As a bonus, site members have access to a japanese vocabulary n5 pdf-ad-free version of the site, with print-friendly pages. Short, printable picture dictionaries – each with 26 pages in PDF format.
One has a word for each picture, one has room for the student to write each word, and one has a missing letter in each word for the student to fill in. Hundreds of animal coloring pages with labels and information. To browse through the dictionary, click on a letter in the alphabet at the top of the window and you’ll see a page of words that start with that letter. Each word is used in a meaningful example sentence. Most entries have links to a related web site.
Little ExplorersTM was created by one of the authors of Busy Little Brains, an educational game on CD-ROM for children. This page, together with some of this web site, is available in Japanese, translated by S. Search for words in the dictionary to answer questions – dictionary scavenger hunts! Vocabulary maps are graphic organizers that can be useful in helping a student learn new vocabulary words.
Labeled cells in the printouts prompt the student to write the word, its definition, its part of speech, a synonym, an antonym, do a drawing that illustrates the word’s meaning, and write a meaningful sentence containing the word. Read the definition of a word, then answer multiple-choice questions about the word. Write the abbreviations for common dictionary terms, including noun, verb, adjective, Greek, etc. A tetrahedral model of person, task, context, and strategies is first proposed to foreground the review. Next, empirical research along task, person, and contextual dimensions is reviewed. Specifically, the review focuses on task-dependent guessing strategies, dictionary strategies, note-taking strategies, rote rehearsal strategies, and encoding strategies. This problem-solving process is constrained by the learning context where the problem is being tackled.
Language learning in general and vocabulary acquisition in particular are such problem-solving tasks at different levels of complexity. Theorists and researchers have presented the same framework in slightly different ways. The learner brings to the language learning situation a wide spectrum of individual differences that will influence the learning rate and the ultimate learning result. These person-dependent factors are relatively stable, and determine to a large extent how a learner approaches a task. A learning task is the end product in the learner’s mind. It can be as broad as mastering a second language or as specific as remembering one meaning of a word.
Different types of task materials, task purposes, and tasks at various difficulty levels demand different learner strategies. For example, learning words in a word list is different from learning the same words in a passage. Remembering a word meaning is different from learning to use the same word in real life situations. Likewise, guessing from context would mean different things for texts of different levels of new word density.
Learning context refers to the learning environment. It is the socio-culturo-political environment where learning takes place. The learning context can include the teachers, the peers, the classroom climate or ethos, the family support, the social, cultural tradition of learning, the curriculum, and the availability of input and output opportunities. A learning strategy is a series of actions a learner takes to facilitate the completion of a learning task. Person, task, context, and strategy are interrelated and work together to form the chemistry of learning. An analysis of learning strategies will never be complete without knowing the person-task-context configuration of the particular learning situation. Some strategies are more person-dependent, some are more task-dependent, and others are more context-dependent.