Many researchers agree that the single biggest component of any language course is vocabulary and no matter how well the student learns grammar and no matter how successfully the sound of L2 are mastered without words to express a wide range of meanings and communication in L2. Vocabulary contributes significantly to achievement in the subject of the school curriculum, as well as in formal and informal speaking and writing. Yet, vocabulary study has been neglected by linguists, applied linguists and language teachers (Carter & McCarthy, 1991: 1; Perry, 1991, Smith, 1997).
The vocabulary of language encompasses the stock of words of that language which is at the disposal of a speaker or writer, words are, after all, no more than labels for concepts about the world around us, and as new concepts emerge or old ones change, the lexical stock changes accordingly. Since vovabulary is so important, we currently should know a great deal about how to teach vocabulary (Hodges, 1984; Nation & Newton, 1997; Moras, 2001).
Although the opportunities for vocabulary instruction are especially pronounced in language arts and reading, vocabulary- instruction properly belongs in all subjects of the curriculum in which learners meet both new ideas and the words by which they are represented in the language. Foregin language vocabulary is viewed as a primordial factor in succfull coummunication and to a comprehension. Vocabulary is the most important prerequisite for learning any foreign language and it is central to language learning as it is a key factor in reading comprehension and written production (Chanier & Selva, 1998; Nikolova, 2002).
The goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond that, giving learners opportunities to use the items learnt and also helping them to use effective written storage systems (Moras, 2001). In other words learning new items involve storing them first in our short-term memory, and after words in long-term memory. Yet, learners do not control this process consciously but there seems to be some important clues to consider like retention and fluency.
Nowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors argue that vocabulary should be at the centre of language teaching. Research has also shown that second language vocabulary acquisition is enhaced is the verbal information is accompanied by pictorial information and if the learners are encourged to manipulate the form of the unknown word in order to create their own associations between form and meaning (Moras, 2001; Nikolova, 2002).
Kang & Dennis (1995) cited that any attempt to treat vocabulary learning as learning of isolated facts certainly will not promote real vocabulary knowledge”. In other words students need learn vocabulary in context and with visual clues using various techniques as grouping words to help them acquire and retain words. Moreover, learners need to do more than just see the form. They need to hear the pronunciation and practice saying the word aloud as well and that can be done through computers. Computers can achieve all these things and provide this rich, contextual environment (Hunt & Beglar, 1998; Moras, 2001).
It is generally accepted that students learn vocabulary more effectively when they are directly involved in constructing rather than in memorizing definitions or synonyms. So students should beexposed to different strategies of learning vocabulary that can lead to higher retention in memory than do the cognitively shallow activities such as verbal repetion. In other words, there is still an approach that might be more effective which is computer-assisted vocabulary learning (CAVL).
Among the fields that have been dealt with in the computer-assisted vocabulary learning (CAVL) literature is how to use computer to enhance students’ acquisition of vocabulary. As computerized glosses enhance second language vocabulary acquisition, the computerized technique is preferred by students over other traditional techniques and appears to be more efficient way of vocabulary learning (Chun & Plass, 1996; Groot, 200; Al-Seghayer, 2001; Nikolova, 2002).
Computer have been used in the field of language teaching ever since the 1960’s. This period can be divided into three main stages; behaviorist CALL, communication CALL, and integrative CALL. Each stage of them is related to a certain level of a technology and certain pedagogical theories. Previously, computers were used principally for drills and exercises. But recent years have shown an explosion of interest in CALL which is considered a relatively new and rapidly evolving academic field that explores the role of information and communication technologies in language learning and teaching (Warschauer, 1996; Warschauer and Healy, 1998; Lee, 2000).
During the past decade, a great deal of belief has been placed in technologies as a means of shoring up perceived weaknesses in education. This is clear in the amount of technology-based research around teaching and learning especially in EFL field. Technology has the potential to play a major role in foreign language learning and instruction. However, the development of this potential is in the early stages. Issues on which the realization of this potential depend include the shift from thinking of technology as assisting instruction to thinking of it as supporting learning (Garrett in Higgins, 1993).
CALL is considered also a great way to add variety, fun and excitement to the learning process by making students fascinated by using the computer as a new language equipment. Using the computer as an aid is characterized by its great potential in audio-visual storing of information as well as the trait of interactiviy. Thus it leads to learner-autonomy which helps the learners develop many foreign language skills which avoiding memorization (Al-Maghreby, 1996). Recently, though, computers have become so widespread in schools and homes and their uses have expanded. So dramatically that the majority of language teachers must now being to think about the implications of computers for language learning (Warschauer, 1996).
Moreover, in recent years, rapid developments in computer usage in teaching and learning have made a considerable impact on language acquisition. Computers and computing now form part of the normal routine of the modern classroom (Comber, et al., 1997). Yet, using computer in ESL classroom is important for both teachers and learners. Computers can handle a range of activities and carry out programmed functions at amazing speed. When students fail to answer questions correctly or perform activities, the computer can simulate drill, or explain the phenomenon in a way that makes it easier for the learner to understand.
McCarthy (1992), Wood & King (1996), Warshauer & Healey (1998) and Lee (2000) agreed that the benefits of adding a computer component to languageinstruction are many and numerous extremely desirable outcomes seem to be avaluable through the introduction of computers into the ESL classroom. Some of these benefits are: multi model practice with feedback, individualization in a large class, pair and small group work on projects, either collaboratively or competitively, the fun factor, variety in the resources available and learning styles used, exploratory learning with large amounts of language data, real-life skill-building in computer use experiental learning, motivation, enhancement of student achievement, authentic materials for study, greater interaction, Individualization of learning progress, independence from a single source of information , global understanding, development of language abilities and acquisition of EFL vocabulary.
Problem of the study:
Giving attention to vocabulary is unaviodable. Even the most formal or communication-directed approaches to language teaching must deal with needed vocabulary in one way or another (Nation, 1990). However, previous studied have indicated that learning is inhanced when computer animation is combined with text or oral narration, few studies have been conducted to investigate vocabulary acquisition using computer software especially in the Egyptian context. More research needs to be conducted if we want to progress with confidence (Chanier & Selva, 1998).
Teacher education in the application of technology in the classroom is still a high priority need. The traditional image of computer use in language teaching as Lier (2000) thinks is that of a lab in which row upon row of individual students work in solitary fashion, all at their own individual screens, on tasks or exercises of various kinds. The only interaction is that between the learner and the machine and possibly between teacher and learner if assistance is needed. This image is still a dominant one, but there should be attempts to further use of computer to assist language learning effectively.
Son (2001) and Ybarra and Green (2003) believed that computers can play an integral part in providing EFL students with valuable language experiences as they learn a new language. They added that computers can act as a tool to increase verbal exchange in which students are constantly engaged in language activities. Yet, little has been achieved on computer integrationinto ESL curricula in general and ESL vocabulary acquisition in particular. Teachers should not to serve their language teaching and facilitate their students' learning. So they need to consider what the computer industry offers for their classroom.
Thus, the problem of the present study can be stated in the following main questions "what is the effectiveness of a computer assisted vocabulary program on 4th year primary school pupils, recognition, spelling and use of vocabulary?"
Scope of the study:
There were some limitations to this study. First, it is confined to 61 pupils in 4th year primary stage (29 as experimental group and 32 as a control group). Second, it is also confined to a certain number of words categorized in eight groups. Third, the study deals with vocabulary acquestion as recognition, use and spelling only. Finally, the study investigates only retention on long- term memory.
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