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Promoting Specialised Vocabulary Learning Through Computer-Assisted Instruction

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Languages for Specific Purposes in the Digital Era

Part of the book series: Educational Linguistics ((EDUL,volume 19))

Abstract

This paper explores the implementation of Information and Communication Technologies (ICTs) in the English for Specific Purposes (ESP) classroom in general, and the Maritime English (ME) classroom in particular, and addresses the challenges posed for specialised vocabulary instruction and learning. Firstly, some key issues on ICT-based pedagogy and vocabulary instruction are explored: vocabulary teaching techniques as revised in current literature, what is to be understood by ESP and ME vocabulary, the notion of digital literacy, the contribution of computers to vocabulary learning and development, and implications of the lifelong learning construct within the framework of the European Space for Higher Education. Secondly, relevant literature on recurrent topics in this paper is discussed. Next, this paper focuses on the use of the Moodle glossary tool for strategic specialised vocabulary development and particular attention is paid to the creation of the Maritime Glossary (a project aimed to complement classroom work). To conclude, learners’ opinions based on a questionnaire administered upon the completion of the glossary and interviews held at the end of the course are presented and discussed.

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Author information

Authors and Affiliations

  1. Departamento de Filología Francesa e Inglesa, Universidad de Cádiz, Cádiz, Spain

    Mª Dolores Perea-Barberá & Ana Bocanegra-Valle

Authors
  1. Mª Dolores Perea-Barberá
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  2. Ana Bocanegra-Valle
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Corresponding author

Correspondence to Mª Dolores Perea-Barberá .

Editor information

Editors and Affiliations

  1. Departamento de Filologías Extranjeras y sus Lingüísticas, Univesidad Nacional de Educación a Distancia, Madrid, Spain

    Elena Bárcena

  2. Departamento de Lenguajes y Sistemas Informáticos, Univesidad Nacional de Educación a Distancia, Madrid, Spain

    Timothy Read

  3. Departamento de Filología Inglesa I, Universidad Complutense de Madrid, Madrid, Spain

    Jorge Arús

Appendices

Appendices

1.1 Appendix 7.1

Course: Nautical English 2009–2010

The Maritime Glossary Project

Questionnaire

If you have participated in the Maritime Glossary project, please fill in this questionnaire.

  1. 1.

    Had you ever used this tool to learn vocabulary?

     

    Yes

     

    No

  2. 2.

    Have you added all the required terms (15) during this semester?

     

    Yes

     

    No

  3. 3.

    Do you think introducing the terms you selected in the Maritime Glossary has helped you to learn them?

     

    Yes

     

    No

  4. 4.

    Have you consulted the terms introduced by your classmates in the Maritime Glossary?

     

    Yes

     

    No

  5. 5.

    You can find below the different sections of each glossary entry in the Maritime Glossary. Please, indicate how useful they were for you (1 being the least useful, 3 the most useful).

     

    Translation

    1

    2

    3

    		 
     

    Definition in English

    1

    2

    3

    		 
     

    Picture

    1

    2

    3

    		 
  6. 6.

    How would you assess the contribution of the Maritime Glossary in the learning of English maritime/nautical vocabulary? Tick the statement you feel most identified with.

     

    Very useful

     

    Not very useful

     

    Not useful at all

  7. 7.

    In your opinion, is the Maritime Glossary an efficient tool for the learning of English maritime/nautical vocabulary? Tick the statement you feel most identified with.

     

    Yes

     

    No

     

    I am not sure

  8. 8.

    In your opinion, is the Maritime Glossary a good outside class activity? Tick the statement you feel most identified with.

     

    Yes

     

    No

     

    I am not sure

  9. 9.

    What difficulties, if any, have you found when adding your terms to the Maritime Glossary?

     

    Choosing the terms

     

    Computer skills

     

    Finding reliable sources of information

     

    Finding pictures

     

    Others (specify):

  10. 10.

    Describe the least interesting aspect of the Maritime Glossary and explain why.

  11. 11.

    Describe the most interesting aspect of the Maritime Glossary and explain why.

  12. 12.

    Can you give any suggestions on how to improve this project?

1.2 Appendix 7.2

Course: Nautical English 2009–2010

The Maritime Glossary Project

Interviews

The Maritime Glossary

Initial questions aiming at eliciting students’ opinions.

  • What are the main advantages you see in creating a Maritime Glossary?

  • What are the main disadvantages?

  • Do you think participating in the creation of the glossary has helped you to learn specialised vocabulary?

  • What do you think of the glossary as a collaborative project?

  • Have you had any problems when using your computer, Internet and the Virtual Campus to do this project?

  • What is your overall opinion of the project?

  • Please, feel free to make any comments on this outside class project.

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Perea-Barberá, M.D., Bocanegra-Valle, A. (2014). Promoting Specialised Vocabulary Learning Through Computer-Assisted Instruction. In: Bárcena, E., Read, T., Arús, J. (eds) Languages for Specific Purposes in the Digital Era. Educational Linguistics, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-319-02222-2_7

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