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Vocabulary Quiz-Quiz-Trade

I. Rationale
The following activity is adapted from a cooperative learning activity model created
by Spencer Kagan (2009) called Quiz-Quiz-Trade. This vocabulary activity will be
used with primary students who are English language learners. In it, students will
use high frequency vocabulary words and synonyms as a starting point for creating
meaningful sentences while working cooperatively with classroom peers. Students
are provided an opportunity to hear the vocabulary word spoken and used in a
sentence from a partner before they are required to repeat the process with another
student. There is a strong emphasis on listening to the word use in the context of
the sentence to notice if it is being used effectively. There are added benefits for
students who need additional scaffolding. By having opportunities to notice the
input given from a partner before they are required to produce their own output,
they are given multiple examples of language being used before they are required to
display their understanding of the language use.

This activity supports language development through a)focus on form as well as
b)noticing. This will happen when students produce c)output within the context of
a d)cooperative learning activity.

A) Focus on Form
Long & Robinson (1998) state that focus on form often consists of an occasional
shift of attention to linguistic code features (p.23). This can occur during an
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interaction between and teacher and a student or between a group of peers. The
attention to a particular linguistic feature is highlighted through students
interactions with one another. They continue to discuss how a teacher could bring a
students attention to a language feature as feedback to provide them with an
opportunity to notice the error and correct it. Spada & Lightbown (2008) highlight
a learners attention to language during communicative instruction as integrated
form focused instruction (p.186). They continue to explain that the language
features in focus may have been anticipated and planned by the teacher or they may
occur incidentally in the course of ongoing interaction (p. 186).

Students working in rotating pairs have multiple chances to listen for the accuracy
of word used in a sentence. They are instructed to produce a sentence containing
the word from their card, making sure to use it correctly and to maintain
subject/verb agreement. By having students work with a partner, they are able to
get immediate feedback on the accuracy of their utterance, which will increase their
understanding of how the word fits the rules and use of language. The desired
outcome is that students will be able to recognize the definition of the word and
how the word can be used in a variety of sentences. Their knowledge should go
beyond the ability to simply repeat the example given by the teacher. Some
students may copy sentences that they have heard during previous instruction, this
could be planned by the teacher, but other sentence creations may use the word in a
way that the teacher did not plan for. This is especially important to note when a
word has multiple meanings or spellings.
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B) Noticing
Schmidt (1993b) defines noticing as registering the simple occurrence of some
event (p. 26). He goes on to explain that this act is different than understanding an
event. Understanding reflects a deeper recognition why a language feature is being
used, whereas noticing is more simply viewed as the registering of a language
feature being used. Noticing may lead to understanding, but it does not work like a
direct cause and effect relationship. Long & Robinson (1998) suggests that the
desired result of a focus on form is this noticing. If students are working on a
linguistic feature, the desire is that they will notice it being used.

Throughout the activity, students will have multiple interactions with their peers.
Students may notice the focused word being used correctly, or they may notice that
it is being used incorrectly. The registering of this information either way will help
students begin to grow in their language understanding and use. This is why
examples are important for learners. They need to have exposure to correct word
usage prior to their own creation. They may not be able to recognize why the word
is used the way it is, but they may notice that it is being used, which they will have to
do while working with a partner. By having students specifically listen for the word,
the activity increases their attention to the form that is being used.



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C) Output
Swain (2000) suggests that output production is important because of the way that
it pushes students in ways beyond input. When students are producing output, they
process language more deeply (p.99). Students meaningful production of
language-output-would thus seem to have a potentially significant role in language
development (p.99). Without producing output, students are unable to display
their knowledge or recognize the gaps that exist in their development. He continues
to describe some observations from his work with French immersion students.
Students recognized that they didnt know how to convey their meaning at the
moment they tried to express it (p.100). This shows how gaps are recognized
during the demand for output. This raises the question as to whether or not those
gaps would be realized if input was the only way that language learning was
approached.

By having students say a sentence, they may realize their ability or inability to
express what they intend to express. While they are listening to examples from the
teacher, they have opportunities for noticing the word, but during output they may
notice that they dont have the language needed to say what they want. The
following activity hopes to push students forward in their language development by
having them produce output containing a specific word and containing a specific
meaning. They may not know the meaning and they may not be able to use the
word correctly, but through their attempts, they will have opportunities to
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recognize the gaps that need to be filled which can give them further direction as
they continue to focus on language learning.

