EReader Introduction

Category: Education

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Slide 1: 

IntroducingtheeReader Series

What the eReader Series Comprises : 

What the eReader Series Comprises 16 electronic Readers (eReaders) on 16 different themes. 5 texts in each eReader of about 1,000 words each, making approximately 80,000 words of text in all. Each text adapted from original articles in WIKIPEDIA. Each text and each eReader profiled and analysed to ensure coverage across the eReader series of the 2709 most frequent word families as identified in the Billuroglu-Neufeld list (BNL2709).

The 16 eReader Topics : 

The 16 eReader Topics

Aims of the eReader Series : 

Aims of the eReader Series The eReaders aim to improve reading skills and language by systematically introducing students to the most frequent 2709 words in English as identified in:

Aims of the eReader Series : 

Aims of the eReader Series But what makes the eReader series different from many traditional graded reader systems is: The eReaders set out to provide learners with PRODUCTIVE KNOWLEDGE of the target vocabulary.

How are the eReaders Delivered? : 

How are the eReaders Delivered? The eReaders are made available through the increasingly popular MOODLE platform.

Why MOODLE? : 

Why MOODLE? MOODLE is particularly well-suited to enabling: A seamless transition between receptive and productive learning. A community-based approach to language learning with an emphasis on peer learning.

What are the Basic Principles? : 

What are the Basic Principles? Learning vocabulary requires repeated encounters with words, 10-12 times at least, according to some research. The eReaders ensure that the learners are provided with this, and, in fact, more, since with all the target vocabulary items, learners are invited to produce as well as recognise it. The aim of the eReaders is to make sure that: ONCE VOCABULARY IS LEARNED,IT STAYS LEARNED.

What is the Methodology? : 

What is the Methodology? Learners read and familiarise themselves with the content of the texts, thus viewing the target vocabulary in context. They are invited to explore and learn more about the target vocabulary. They are provided with some controlled vocabulary practice. They are invited to actively produce the target vocabulary.

Content Familiarisation : 

Content Familiarisation With each text, students are first invited to learn more about the subject CONTENT, for example by: Following links to Videos on YouTube and other video-sharing sites. Searching for information about the topic in their own language.

Text Familiarisation : 

Text Familiarisation Students read the texts: Making use of online dictionaries, and word pronunciation features as they please. Using text-to-speech software to listen to the text if they wish. Exploring linked concordances of the target vocabulary. Using the custom-designed glossary to do more activities with the target vocabulary.

Text Review : 

Text Review Students can then review their knowledge of the texts by trying one or more: Text Reconstruction Activities And then review key BNL vocabulary through one or more: Concordance Based Activities

Into the Productive Dimension : 

Into the Productive Dimension Each target vocabulary item is further explored in: The eReader Glossary

Introducing the eReader Glossary : 

Introducing the eReader Glossary The Glossary also works in a quite conventional manner: Learners familiarise themselves with the target vocabulary. They try out some controlled practice activities. They are provided with some free practice activities.

Target Vocabulary Familiarisation : 

Target Vocabulary Familiarisation In this phase, learners are invited to learn as much about a vocabulary item as they can by taking a look at the item: In an online dictionary Checking for similar words in a thesaurus Exploring how the word is used through concordances.

Reviewing the Word Family : 

Reviewing the Word Family Students then get the chance to check their knowledge of the word family in question. This practice is usually provided by: A gap-fill activity that invites the learners to choose the correct form of the word in question. These activities are delivered through interactive web pages.

Some Relaxation and Fun : 

Some Relaxation and Fun Some relaxation with a serious point is then often provided with: Some video clips, songs, and song lyrics connected with the target vocabulary item.

Production Time : 

Production Time Learners are then invited to use the vocabulary in two ways: By writing some short responses (1-3 sentences) to questions that include the target word family, and help exemplify common uses and collocations of that word family. By writing some longer responses (paragraph-based) to a theme or topic that is associated with the word family in question.

Using Microsoft Word : 

Using Microsoft Word Learners are encouraged to draft and save a copy of their work in a Microsoft Word File, thus encouraging them to: Learn to set the computer language to English. Activate and use the spell-check and grammar check tools. Start making use of the thesaurus / synonyms tool to explore the language further.

Going Public : 

Going Public When the learners are ready, they are encouraged to go public with their work in the MOODLE workspace by publishing it in shared workspaces, such as: BLOGS and WIKIS And by participating in content-based online DISCUSSIONS

The eReader Community : 

The eReader Community The eReader series thus enables the development of: LEARNING COMMUNITIES as well as enabling students to absorb the target vocabulary even better by providing them with the means to view their friends’ work.

Speaking Practice : 

Speaking Practice The use of audio-casting tools and video blogging also provide learners with the opportunity to practise basic speaking and presentation skills.

Towards the i-Corpus : 

Towards the i-Corpus By training learners to compile a record of their written work in a file format, we can encourage our learners to develop their own: i-Corpus and, hopefully, become: ACTIVE AND WILLING RESEARCHERS INTO THEIR OWN LANGUAGE AND VOCABULARY DEVELOPMENT


TOOLS FOR USE Using Vocabulary Profiling tools, and by making use of target corpora (compiled, for example, from the original WIKIPEDIA articles), learners can then profile their own vocabulary and learn which bands of vocabulary they need to work on more, as they develop their: i-LEXICON

The eReader Pilot Project : 

The eReader Pilot Project The eReader Project is currently undergoing a small-scale pilot, using the first reader in the series – ‘Great Animals’ for this purpose. The piloting will be followed by some fine-tuning of the approach. And then by completion of the remaining eReaders, for which the texts and basic framework are already prepared.

How will the eReaders be made available? : 

How will the eReaders be made available? Our current thoughts are as follows: The series in its original form will be made available in an on-line platform to individual learners in a free (ad-supported) mode or ad-free by subscription in two modes – self-study, and supported study. We also offer an institutional licence for the work, which would enable users to acquire the basic package, and set it up on their own MOODLE server and adapt and design activities according to the needs and interests of their learners. For institutional licences, training and support would be offered in the initial stages.

More Information : 

More Information For more information, feel free to contact us at:

Thanks for viewing this presentation……… : 

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