at different levels.

2 Zimmerman, Cheryl Boyd.  (1997).  Do Reading and Interactive Vocabulary Instruction Make a Difference? TESOL Quarterly (31), (1).