The Underestimated Importance Of Vocabulary In The Foreign Language .
VOLUME 8ISSUE 2FALL 2004The Underestimated Importance ofVocabulary in the Foreign LanguageClassroomIn the last decade, our field has seen enthusiastic interest in the role of vocabularyin foreign language courses. This recent interest has led to research with practicalclassroom applications for foreign language classrooms. In order to progress in aforeign language, learners need to be able to understand what they are hearing andreading. That is, the input must be comprehensible in order for it to be usefuland meaningful to the learner and help with acquisition (Krashen, 1982), but iflearners do not understand a sizable portion of the vocabulary in the languagethat they are reading or hearing, then this language is not comprehensible andtherefore cannot be useful for acquisition. Many argue that vocabulary is oneof the most important—if not the most important—components in learning aforeign language, and foreign language curricula must reflect this.INSIDE THIS ISSUEMAIN ARTICLEEDITORS’ MESSAGETHE IDEA CORNERCLEAR 2005WORKSHOPSFEATURED TEACHERRESOURCES ANDANNOUNCEMENTSCLEAR 2004WORKSHOPSLRC UPDATESThough each language has its own vocabulary intricacies, the vocabulary needsand learning processes of the learners of foreign languages are similar. Supportfor this position comes from vocabulary research from a wide variety of foreignlanguages, including research with Dutch learners of French, English learners ofJapanese, Swedish learners of Finnish, and Chinese learners of English. In fact,some of the most useful foreign language vocabulary research for classroomteachers has come out of the Netherlands (Hulstijn, 1992) and Israel (Laufer &Shmueli, 1997). What emerges from these studies are vocabulary universals thatare not tied to any one language; these include the importance of vocabulary, thevariety of learner strategies, and the value of explicit vocabulary teaching.For too long, we have based our ideas of the process of learning a foreign language on the myth that this process is very similar to learning our first language.Yes, there are similarities, but what a high school student in the U.S. attemptsto accomplish in 36 weeks of 50 minutes a day is extremely different fromwhat a child surrounded by his native language every minute goes through. Ourstudents need to learn words, phrases, and idioms, and they need a tremendousamount of explicit vocabulary instruction in a relatively (and artificially) shorttime. This is the reality for foreign language learners.(Continued on page 3)
EDITORS’ MESSAGEDear Readers,We are excited to announce the introduction of themedissues with this Fall’s CLEAR News. This issue’s focus is onvocabulary, with both the main article and the idea cornerwritten by experts in the field of vocabulary acquisitionand language learning. We are grateful to Keith Folseand Larry Zwier for their contributions, and willcontinue to offer quality articles on various themesin foreign language teaching in future issues. (Seepage 4 for ways you can let us know whichthemes interest you most!)As mentioned in the Spring newsletter, ourformer co-editor, Jane Ozanich, has movedon to another position. We wish her thebest of luck at the University of Michigan’sCenter for Japanese Studies. Upon Jane’sdeparture, Joy Campbell took over herduties as Associate Director of CLEAR andco-editor of CLEAR News. Joy has an M.A.in Teaching English to Speakers of OtherMichigan State UniversityA712 Wells HallEast Lansing, MI 48824-1027Phone: 517.432.2286Fax: 517.432.0473E-mail: clear@msu.eduWebsite: http://clear.msu.edu/Susan M. Gass & Patricia R. PaulsellCo-DirectorsJoy M. CampbellAssociate DirectorDennie HoopingarnerAssistant Director for TechnologyImplementationCarol Wilson–DuffyInstructional Technology CoordinatorThis publication was produced with supportfrom a Department of Education grant (CFDA84.229A and P229A020001). The contents donot necessarily represent the policy of theDepartment of Education, and one should notassume endorsement by the federal government.2Languages (TESOL) from the Monterey Institute ofInternational Studies, and has taught English for eightyears. Her teaching has taken her to France, Morocco, andmost recently, Michigan State University, where she hasbeen for two years. Joy is enjoying her new position atCLEAR while still keeping one foot in the classroom byteaching at MSU’s English Language Center.We are pleased to present this issue of CLEAR News, with itsvocabulary-themed articles, a Featured Teacher section fromEileen Angelini and, as always, updates from some of theother Language Resource Centers around the country.Happy reading!Joy CampbellMargo GlewThe U.S. Department of Education awards grants throughTitle VI funding to a small number of institutions forthe purpose of establishing, strengthening, and operatinglanguage resource and training centers to improve theteaching and learning of foreign languages. There arecurrently fourteen Language Resource Centers nationwide: the Center for Advanced Language ProficiencyEducation and Research (CALPER) at The PennsylvaniaState University; the Center for