Dissertations / Theses on the topic 'Teaching vocabulary in the ESL/EFL classroom'

For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.

This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.

Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.

Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.

One can argue that songs offer a useful learning opportunity for learning English as a second language since it includes the combination of music and text. Therefore, the purpose of this paper is to examine in what ways songs can affect the ESL classroom. The aim is further to compare and apply the findings to a Swedish upper secondary school context to examine how development can take place for ESL learners in Sweden. Moreover, the approach to this study consisted of a literaturereview of articles within the research area, which were used to answer the two research questions: To what extent can the use of songs in the ESL classroom stimulate incidental vocabulary learning?Additionally, what are other potential benefits from using songs in the ESL classroom? The results were unified regarding the main question of songs and vocabulary acquisition; all findings included positive effects of songs on incidental vocabulary learning and retention of new words. Moreover, implementing songs in the ESL classroom showed more positive attitudes towards school among students and teachers; in addition, the results indicated on a decrease regarding anxiety and stress among the learners. Furthermore, the Swedish National Curriculum emphasizes the importance of a positive classroom environment for the learners, and the syllabus for English requires a variety of texts, in which songs can offer useful learning conditions for vocabulary acquisition. Therefore, the song-based approach is presented as suitable for a Swedish upper secondary classroom.

The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.

The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.

This paper aims at finding out if code-switching is an asset or a problem in a multilingual classroom. The main goal of the study was to find out what impact code-switching into mother tongue has on L2 development and what learning/teaching situations induce the act of code-switching. Through classroom observation, interviews and a questionnaire data were collected and the main questions of the study answered.Previous research and the results from the present study show that code-switching is a natural phenomenon in L2 development and that code-switching has a positive impact on L2 development as it fulfils a significant number of functions in the classroom, including vocabulary and concept development, need for clarification and emphasis, provides a learning strategy for L2 acquisition, and generally helps students maintain and develop their L2.
Denna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.

This is a qualitative study about how literature is used in the subject of English as a foreign language (EFL) or English as a second language (ESL) in the upper secondary school classroom. The study specifically focuses on what goals and activities are ascribed to the use of literature in the English language classroom. Literature has been used in the Swedish language classroom for decades but there is still an uncertainty as to how literature can and could be used. The aim for this thesis was to achieve an understanding of teacher’s choices when it came to goals and activities linked to the EFL/ESL classroom. This is a literature review where primary sources have been analyzed using critical literacy and cultural theory to specify the different authors stand-point about the use of literature. Background information also provides a basis for the analysis where authors dedicated to the use of literature in the language classroom discuss and describe general concepts and ideas of how literature is used and could or should be used. The study showed that depending on the teacher’s goals with literature different methods and activities are linked to the lessons. Critical literacy and cultural theoryhelped develop an understanding of the thoughts and ideas underpinning the concepts of the primary sources, whether it was about altering students’ behavior or fostering democratic and empathetic citizens. The results showed that literature is used in a variety of ways, but at times the student-oriented goals and activities are unclear. This calls for further research on the area of using literature in the EFL/ESL classroom.

As the world and society evolve into a more digitized era, school systems have to follow. Sweden the national board of education has started to include digital tools into the curriculum and to place demands on the digital competence of Swedish teachers. The consequences that follow are that teachers are expected to implement digital tools of varying kinds into their lessons, which is done with varying success. This thesis aims to examine how software tools such as Kahoot and elevspel are perceived by English teachers in Sweden as tools they can use as they teach learners in grades 4-6. More specifically, this thesis will focus on how English teachers in an EFL setting perceive that they can use these tools to facilitate vocabulary development. In this essay, we have conducted quantitative research by using a questionnaire to gather data from English teachers in Sweden. Along with this, we have also examined previous research in this field to review the scientific background and take this into consideration. The results from this questionnaire showed that English teachers in Swedenincorporate software tools in their lessons and perceive software tools as necessary. However, a majority of the participating teachers noted that more support and ideas are needed for them to incorporate these tools to a fuller extent.

