Students need vocabulary. They need to be able to understand it and use it. Screencasts can help!

1. Utilizing Screencasts to
Maximize Vocabulary Learning
Kate Finegan
University of Iowa

2. Multiple Dimensions
• spoken form
• written form
• grammatical behavior
• collocational behavior
• frequency
• stylistic register constraints
• conceptual meaning
• word associations

3. Laufer & Hulstijn’s (2001b) Dutch Group Word Learning %
1. Reading 27
2. Reading + fill-in 29
3. Writing 49
Laufer & Hulstijn’s (2001b) Hebrew Group
1. Reading 20
2. Reading + fill-in 40
3. Writing 69
Keating’s (2008) Active Word Recall Test
1. Reading + glosses 7
2. Reading + fill-in 23
3. Sentence Writing 42

4. Word Lists
are great, but they are not enough.

5. A key element of vocabulary instruction is
active use.

6. The Pieces of a Screencast
•Definitions
•Images / illustrations
•Corpus examples
•Questions

8. Screencasts are just
one tool for effective
vocabulary teaching.

9. References
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
• Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory course.
Hillsdale, NJ: Lawrence Erlbaum Associates.
• Keating, G. D. (2008). Task effectiveness and word learning in a second language: The
involvement load hypothesis on trial. Language Teaching Research, 12, 365-386.
• Laufer, B., & Hulstijn, J. (2001a). Incidental vocabulary acquisition in a second language:
The construct of task-induced involvement load. Applied Linguistics, 22, 1-26.
• Laufer, B., & Hulstijn, J. (2001b.) Some empirical evidence for the involvement load
hypothesis in vocabulary acquisition. Language Learning, 51, 539-558.
• Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.),
Second language vocabulary acquisition (pp. 174-200). Cambridge, UK: Cambridge
University Press.

10. Contact Information
• kehfinegan@gmail.com