Advanced Research onLanguage Acquisition (CARLA) at the University ofMinnesota; the Center for Applied Second LanguageStudies (CASLS) at the University of Oregon; the Centerfor Languages of the Central Asian Region (CeLCAR) atIndiana University; the Center for Language EducationAnd Research (CLEAR) at Michigan State University;the Language Acquisition Resource Center (LARC) atSan Diego State University; the National AfricanLanguage Resource Center (NALRC) at the Universityof Wisconsin-Madison; the National Capital LanguageResource Center (NCLRC), a consortium of GeorgetownUniversity, the Center for Applied Linguistics, andGeorge Washington University; the National East AsianLanguages National Resource Center (NEALRC) at TheOhio State University; the National Foreign LanguageResource Center (NFLRC) at the University of Hawaii atManoa; the National K-12 Foreign Language ResourceCenter at Iowa State University; the National MiddleEast Language Resource Center (NMELRC) at BrighamYoung University, the Slavic and East EuropeanLanguage Resource Center (SEELRC), a consortium ofDuke University and the University of North Carolina atChapel Hill; and the South Asia Language ResourceCenter (SALRC) at the University of Chicago.
MAIN ARTICLEIn Vocabulary Myths (Folse, 2004), Isummarize research findings in debunkingmany of the myths that have restricted therole of vocabulary in foreign languagecurricula over the years. These eight mythsare: (1) Vocabulary is not as important inlearning a foreign language as grammaror other areas. (2) It is not good to uselists of words when learning vocabulary.(3) Vocabulary should be presented insemantic sets. (4) The use of translationsis a poor way to learn new vocabulary.(5) Guessing words from context is asproductive for foreign language learnersas it is for first language learners.(6) The best vocabulary learners makeuse of one or two really good specificvocabulary learning styles. (7) Foreignlanguage learners should use a monolingual dictionary. (8) Vocabulary is coveredenough in our curricula and courses.Whenever I conduct workshops on foreignlanguage vocabulary pedagogy, I aminvariably asked THE question, “So whatdoes research say is the best way to teachvocabulary?” There is no one answerhere, but research (Hulstijn, 1992; Folse,1999) clearly shows that learners needmultiple encounters with words. Thus,the most important point in teaching andlearning vocabulary is the number oftimes the learner has to retrieve the word,a factor which the teacher can influencethrough classroom activities.What does this mean for the teacher?After you have presented a set of words,do as many activities as possible thatcause the learner to have to retrieve theform, the meaning, or the usage of theword. When I taught Spanish in Japan,my students had virtually no contact withSpanish outside the classroom. As newvocabulary was introduced, I wrote theword on a large sheet of newsprint on thewall. (You could also use an overheadtransparency or a section of the whiteboard.) When I finished the class, I had anumbered list of perhaps 15-20 items.Some were single words; others wereidioms or expressions. At the end of class,I would stop and have everyone look atour list as I directed several rapid exercisesthat focused on multiple student vocabulary retrievals. I knew that all of theseactivities would force the students toretrieve the form, the meaning, or theusage of these new words.Here are seven activities that can be donewith any foreign language. Some of theseactivities focus only on form while othersfocus on meaning or on usage. It isimportant for the teacher to keep thepace of the activity brisk to maintainstudent interest. Again, the goal of theseactivities is to increase the number oftarget vocabulary retrievals.Activity 1. Have the class read a list ofexpressions aloud in the target language.This is good for group pronunciation.(Knowing a word is not like a light switchthat is either totally on or totally off;knowing a word is more like a dimmerswitch with varying degrees of knowledge.Knowing a word involves knowing itspronunciation, spelling, part of speech,definitions [polysemy], usages, andcollocations.)Activity 2. Read a list of vocabulary wordsat random and have students identify thevocabulary you have called out by thenumber next to the item. While this isimportant for all foreign languages, it isespecially important for students studyinga language with a different script, such asJapanese learners of Spanish (or Englishlearners of Arabic, etc.). What you aredoing is practicing vocabulary andimproving reading readiness. I studiedArabic for a year in Saudi Arabia, andwhat I found lacking in my own studywas not the ability to decode words butrather the ability to do this rapidly enough.I knew the word, but it was frustratingnot to be able to recognize the wordsquickly enough.CONTINUEDActivity 3. Since recognition usuallyprecedes production, provide simple synonyms or definitions and have studentstell you the word you’re talking about.Activity 4. Don’t forget to practice formas well. Ask students questions about theword forms. For example, if the 15 wordson a Spanish list include