In the curriculum for the compulsory school it is stated that teachers should provide gender equal environments free from gender bias. Furthermore, some researchers suggests that the EFL (English as a foreign language) classroom in particular is an important place for the regulation and production of gender. As a result, I decided to explore some EFL teacher’s attitudes towards gender bias and how they work with gender equality in their classrooms. To do this, I conducted semi-structured interviews with two 4-6 EFL teachers. Prior research on the subject suggests that EFL teaching materials often contain gender biased depictions. Despite this, some researchers do not consider this a problem since teachers should be able to work around these types of issues. Instead, looking at research on how much attention boys and girls receive in the classroom, boys often come out on top. However, this is likely due to the teacher more frequently telling the boys to not disturb their classmates. When it comes to students own attitudes, some research claims that boys undermine girls in the classroom and consider femininity as something negative. Shifting focus to the consequences of gender bias, research proposes that it may result in passivity and lack of self-esteem for the victim. Lastly, according to research, some strategies for counteracting gender bias includes teachers having students reflect on the problems with gender bias, changing the gender of characters in texts and alternating between boys and girls when asking questions to ensure a gender equal distribution of talking time. Through the two interviews I conducted, I learned that both teachers have seen consequences of gender bias similar to those described in the research. They also agree that there are norms affecting student’s behaviors that may restrict their participation and learning. The male norm is brought up as something particularly bad. To discourage these norms, and gender bias in general, the two teachers suggests several strategies. This includes complementing traditional teaching materials with more nuanced sources, encouraging a critical stance in terms of discourse, making sure that every students is active and placing their desks strategically.

This empirical degree project explores the use of Swedish in foreign language learning such as English and the subsequent consequences. For this study, we explored the positions of researchers regarding the topic and investigated how, when and why three teachers in Sweden used the Swedish language during English teaching. The study provides an overview of theories and literature regarding the use of first language during foreign language teaching. Some findings suggest that the first language should not be excluded in second language acquisition but incorporated with limited use. However, it could be problematic to incorporate the Swedish language for the students with different origins. In that scenario, the students would be forced to acquire a foreign language through their second or third language. The study also connects these findings and research to the theoretical background of the socio-cultural views in the classrooms and the zone of proximal development. The method used for this study was a qualitative data collection in the form of semi-structured interviews with three primary teachers. The results show that these teachers reported using the Swedish language with variations thus the common reason for usage of Swedish during English learning would be for instructing purposes. Moreover, research suggests that maximising the target language during foreign language learning would expose the students to utilize the target language and that if the teacher would overuse Swedish during foreign language teaching the students would not sense the need to practise the language. The study also investigates when and how the teachers believe their students are exposed to the English language. The participants agreed upon that the exposure of the English language occurs on daily basis for the students moreover, participants would also agree that most of the exposure would be extramural. Our major conclusion is that incorporating the Swedish language in English learning should be considered with care. Some research suggests that the first language may provide enough scaffolding for the students however, the teachers may find several variations of providing the scaffolding for the students without the incorporation of the Swedish language.

In this thesis, I set out to investigate whether the use of songs can help L2 speakers learn to better perceive and produce suprasegmental phenomena. Effective pronunciation skills are necessary for successful communication and as such can greatly impact one’s personal, social, and professional life. Studying the use of songs for teaching pronunciation is interesting because as a linguistically rich material, songs can enhance learning due to their positive affective, social, and cognitive influence in the L2 classroom. Using songs to teach pronunciation within a Communicative Language Teaching (CLT) framework constitutes a novel approach to an underexplored area of classroom research. In order to learn how using songs might help native Spanish speakers learn English suprasegmentals, I conducted a mixed methods exploratory short-term case study of Chilean university students studying English Language and Literature at the Universidad Católica de Chile. Using three groups: a control, songs, and no-songs group, the pre- to post-course progress was measured first with the two treatment groups combined and then with them separated. In this way we were able to measure the effectiveness of songs compared to other materials as well as to no intervention whatsoever. After two weeks of instruction, we found that using songs can significantly help in the production of the schwa when reading a text and of thought groups when speaking freely. Results obtained in listening tests were not statistically significant. However, closer examination of the performance of individual songs- group participants showed not only a greater than average progress in different suprasegmental areas in both listening and speaking, but also an appreciation of songs as an effective and enjoyable means of learning pronunciation. It would be advantageous for future research to explore the effects of teaching the pronunciation areas using the same methodology but for longer periods of time with delayed post-course testing to determine whether the effects are long-term. In addition, further exploration into the relationship between pronunciation perception and production could provide insight for the development of more effective teaching techniques.

Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing in English to non-native speakers. Lu & Bol (2007) reported on several ESL writing instruction studies (Chaudron, 1983; Mangelsdorf, 1992; Paulus, 1999) that suggested peer feedback was as good as, and in some cases better than teacher feedback in helping revise and improve students' papers (p. 101). Brammer & Rees (2007), however, reported, "We frequently hear students complain bitterly that peer review is a waste of time or blame their peers for `not catching all the mistakes' and students do not stay on task during the peer review process" (p. 71). The literature also identifies social issues that can negatively affect the outcome of face-to-face PR, such as students being easily biased or not honest when providing feedback due to friendship, gender, race, interpersonal relationships, or personal preferences (Carson & Nelson, 1996; Ghorpade & Lackritz, 2001; MacLeod, 1999; Nilson, 2003; Zhao, 1998). To maximize the benefits of PR and reduce social interferences, this study incorporated anonymous electronic-peer review with 25 EFL students enrolled in an expository writing class in Spain. The goal of this dissertation is to explore the relationship between students' attitudes towards peer review and one) the amount and type of corrections a student makes to an essay in anonymous electronic-peer review, and two) the amount and type of corrections a student incorporates into his/her original essay after receiving feedback from a peer. The participants completed several Likert questionnaires, participated in PR training, wrote two drafts of an essay and were interviewed. The interviews provided data not only on the corrections mentioned above, but also how the participants viewed the experience, the effects PR had on their writing, insecurities about their English writing skills, and confidence they had in themselves and their peers based on perceived target language competence. Findings include discussion on perceptions and implications of electronic peer review on EFL learners' ability to provide helpful feedback and the willingness of the students to participate in peer review again in the future.

This study aims at investigating teaching of idioms by means of illustrations and teaching of idioms by means of definitions. The informants of the experiment are learners of English in a Swedish high school. The 58 informants of this experiment were tested on a total of 19 idioms. These idioms were carefully chosen in order to make sure that they would not already be known by the informants. Another key factor while choosing the idioms was the possibility to find appropriate illustrations for these idioms. The chosen illustrations depict either the literal or the metaphorical meaning of the idioms. The informants were administered one pre-test and two post-tests (short- and long-term retention tests) to measure the retention rate. The pre-test was used to check if both groups had similar knowledge of the selected idioms and therefore could be comparable. The results of this experiment show that students taught by the use of illustrations had a better short- and long-term retention rate than students taught only by the use of definitions. In both the short- and long-term retention test, informants taught by the use of illustrations outperformed informants taught through definition by more than 10%. This study therefore indicates that the use of illustrations while teaching should not be neglected by teachers and can be a powerful tool to enhance students’ retention of chosen items such as vocabulary or idioms.

This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.

This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.

