Memory Retention in Vocabulary Acquisition

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 In designing instructional software for vocabulary teaching Josep et al 2009 suggest there are three key aspects that need to be considered: a what activity should the learner perform to enhance vocabulary learning? b through which media should the vocabulary be presented? c for how long and how frequently should the learner undertake the activities? These can be viewed as questions concerning task type, media, and scheduling. Nowadays, the emergence of computer and Internet technologies does help learners in learning a second language. Vocabulary which is not discrete units of a language takes the advantages of them. Computer-assisted vocabulary learning CAVL for short, which is a subfield of Computer-assisted language learning CALL, should be well-constructed in order to give learners a rich and stimulating learning environment. Tokac 2005 argues that vocabulary acquisition software helps learners acquire a large vocabulary by promoting the deep processing of words and allow learners both to study and use the target vocabulary. Furthermore, vocabulary acquisition software can maximize the interaction between learners and the CAVL program. The interaction between learner and the program as well as the learner development in vocabulary acquisition, should be recorded by a learner- behavior-tracking device built into the software. This is because learner-behavior data may provide valuable insights in students’ development and effectiveness of the software. Finally, CAVL software should train learners how to use the software effectively as learners may fail to use some features of the CAVL program.