cuchillo, arroz,cocinar, desayuno, noche, tomate, ayer, andhabia, you might ask these questions (inSpanish or in English, depending on thelevel of the students, or maybe one day inEnglish and the next in Spanish): Whichword ends in –z? Which words start witha vowel letter? Which words start with avowel sound? Which of these is theshortest word? Which word has the mostsyllables? Which word is a past tenseword? What word is the most difficultfor you to pronounce? (Personalizedquestions like this last one can generate alot of discussion that requires learners tosay the word multiple times to completethe discussion.) Students need to formmental links between a distinguishingfeature of the word and the word itself.How many times can you as a nativespeaker remember only an aspect of theform of the word but not the word itself,e.g., “I don’t remember the word. I thinkit starts with a k and ends with a ch.”Activity 5. One of the vocabulary myths isthat using translations is bad. All learnerstranslate at some point in their foreignlanguage learning. Sometimes a translationis needed to understand a key sentence orpassage. In this activity, give the Englishtranslations and ask for the correspondingword.Activity 6. Learning words in a context isimportant. We want learners to have abrief expression or group of words that isa natural connection to the word. Thesenatural connections are called collocations,which simply means other words thatnaturally occur with the target word. Anexample from English would be the(Continued on page 6 )3
]THE IDEA CORNER[Some Vocabulary IdeasKeith Folse, the author of this issue’s mainarticle, is one of my favorite vocabularyteaching experts. He and I first talked acouple of years ago about the results ofhis research. Since then, I’ve made aspecial effort to give my students asmany encounters as possible with targetvocabulary items. Here are some ideasthat work for me:Plan your vocabulary teaching in unitsof 3 or 4 weeks. If your textbook is organized into grammar units or thematicunits, the lexical unit might overlapseveral textbook units. For each vocabulary unit, generate alist of target vocabulary—the items youreally want your students to learn. Choose your target items (and yourunit focus) in terms of functions orsituations, not topics. For example, aunit about traveling by air to a distantplace would be better than a unit abouttime-related vocabulary. In the latter,students will face too many confusinglysimilar terms. In the former, the rangeis better and each item is more likelyto both stand out and be bettercontextualized. Plan some “recycling.” Afterintroducing an item, do recognitionand form-based exercises like thoseKeith suggests. A week later, mix someof these old items into recognitionexercises with new items, and perhapsadd some categorization exercises.Once introduced, any vocabulary itemin your unit is fair game for a quiz orexercise. At the end of the unit, give acomprehensive test or quiz—includingterms learned 3 or 4 weeks earlier.4 Set goals for depth of learning andexercise accordingly. As Keith says,“knowing” a word could mean anythingfrom recognizing it to using it everyday. If your only goal is to build yourstudents’ reading knowledge of aword, don’t overload them with writingtasks. If your goal is to have studentsuse terms in their writing, don’t justdo reading exercises. Retention depends on attention.Students remember words that werepresented memorably. If you’re goodat acting, lucky you. If you (like me)aren’t very good at that, use realia,student role-playing, rhymes,pictures—whatever you can think ofto create associations between avocabulary item and something else. Admit that you have no idea what’sgoing on in your students’ brains.Where will they find an association?How will they remember an item?You can’t know. I remember the Malayword for “except” (kecuali) becausemy tutor used to deliver it with thesame chin-up panache as Manuel, acharacter from Fawlty Towers, saying“eventually.” I’m sure my tutor couldn’thave planned to create that mentalassociation, but it has lasted twodecades.Larry Zwier is Associate Director at MichiganState University’s English Language Center, andhas authored a number of books on vocabulary.We need your input!With the introduction of themed issues ofCLEAR News, we need to know whichtopics in foreign language teaching andlearning interest you! You can mail us thismini-questionnaire or visit CLEAR’s websitefor an electronic version. We also welcomeemails and phone calls from our readers(contact information is on page 2). We valueyour opinions and ideas—please help usmake CLEAR News your resource for ideasabout language teaching.Which themes interest you? (Feel free to starany that are of particular ramaVocabularyAssessmentLCTLsAuthentic MaterialsTechnology in the FL ClassroomHeritage Language TeachingWhat themes would you like to see that arenot listed here?Is there anyone (you can nominate yourself,a colleague, a former teacher or mentor, etc.)that you think we should ask to write for us?If so, please list as much contact informationas you can, and tell us which theme(s) theywould be best qualified to write about.
