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Vocabulary knowledge and comprehension in reading are closely related to each other. The extent of a person’s vocabulary is an indicator of his ability to understand speech and texts, and his intelligence in general.

In fact, the persuasiveness of a person, and the seriousness with which his words and ideas will be considered by others, depends to large extent, on his vocabulary. Hence, vocabulary training is of considerable importance in a person’s education. However, in most cases, vocabulary courses form a part of a person’s informal education, rather than part of his standard academic curriculum.

Nowadays, software to teach vocabulary is being extensively used as part of vocabulary instruction. These are no longer limited to special online vocabulary courses and free and commercial software packages. In fact, in direct and regular vocabulary courses, by universities and institutions, software packages are being used more and more. Wood, J (2001, p. 168) lists explicit pedagogical strategies, implicit pedagogical strategies, and innovative qualities of the media, as three criteria for evaluating the efficacy of a software package.

Vocabulary software products have the advantage of bringing in latest technology into the study of vocabulary. This provides them with a number of features that were practically impossible to implement in traditional methods for building vocabulary. Furthermore, since these applications are relatively new products, they have the benefit of having over a century of research and analysis of vocabulary training at their disposal.

Software to teach vocabulary could implement all of the features of the traditional vocabulary methods, if it wants to, and a whole lot more. Vivid, good quality pictures, audio data, and video clips greatly enhance the effectiveness of vocabulary instruction. Add to them, visually attractive animations, games, and other fun facts; and interactive and dynamic exercises and vocabulary tests; and you have features that are beyond the wildest scope of traditional methods. And all of these features can be condensed into one single, easy to access application, in a computer, rather than being distributed across a number of independent materials, as with traditional tools. The widespread availability of the software applications make them even more desirable.

Following are some examples of the many different ways that technology can be used to enhance vocabulary instruction:

• Using software programs that provide an easy way to create semantic maps and visual tools
• Using hypertext to create nonlinear documents
• Using the Internet to reinforce vocabulary instruction
• Using commercially purchased software programs to reinforce vocabulary instruction.

(Cohen, V L & Cowen, J E 2008, p. 274)

REFERENCES

Cohen, V L & Cowen, J E 2008, Literacy for Children in an Information Age, Thomson Higher Education, Belmont, CA.

Wood J 2001, 'Can Software Support Children's Vocabulary Development?' Language Learning & Technology, vol. 5, no. 1, pp. 166-201.