Yeung Siu-Fung Betty.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 150-158).
Abstracts in English and Chinese.
Chapter 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of the present study --- p.1
Chapter 1.1.1 --- The importance of vocabulary in foreign language learning --- p.1
Chapter 1.1.2 --- The teaching and acquisition of vocabulary in the Chinese EFL context --- p.2
Chapter 1.2 --- A response: the present study --- p.3
Chapter 1.3 --- Significance of the study --- p.3
Chapter 1.4 --- Research objectives --- p.4
Chapter 1.5 --- Organization of thesis --- p.4
Chapter 2 --- REVIEW OF LITERATURE --- p.7
Chapter 2.1 --- The issues of vocabulary in language learning --- p.7
Chapter 2.2 --- The traditional approach for vocabulary teachingin most EFL classes and its limitations --- p.9
Chapter 2.3 --- The current methodology of vocabulary teaching in Hong Kong --- p.15
Chapter 2.4 --- The similarities between the current methodology of vocabulary teaching in Hong Kong and the traditional grammar-translation approach to EFL vocabulary acquisition --- p.19
Chapter 2.5 --- Extensive reading as an alternative means for EFL vocabulary acquisition --- p.23
Chapter 2.5.1 --- Research evidence supporting the use of extensive reading for the acquisition of vocabulary --- p.23
Chapter 2.5.2 --- Definitions of extensive reading --- p.24
Chapter 2.5.3 --- Materials used for extensive reading --- p.25
Chapter 2.5.3.1 --- Graded readers --- p.25
Chapter 2.5.3.2 --- Authentic texts --- p.26
Chapter 2.6 --- Limitations of extensive reading --- p.26
Chapter 2.7 --- The theoretical base of extensive reading as the guideline for an effective means for the acquisition of vocabulary --- p.30
Chapter 2.8 --- The importance of autonomy in language learning --- p.31
Chapter 2.9 --- Learners' immediate surrounding as an inexhaustible and effective means through which vocabulary could be acquired --- p.35
Chapter 2.10 --- The Vocabulary Self-Collection Strategy (VSS) as an effective means to acquire vocabulary --- p.37
Chapter 2.10.1 --- Assumptions of VSS --- p.40
Chapter 2.10.2 --- Defining characteristics of VSS --- p.40
Chapter 2.10.3 --- Advantages of VSS --- p.40
Chapter 2.11 --- Research questions --- p.41
Chapter 3 --- DESIGN OF THE STUDY --- p.43
Chapter 3.1 --- Selection of subjects --- p.43
Chapter 3.2 --- The vocabulary acquisition program --- p.45
Chapter 3.3 --- Description and justification of lesson plan --- p.45
Chapter 3.3.1 --- Teaching methodologies adopted for the study --- p.45
Chapter 3.3.2 --- Vocabulary selected for the study --- p.47
Chapter 3.3.3 --- Lesson plan for the control group --- p.48
Chapter 3.3.4 --- Lesson plan for the experimental group --- p.52
Chapter 3.4 --- Construction of Research Instruments --- p.61
Chapter 3.4.1 --- "The pre-, post- and second post-program tests on vocabulary" --- p.61
Chapter 3.4.2 --- The post-program questionnaire --- p.65
Chapter 3.4.3 --- The post-program semi-structured interviews with sub-samples of subjects --- p.66
Chapter 3.4.4 --- Researcher's and team leaders' field notes --- p.67
Chapter 3.4.5 --- Interview with English teachers --- p.67
Chapter 3.5 --- Experimental Procedure --- p.68
Chapter 3.5.1 --- Design of lesson plans --- p.68
Chapter 3.5.2 --- Administering the briefing sessions for team leaders --- p.68
Chapter 3.5.3 --- Administering the pre-program test on vocabulary --- p.69
Chapter 3.5.4 --- Implementation of the vocabulary acquisition program --- p.69
Chapter 3.5.5 --- Administering the post-program questionnaire --- p.70
Chapter 3.5.6 --- Administering the post-program test on vocabulary --- p.70
Chapter 3.5.7 --- Conducting the post-program semi-structured interview with subjects --- p.71
Chapter 3.5.8 --- Administering the second post-program test on vocabulary --- p.71
Chapter 3.6 --- Methods of Data Analysis --- p.71
Chapter 3.6.1 --- "Pre-, post-, and second post-program tests on vocabulary" --- p.72
Chapter 3.6.2 --- Post-program questionnaire --- p.73
Chapter 3.6.3 --- Post-program semi-structured interview --- p.73
Chapter 3.6.4 --- The researcher's and team leaders' field notes --- p.74
Chapter 3.7 --- Summary of Chapter 3 --- p.74
Chapter 4 --- FINDINGS --- p.75
Chapter 4.1 --- Vocabulary knowledge of the experimental and control groups before the treatment --- p.76
Chapter 4.2 --- The effects of the Vocabulary Self-collection Strategy (VSS) and the current methodology of vocabulary teaching on subjects' acquisition of vocabulary --- p.77
Chapter 4.2.1 --- Vocabulary knowledge of the experimental and control groups after the treatment --- p.78
Chapter 4.2.2. --- The effect of the Vocabulary Self-collection Strategy (VSS) on the acquisition of vocabulary by the experimental group --- p.80
Chapter 4.2.3. --- The effect of the current methodology of vocabulary teaching on the acquisition of vocabulary by the control group --- p.81
Chapter 4.3 --- The effects of the Vocabulary Self-collection Strategy (VSS) and the current methodology of vocabulary teaching on subjects' retention of vocabulary --- p.82
Chapter 4.3.1 --- The retention of vocabulary by the experimental group --- p.82
Chapter 4.3.2 --- The retention of vocabulary by the control group --- p.83
Chapter 4.3.3 --- A comparison of the retention of vocabulary by the experimental and control groups --- p.83