2005 SUMMER WORKSHOPSCLEAR’s summer workshops are changing! We hope that thenew topics, formats, and dates will be even more attractive toyou than in the past. So, come to Michigan State University nextsummer to attend one (or more) of CLEAR’s summer workshops!Take advantage of this great professional development opportunity,and meet foreign language educators from all over the country.Workshops will begin in mid-July, so teachers have a “breather”after the school year ends.is followed by workshops which will retain the “integratingculture” thread, while focusing on different approaches tocreating materials for your classroom. You may “mix and match”these half-day workshops as you like, but it is possible to choosea lengthier exposure to technology, for those so inclined. Noworkshop is a prerequisite for those following it; each participantwill be able to choose from among several workshops and puttogether the perfect individualized set of courses. (You won’twant to take just one!)We’re also introducing a new schedule: concurrent workshops,so you can choose from both morning and afternoon sessions.You will see that a three-day workshop on “Integrating Culture”Watch for our summer workshops brochure this winter, andcheck out our website for schedule updates and more details asthey become available!TENTATIVE SUMMER WORKSHOP 2005 OFFERINGS:July 12-14July 15-17July 18-22July 25-29AuthenticMaterials(5 half-days)and/orDigitalVideo(5 half-days)Vocabulary(intensive weekend course)IntegratingCulture(3 full days)CommunicativeActivities(2.5 full days)orBasic WebImmersion(2.5 full days)(5 half-days)and/orWriting(5 half-days)5
FEATURED TEACHERI have always considered myself extremelyfortunate in regards to my education. Ienjoyed the benefits of a small liberal artscollege atmosphere at Middlebury College,where I majored in French and doubleminored in mathematics and linguistics, andwas able to study abroad in both France andMexico. For my M.A. and Ph.D. I attended Brown University, wherethe skills I had acquired at Middlebury truly blossomed. Then, underBrown’s auspices, I was a Visiting Lecturer of English at UniversitéLumière Lyon 2 and Université Jean Moulin Lyon 3 for the 1992-1993academic year.In 1993, I was hired to develop the Foreign Language Program atPhiladelphia University. The most significant change since then hasbeen the gradual transition from an oral-proficiency based programto one that is proficiency and content based. Our program nowstresses proficiency in all four skills with a content-based curriculumfocus on cross-cultural communication, the professions, and information literacy in the targeted foreign language. In addition, the development of the University’s Language and Cultural Center has allowedthe foreign language courses to more fully incorporate authenticmaterials, computer software, and information literacy activities.Keeping myself as well as my staff at the forefront of trends in foreignlanguage education is not always an easy task. Therefore, one canwell imagine my delight when I was selected to participate inCharlene Polio’s 2001 CLEAR summer workshop, “Using AuthenticMaterials in the Foreign Language Classroom.” I had always enjoyedusing authentic materials with my professional students, since manyof them want to be able to use their language skills in their chosencareers. For them, knowing the immediate practical application of(Continued from page 3)word squander. It is not enough to say that this word means“waste, not use correctly.” Right now make up an examplesentence with the word squander. (Do not go on until you dothis.) The vast majority of native speakers of English naturallycombine squander with expressions of money, time, a resource,or an opportunity. Thus, while you could squander sugar or thebeach, we don’t say that. We almost always squander money,time, a resource, or an opportunity.Activity 7. In a list of 15-20 items, many things can be groupedin different ways based on meaning, on spelling, or on grammar.Using again our list of 15 Spanish vocabulary words includingcuchillo, arroz, cocinar, desayuno, noche, tomate, ayer, and habia,you might ask these questions: Which two words are timewords? Which one is a verb in the infinitive form? Which ofthese do people eat? Which of these do people eat with? Whichis a verb in the past tense? Which of these is made of metal?Which one is the name of a meal?Finally, encourage students to keep a vocabulary notebookbecause a great deal of vocabulary growth ultimately dependson the learner. I never have my students copy definitions in thetarget language unless they choose to do so. One of the biggestvocabulary myths is that using a monolingual dictionary inSpanish or Japanese is somehow better for learning. This isfalse. Research (Prince, 1995) shows an advantage for bilingualdictionaries. Have students who are successful vocabularylanguage