learning which the main language activity is reading where the focus is on meaning and content. Moreover, only limited attention is paid to the lexical and
syntactic features of the new words. The quality and quantity of lexical processing in incidental learning is simply insufficient to enable the learner to grasp the
precise meanings and correct usage of words that will lead to correct production. To overcome the disadvantages of incidental learning, Hulstijn, Hollander
and Greidanus 1996 propose the use of glosses as one way to enhance incidental vocabulary learning. They found that learners who had access to glosses perform
better that those without glosses on a vocabulary test administered immediately after treatment. Hulstijn, et al. 1996 conducted research with Dutch students
learning French as a second language and found that marginal glosses L1 were more effective than bilingual dictionary use or Text-only condition no glosses and
no use of dictionary.
b. Explicit Vocabulary Learning
Another approach to vocabulary learning is explicit learning. Ma 2006 argues that vocabulary and vocabulary learning strategies should be learned or
taught explicitly so that learning can be more efficient. However, Ma agrees with other scholars that context is the main source for acquiring vocabulary, but she
claims that learners need some extra help to build up an adequate vocabulary and to acquire the strategies necessary to overcome with the problems of reading
context. According to Coady 1997, there two main approaches in explicit learning: explicit instruction and strategy instruction.
In the explicit instruction, learners should be taught vocabulary explicitly by using various means including direct memorization techniques Nation, 2001. The
concern here is mainly with low level learners who do not have enough vocabulary to read extensively. This can be done by direct teaching teacher explanation, peer
teaching, direct learning using word cards, consulting dictionaries, and planned encounters with words graded reading, vocabulary exercises.
5. Theoretical Principles of CAVL Designs
Theoretical principles role very important component to the design of CAVL model. Here theory mainly means vocabulary learning theory which is used
to set up the key aspects of CAVL designs. The selection of specific or general vocabulary learning theory will serve as a guide in the selection of the technologies
to be used. The different guidelines that are relevant to the design of CAVL applications proposed by some scholars are discussed below.
Ellis 1995 states that design principles provide guidelines from a psycholinguistic point of view. He suggests that CAVI programs should provide
language learners with both intentional and incidental vocabulary learning opportunities. Ellis argues that several features of a given word involve implicit
learning while other features involve explicit learning. For example, pronunciation, spelling, and production of a word can be learned implicitly while learning and
retaining a word’s meaning can be achieved through explicit learning. He also argues that as learning the meaning of words involves explicit learning and is a
conscious process, it is strongly affected by the quality of the mental processing and repetition.
The implicit learning of pronunciation, spelling and production of a word can be promoted by computerized reading texts. Learners can pay brief initial
attention to the words, and producing the word forms should be left to encounters in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
meaning focused use. Explicit vocabulary learning, on the other hand, can be promoted trough online dictionaries, annotations containing explanations and
sample uses of target words. Repetition of words’ meaning can be achieved by
computerized drills and exercises which have been effectively implemented in computer-assisted vocabulary instruction programs. In line with Ellis, Goodfellow
1995 raised a few concerns regarding to the design of CAVL programs which are vocabulary learning should be explicit in CAVL and the design should be based on
learning theories specific to vocabulary learning. Levy 1997 discussed the nature of the computer technology in CALL
applications, such as whether the computer acts as tutor e.g., teacher to guide the learning or as a tool to facilitate learners’ performance. This tutor tool distinction
will impact on the development of CALL and CAVL. However, Levy also puts his attention on the way how vocabulary is learned whether in an implicit vocabulary
learning in which vocabulary items should be acquired through repeated exposure to language in textual reading mostly or else learned with explicit attention paid to
the word form and its various aspects e.g., collocation or usage. Regarding to the design of CAVL applications, Ma 2009, p.174 proposes
four pedagogical criteria to ensure the quality of CAVL applications which are: 1 The learning activities should provide opportunities for learners to notice
the word form and access its meaning as well as connect the two; 2 At least two types of linguistic information, visual, and aural, should be
presented; 3 The program should incorporate or be linked to electronic dictionaries or
lexical concordancers; 4 Explicit focus should be put on the target items so that learners can rehearse,
manipulate, or reorganize the lexical information. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