Chapter 4.4 --- Subjects' perception of the current methodology of vocabulary teaching and the Vocabulary Self-collection Strategy (VSS) gained from the post-program questionnaire --- p.85
Chapter 4.4.1 --- Subjects' perception of the current methodology of vocabulary teaching --- p.86
Chapter 4.4.2 --- Subjects' perception of the Vocabulary Self-collection Strategy (VSS) --- p.88
Chapter 4.5 --- A brief summary of the quantitative results --- p.89
Chapter 4.6 --- "Qualitative data collected from the post-program questionnaire, post-program semi-structured interviews, researchers' and team leaders' field-notes and interviews with English teachers" --- p.89
Chapter 4.6.1 --- The post program questionnaire --- p.90
Chapter 4.6.1.1 --- Opinions towards the current methodology of vocabulary teaching --- p.90
Chapter 4.6.1.2 --- Opinions towards the Vocabulary Self-collection Strategy (VSS) --- p.92
Chapter 4.6.1.3 --- The characteristics of an effective approach for EFL vocabulary acquisition --- p.94
Chapter 4.6.2 --- The post-program semi-structured interview --- p.95
Chapter 4.6.2.1 --- Characteristics and comments on the current methodology of vocabulary teaching --- p.96
Chapter 4.6.2.2 --- Opinions on the grammar-translation approach for the teaching of vocabulary --- p.98
Chapter 4.6.2.3 --- Comments on the vocabulary acquisition workshop --- p.101
Chapter 4.6.2.4 --- Opinions on an effective approach for EFL vocabulary acquisition --- p.105
Chapter 4.6.2.5 --- Perceived difficulties in vocabulary learning --- p.106
Chapter 4.6.3 --- The researchers' and team leaders' field-notes --- p.107
Chapter 4.6.4 --- Interviews with English teachers --- p.108
Chapter 4.6.4.1 --- Difficulties in the teaching of vocabulary --- p.108
Chapter 4.6.4.2 --- Suggestions on the ways to enrich learners' mental lexicon --- p.110
Chapter 4.6.4.3 --- Opinions on the Extensive Reading Scheme (ERS) --- p.111
Chapter 4.7 --- Summary of Chapter 4 --- p.113
Chapter 5 --- DISCUSSION --- p.114
Chapter 5.1. --- The Research Hypotheses Tested --- p.114
Chapter 5.2 --- Discussion of Research Questions --- p.116
Chapter 5.2.1 --- The acquisition of vocabulary by the Vocabulary Self-collection Strategy --- p.118
Chapter 5.2.2 --- The acquisition of vocabulary under the VSS and the current methodology of vocabulary teaching --- p.118
Chapter 5.2.2.1 --- VSS being equally effective as the current methodology of vocabulary teaching --- p.119
Chapter 5.2.2.2 --- The value of existence for the current methodology of vocabulary teaching --- p.120
Chapter 5.2.3 --- The retention of vocabulary under the VSS and the current methodology of vocabulary teaching --- p.121
Chapter 5.2.4 --- Motivation towards vocabulary acquisition under the VSS and the current methodology of vocabulary teaching --- p.124
Chapter 5.3 --- The issue of vocabulary in HK EFL classrooms --- p.126
Chapter 5.3.1 --- A summary and discussion of opinions on the current methodology of vocabulary teaching --- p.127
Chapter 5.3.1.1 --- Negative opinions on the current methodology of vocabulary teaching --- p.127
Chapter 5.3.1.2 --- Positive opinions on the current methodology of vocabulary teaching --- p.129
Chapter 5.3.2 --- Students' difficulties in learning vocabulary --- p.130
Chapter 5.3.3 --- Teachers' difficulties in teaching vocabulary --- p.133
Chapter 5.4 --- The Vocabulary Self-collection Strategy (VSS) as a powerful tool to change learners' vocabulary acquisition attitudes and behavior --- p.135
Chapter 5.4.1 --- The development of independent word learning skills --- p.136
Chapter 5.4.2 --- The raising of word sensitivity and awareness --- p.137
Chapter 5.4.3 --- The nurturing of higher motivation towards vocabulary acquisition --- p.137
Chapter 5.5 --- Summary of Chapter 5 --- p.138
Chapter 6 --- CONCLUSION --- p.139
Chapter 6.1 --- Pedagogical Implications --- p.139
Chapter 6.1.1 --- Implications for curriculum or program designs --- p.140
Chapter 6.1.2 --- Classroom implications --- p.142
Chapter 6.2 --- Limitations of the Present Research --- p.145
Chapter 6.3 --- Suggestions for Further Research --- p.147
Chapter 6.4 --- Summary of Chapter 6 --- p.149
Chapter 7 --- REFERENCES --- p.150
Appendices
Appendix A. Documentation of the textbooks reviewed --- p.159
Appendix B. Schedule of the vocabulary acquisition workshop --- p.160
Appendix C. Detailed lesson plans for the experimental and control groups --- p.161
Appendix D. Pre-program test on vocabulary --- p.187
Appendix E. 1st post-program test on vocabulary --- p.196
Appendix F. 2nd post-program test on vocabulary --- p.205
Appendix G. Opinions towards EFL vocabulary acquisition questionnaire (version for the experimental group) --- p.214
Appendix H. Opinions towards EFL vocabulary acquisition questionnaire (version for the control group) --- p.218
Appendix I. Interview questions for the experimental group --- p.221
Appendix J. Interview questions for the control group --- p.222
Appendix K. Form for field notes taking --- p.223
Appendix L. Interview questions for English teachers --- p.224
Appendix M. Information about the briefing session for the team leaders --- p.225
Appendix N. Transcription of interviews (experimental group) --- p.226
Appendix O. Transcription of interviews (control group) --- p.249
Appendix P. Transcription of interviews (teachers) --- p.271