learners share their notebook methods. For studentswho need help, demonstrate how to set up a vocabulary notebook that is neat and organized in a manner that will facilitate6multiple retrievals of the words. If the notebook is not set up well,then learners are less likely to practice the words, which defeatsthe purpose of keeping the notebook in the first place.REFERENCESFolse, K. (1999). The effect of written practice activity on secondlanguage vocabulary retention. Unpublished doctoral dissertation,University of South Florida, Tampa.Folse, K. (2004). Vocabulary Myths: Applying Second Language Research toClassroom Teaching. Ann Arbor: The University of Michigan Press.Hulstijn, J. (1992). Retention of inferred and given word meanings:Experiments in incidental vocabulary learning. In P. Arnaud & H.Bejoint (Eds.), Vocabulary and Applied Linguistics (pp. 113-125). London:Macmillan Academic and Professional Limited.Krashen, S. (1982). Principles and Practice in Second LanguageAcquisition. New York: Prentice Hall.Laufer, B., & Shmueli, K. (1997). Memorizing new words: Doesteaching have anything to do with it? RELC Journal 28 (1), 89-108.Prince, P. (1995). Second language vocabulary learning: The role ofcontext versus translations as a function of proficiency. Modern LanguageJournal, 80 (4), 478-493.Keith S. Folse, Ph.D., is Coordinator of TESOL Programs at the University ofCentral Florida. He has published numerous second language textbooks,including texts on grammar, reading, speaking, listening and writing.
their language skills is key, and I have found over and over again thatone of the best ways to help them achieve their goals is by usingauthentic materials.I hope to attend another CLEAR summer workshop, and in the meantime, I enjoy receiving CLEAR News, visiting the CLEAR website, andbenefiting from the wide range of teaching materials offered. Forexample, I am currently the Chair of the American Association ofTeachers of French (AATF)’s National Commission on French forBusiness and Economic Purposes. When asked by AATF memberswhere to look for supplementary teaching materials, I immediatelyrefer them to the “Business Packets for High School Classrooms”produced by CLEAR.By participating in the CLEAR workshop, I not only receivedconstructive feedback on what I had already been doing with mystudents (in particular, teaching the interdisciplinary lessons of theHolocaust in the world language classroom so that students understand how recent events in history have an impact on the cross-cultural dealings of today’s interdependent global economy), but wasalso able to expand my “repertoire” by learning from the teachingtechniques of the other workshop participants. Interacting with theother workshop participants was beneficial because we all taughtdifferent languages, and the exchange of materials forced us tore-evaluate how we might improve our teaching. Furthermore, I wasable to share this wealth of new materials at my home institution.Eileen M. Angelini, Ph.D., is Associate Professor of ForeignLanguages and Director of the Foreign Language Program atPhiladelphia University.RESOURCES AND ANNOUNCEMENTSCALICO Conference Coming to MichiganNew Internet Sourcebook!Are you interested in computer-assisted language learning andhow technology can be used to strengthen your classes andengage your students’ interest? Come to Michigan State Universityin May 2005 for the Computer Assisted Language InstructionConsortium (CALICO) conference! CALICO is a professionalorganization that serves a membership involved in both educationand high technology, with an emphasis on modern languageteaching and learning.The Internet Sourcebooks series is a collaborative project betweenCLEAR and MSU’s Center for International Business Educationand Research (CIBER) (http://ciber.bus.msu.edu/). We haverecently added an Internet Sourcebook for Japanese to the alreadyexisting French, Spanish, and German Sourcebooks. TheJapanese Internet Sourcebook has been developed to provide asingle location for links to many Internet resources relevant tothe study of Japanese business and economics.CLEAR is pleased to be hosting this conference in East Lansingfrom May 17-21, 2005. The theme will be “CALL and the Yearof Languages: Critical Needs.”Check it out index.htmlWatch the CLEAR (http://clear.msu.edu) and ) websites fordetails!Come and visit the Language Resource Centers’ booths atACTFL in Chicago, November 19-21, 2004. You’ll be able tomeet CLEAR staff members as well as representatives from manyother LRCs throughout the country.Meet Us in ChicagoSUBMISSIONS WANTEDSUBMISSION REQUIREMENTS:CLEAR News is published twice a yearand reaches more than 25,000 foreign language educators in both hard copy and onCLEAR’s website with each publication. Ifyou have an article, a teaching idea, or amaterials review that you would like to submit for publication, send an electroniccopy of your submission to CLEAR.Main Article— an article related tocurrent research and/or foreign languageteaching issues. (500–1000 words)The Idea Corner— a unique activityor teaching idea for foreign languageteachers. (500–600 words)Book/Materials Review— a review thatoutlines the positive and negative points ofany teaching resource. (500–600 words)The deadline for submissions for the Spring2005 CLEAR News is December 17, 2004.Submissions should be sent to Joy Campbellat:E-mail: joyclear@msu.eduFax:517.432.0473Mail: Joy Campbell c/o CLEARMichigan State UniversityA712 Wells HallEast Lansing, MI 48824-10277
