Learning vocabulary is an important component of L2 acquisition, and a remotely taught class can and should include just as much emphasis on L2 lexis as a F2F classroom. L2 vocabulary acquisition researchers such as I.S.P. Nation (2008) suggest that a significant portion of classroom instruction should focus on L2 vocabulary training, through listening comprehension, writing, speaking and reading — all of which can be implemented in various ways via Zoom. The challenge for instructors lies in choosing the right set of tasks for a given set of students, and sequencing the tasks for maximum effect.
In the activities suggested below, “vocabulary words” can refer to newly assigned vocabulary items, or to previously learned vocabulary in need of review.
- Show the class a list of vocabulary words via Share Screen, have students look them over quickly and jot down any words they’re unsure of (in the Chat field, or in a document on their own computers) — then use these words in sample sentences; provide L2 definitions (if possible) and examples in short sentences; or ask the class to provide English definitions for any of these words they might know.
- Provide examples of anticipated "problem" words in short sentences (Share Screen / shared Google Doc) with brief definitions
- Show PowerPoint slides with images depicting vocabulary words; have students call out the intended words or write them in Chat. [Tip: This works best after working with a written list of the words first, so that students have a defined set of vocabulary in mind.]
- Create sentences of your own using newly learned vocabulary words in a Word file, show it via Share Screen or send it via email; let students read them and call out the new words — or write them in Chat.
- Show the class a list of 10 unrelated vocabulary words in a Word/PowerPoint file and instruct them to choose three or four, write one sentence containing all of them, and send it to the whole class via Chat.
- Use Share Screen as a kind of flashcard set: Prepare a series of PowerPoint slides with vocabulary words and show them to the class in (reasonably) rapid succession, while students write down the L2 word (if the slide shows L1) or L1 word (if the slide shows L2); and review the results together or in pairs in Breakout Rooms.
- Use the Zoom Whiteboard, and enable student annotation; write down one new word and ask students to write a sentence with it on the Whiteboard that shows they understand its meaning.
Prepare a list of semantically unrelated vocabulary words in a Word file and send it to the class prior to the class via email attachment, or during the class via Chat.
- Have students quiz each other on the words. (You can increase the challenge by creating a list of words labeled “A” and a different list labeled “B”; each student in the Breakout session opens one or the other attachment and quizzes the other student).
- Have students engage in conversation for a few minutes on a topic using as many words on the list as possible.
- Have students work with the list to brainstorm as many related words (nouns, verbs, adjectives) for each item as they can.
- Have students collaboratively choose three or four words from the list and create a sentence (or two) that includes all of them.
Main Session:
Engage students in a Dictogloss exercise: Create a short narrative or story using as many targeted vocabulary words as possible, dictate it twice to the class, and allow them to jot down key words or ideas only in between dictations. Then have them recount as much information (using the targeted vocabulary) as they can:
- Solicit individual details from students.
- Encourage them to raise their hands — physically or via the Zoom function — to offer details they remember.
- Send them to Breakout Rooms to recount the story to each other, and to help each other with elements they may have missed.
- Have them write down as much of the story as possible, focusing on the targeted vocabulary words in the story, and read it back to each other.
OR: Create five or six sentences using new vocabulary words and dictate them to the class; have students write them down exactly as dictated. Call on students to read the sentences back to you — or send them to Breakout Rooms to read them to each other — and ask students to identify the new vocabulary words in the sentences.
References & Resources
Folse, K. (2005). Presenting new vocabulary in semantic sets facilitates learning (Chapter 3). Vocabulary Myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press.
Nation, I.S.P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston MA: Heinle, Cengage Learning.
Thornbury, S. (2002) How to Teach Vocabulary. Essex: Pearson Education Limited.