D) Cooperative Learning
Oxford (1997) summarizes and highlights many important elements of cooperative
learning for L1 as well as L2 students. She suggests that the purpose of cooperative
learning is to enhance cognitive and social skills through a set of known techniques
(p.444). The inclusion of social skills is important to note. These types of activities
can be especially meaningful for English language learners because of this exposure
to appropriate uses of language in a social context. Often the focus of an activity is
on a specific knowledge or language task, but done this way, it is enclosed within the
confines of an interaction between students. They are learning the social cues
necessary for further language use and growth that is often untouched in typical
textbook style learning. Oxford goes on to list several ways in which research has
suggested that the use of cooperative learning can be beneficial to students.
Numerous studies indicate that compared to competitive or individualistic
learning experiences, cooperative learning is more effective in promoting
intrinsic motivation and tasks achievement, generating higher-order thinking
skills, improving attitudes toward the subject, developing academic peer
norms, heightening self esteem, increasing time on task, creating caring and
altruistic relationships, and lowering anxiety and prejudice. (p. 445)

Research by Kagan & Kagan (2009) also highlights the benefits of cooperative
learning strategies for students. They suggest that cooperative learning also builds
communication skills along with many other positive results (p. 3.6). The research
shows overwhelmingly that having students work cooperatively is good for them.
The question of how beneficial it is for students developing their L2 is not
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addressed. With all the positive effects for students in general, especially the
increased motivation and multiple opportunities for communication, it seems that
students couldnt help but to grow in their language use.

During the activity, students will have these opportunities to communicate with
their peers when they read their word and share a sentence. While they are
working with others, their motivation to continue to learn can increase. They may
be more invested in their language learning as a result of working in a positive
environment that supports their attempts at communication.

II. Description
1. Pre-Task
Before the activity, prepare flashcards by writing the high frequency words on them.
Be sure to create enough cards so each student will get one. Introduce the words to
the class by writing each word on the board. Read the words and have students
echo how to say the word. Model using a thesaurus to find a word that means about
the same thing as each word and write them on the board as well. Again have
students echo your reading of the word and the synonym from the thesaurus.

2. Task Cycle
Pass out cards and have students write the synonym for their word on the back of
their card. Students begin the activity by walking around the room. They walk up to
another student in the class and begin the interaction by using the sentence starter,
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My word is _____________. It means _______________. What is your word? The partner
answers with, My word is _____________. It means _______________.

Once both students have had a chance to read and say their word and definition,
they exchange cards and say, Thanks you or Good Job. They then walk around
and find a new person to share with. This continues for five minutes. Encourage
students to exchange cards as many times as they can within the time allowed.

Once students are familiar with the process, have them share more using the word.
Have students use the word in a sentence during the second time doing the activity.
When they find a partner, they begin by saying, My word is _________________. (Then
say a sentence using the word). The partners job is to listen to the sentence and
make sure that the meaning of the word in the sentence is correct. If correct,
students say, Good Job! If the meaning of the word doesnt work in the sentence,
the partners job is to ask, What does your word mean? or Does the word make
sense in that sentence?

Make sure that students always leave their partner saying something positive like
Good Job or Thanks for sharing.

3. Post Task
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After the task, collect the cards. Review the words a final time with the whole group.
Give students an opportunity to share a sentence that they said or heard using one
of the high frequency words.

Reflection
I have used this activity several times in my class. Im always surprised with the
level of engagement. Students are almost always participating, saying the words,
and responding to their partners in a kind way. This activity is good for promoting
positive interactions and shows students how to encourage one another. The
cooperative learning activity design of the activity aids in this positive atmosphere
being created. Because there is little need for additional classroom management
corrections during the activity, I am free to monitor student interactions and give
meaningful feedback to students on their language use. When feedback is given in
this way, on an individual or pair basis, students are able to maintain a positive
feeling about their work instead of feeling like they are being isolated by the
teacher.

I believe that students are so eager to share because there is a low risk factor. They
are reading and saying words that they were just told by another student. All they
have to focus on is the interaction that they are a part of at the moment. For those
students that struggle, they can focus their working memory on one word and one
interaction instead of worrying about trying to remember all the words at once. The
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multiple exposures to the word during the activity will help them remember the
word, meaning, and how to use it in a sentence.

For lower performing students, I noticed that they may struggle during the sentence
creation part of the interaction. I gave a few students the option of saying the
definition of the word instead. This allows them to be a part of the activity and have
exposure to multiple attempts at input as they hear the words in a sentence, even if
they are not ready to display their own knowledge through output.

It was helpful to check in with those struggling students during the activity and help
them come up with a sentence for their word. That way, during their next partner
interaction, they could share a sentence. Ive found that they are very eager to share
as long as both partners are positive.

Extension Ideas and variations
This activity could be expanded by having students write out sentences on a piece of
paper before beginning. After they share their sentence, they listen to their
partners sentence and write that down on their paper. They can then read that
sentence with their next partner or come up with and write a new sentence. This
will help students see what the sentence looks like when written out. It also gives
them a type of script containing possible uses of the words that they can go back to
and recheck for accuracy. This could rely more heavily on students noticing skills.


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References
Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing.

Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In
C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language
Acquisition (pp. 15-41). New York, NY: Cambridge University Press.

Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction:
Three communicative strands in the classroom. The Modern Language
Journal, 81, 443-456.

Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or
integrated? TESOL Quarterly, 42, 181-207.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through
collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural Theory and Second
Language Learning (pp. 97-114). New York, NY: Oxford University Press.