WORKSHOPS2004 SUMMER WORKSHOPSFor the seventh year in a row, CLEARhosted workshops this summer, runningsix courses and drawing participants fromall over the United States as well as Japanand Korea. Teachers of twelve differentlanguages, from Spanish and French toModern Greek and Tagalog, gathered inEast Lansing to gain hands-on experiencein a variety of pedagogy- and technologyrelated topics. Read on for reports fromvarious participants.Teaching Speaking and Listening in theForeign Language ClassroomThis first workshop of the summer was arepeat from last year, due to its popularityin 2003. Anne Violin-Wigent, a facultymember in MSU’s Department of French,Classics and Italian, led participantsthrough an exploration of how teacherscan facilitate the listening process in aforeign language, and several aspects ofspeaking, including pronunciation,lexical and grammatical accuracy, andoral feedback from the teacher.Participant Phuong Nguyen, who teachesFrench and Vietnamese in Lansing,Michigan, says, “It was a most enjoyableand beneficial workshop, thanks to AnneViolin-Wigent, who was very gracious andhelpful, clear and effective, with a goodsense of humor. The workshop helpedresolve some problems experienced byteachers, with fruitful discussions.”Teaching Reading in the ForeignLanguage ClassroomMargo Glew, a Linguistics and Languagesfaculty member and CLEAR project leader,led this workshop for the second consecutive year. Participants learned about therole that reading plays in the overallprocess of acquiring a second language,as well as how students learn to read in asecond language.Putting Flash into Your CourseThis was the third year for this technologyworkshop, in which CLEAR’s DennieHoopingarner worked with participants toshow them how to incorporate interactivemultimedia in language teaching.Macromedia Flash allows teachers todevelop interactive web-based activities,and participants left the workshop withseveral completed projects.“Many, many practical, informative ideas,”says one participant. “Personally, I hadhad little training in how to teach reading– period–much less in a different language.The reading rate building especiallyimpressed me, as well as the formalschema The workshop met and exceededmy expectations. Had I known how much,I would have taken it prior to this year!”Steve Harris came all the way from Tokyo,where he teaches Japanese at the AmericanSchool In Japan. He reports: “The PuttingFlash into Your Course workshop was asuperb introduction to Flash as a programfor creating materials for use in the foreign-language classroom. The hands-onnature of the instruction enabled participants to both master use of the softwareand actually generate numerous materialsfor use in the new school year.”Teaching Reading in the Foreign Language ClassroomPutting Flash into Your CourseTeaching Speaking and Listening in theForeign Language Classroom8
Materials Development Marathon:Creating Online CommunicativeActivities from Start to FinishThis intense five-day workshop led participants through a number of hands-onprojects using various CALL methodologies.Workshop leader Carol Wilson-Duffy,CLEAR’s Instructional TechnologyCoordinator, “ran” this Marathon for thethird year in a row, guiding participantsfrom as far away as Japan and Koreathrough the design of communicativeonline activities and task-based onlineprojects.“The Marathon Workshop was wonderful,”says Kathy Tosa, a German and Historyteacher from Muskegon, Michigan. “It wasa journey into the land of technology,which for me can sometimes be confusing.Our patient tour guide, Carol Wilson-Duffy,was terrific. She gave me confidence,information, and provided a safety net asI tried my hand at iChat, iMovies and HotPotatoes, to name just a few. There are somany ways to creatively use technology inthe teaching of languages. Thank you somuch for this stimulating, inspiring
are: (1) Vocabulary is not as important in learning a foreign language as grammar or other areas. (2) It is not good to use lists of words when learning vocabulary. (3) Vocabulary should be presented in semantic sets. (4) The use of translations is a poor way to learn new vocabulary. (5) Guessing words from context is as
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