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Pilgrim, Jodi L. "A Study of Vocabulary Instruction with Fourth Grade Students Participating in an Individualized Reading Program." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2508/.
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he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies.
The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words.
Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking.
The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning.
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Luke, Leah M. "Ways to enhance comprehension and vocabulary within a whole language framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/795.
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Wells, Stephanie Alice. "Vocabulary development in a grade 7 class using dictionary skills: an action research project." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003708.
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As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
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Gamez, Octavio Rodolfo. "The effectiveness of direct vocabulary instruction strategies to increase the comprehension of fifth grade students during social studies lessons." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3050.
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Designed to answer the overarching question: does the implementation of direct vocabulary instruction strategies improve the comprehension of fifth grade students during the social studies lessons? The study included three fifth grade classes in the Corona-Norco Unified School District. To answer the question seven areas were considered: lesson selection, word selection, developing a vocabulary note guide, developing the test with a rubric, making handouts with critical analysis questions, designing semantic maps and semantic feature analysis handouts of the lesson design. Results showed that students who received the direct instruction in vocabulary words benefited greatly and in most cases doubled their score from the pretest to the posttest. The control group showed minimal to no growth from the pretest to the posttest.
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Mathayomchan, Somsuda. "Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849681/.
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This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children.
Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group.
Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of rapidity of word recognition. The MVA strategy could be a useful strategy for Thai early childhood teachers to use in helping Thai children learn English vocabulary.
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Fagertun, Charlott. "Teaching English Vocabulary : A Case Study of TPRS and Reading Aloud as Teaching Methods in an Elementary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32390.
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There are numerous methods of teaching English as a second language to pupils in the lower grades of elementary school. Previous research indicates that some teaching methods are successful among children in pre-school and older pupils, but few studies have investigated their effects on 6-8-year-old pupils. The aim of this study is to compare two teaching methods, TPRS and Reading Aloud, to decide which one is more effective in second language vocabulary learning. Previous research in the field is presented and compared to the results of this study. This case study was conducted in an elementary school in Sweden, with 12 pupils in their first year of compulsory school and 13 pupils in their second year of compulsory school. The results suggest that TPRS as a teaching method is more effective than reading aloud when it comes to second language vocabulary learning. Further research suggestions are also presented in this essay.
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Orosz, Andrea Erzsébet. "Vocabulary acquisition of English as a foreign language in the Hungarian public sector." Thesis, Swansea University, 2014. https://cronfa.swan.ac.uk/Record/cronfa42477.
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The research in this dissertation is the first attempt in Hungary to reveal language learners' language proficiency in the public education sector through a vocabulary size test as an alternative method. Based on the assessment of vocabulary in learners' coursebooks, the analyses of teacher talk and the answers in learners' informal strategy questionnaire reveal the possible sources through which the learners' can get an access to new vocabulary and also what they do themselves in order to acquire new words in- and outside of the classroom. The results of this research can prove that even the Hungarian language learners' English language knowledge can be at a considerably good level. The starting point for the research was that both language teachers and students have been evaluating the Hungarian learners' English language knowledge as insufficient, despite the relatively many English classes in the public education. This negative assumption has been supported by the data of Eurostat (2009) statistics, which says that the Hungarians are the last ones in Europe concerning their foreign language knowledge. There has also been guessing that the Hungarian learners' English knowledge does not meet the international standards and like this it is falling behind foreign students' English language knowledge. The results show objectively how Hungarian learners' knowledge compares with other learners in other countries from the point of view of English as a foreign language. The current dissertation is hoped to be a substantial contribution to the field of teaching and learning English as a foreign language in Hungary, in particular, and to the field of second language vocabulary acquisition, in general.
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Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
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An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
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Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.
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Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks.
Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group.
Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
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Hahn, Sara Leigh-Anne 1969. "Developing the English language vocabulary of native Korean-speaking students through Guided Language Acquisition Design." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10221.
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xiv, 203 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The primary purpose of this research is to determine whether the implementation of Guided Language Acquisition Design (GLAD) teaching strategies increases the English receptive language and expressive vocabulary development of native Korean-speaking students. A secondary focus of the study is to identify specific GLAD strategies that are observed to be effective at supporting the expanding vocabulary of students. Because English language learners need to learn and use vocabulary words for different purposes and in different contexts, this dissertation is focused on vocabulary development for second language acquisition that is not in the context of reading. Participants included 16 native Korean-speaking students (grade 1, N = 11; grade 2, N = 5) and their teachers ( N = 7). The teachers used seven GLAD strategies to implement their science curriculum over a period of approximately 7 weeks. All of the teacher resources that were necessary to implement the GLAD strategies were provided. Quantitative data were collected on curriculum dependent as well as curriculum independent measures and were analyzed using paired-samples t tests to determine if growth occurred in the student's English receptive and expressive vocabulary development. Results indicate that curriculum independent measures produced findings that were statistically significant in receptive language only, at least at the small sample size. Curriculum dependent measures, however, did produce findings of learning gains that were statistically significant in both areas. These findings suggest that when vocabulary words are carefully selected from the curriculum, intentionally taught and implemented through a variety of strategies, it is possible that receptive language and expressive vocabulary growth may occur on targeted vocabulary. Qualitative data were also collected through teacher interviews, observation checklists, and web-based teacher questionnaires. The qualitative data were coded and analyzed for patterns to provide information on the implementation and effectiveness of the GLAD strategies. Three strategies, the cognitive content dictionary, total physical response, and 10/2, were identified as strategies that were (a) used frequently, (b) showing effective use when implemented, and (c) used to teach the target vocabulary words. Qualitative data also revealed that these three strategies were used throughout the day and not exclusively during science.
Committee in charge: Kathleen Scalise, Chairperson, Educational Leadership; Gerald Tindal, Member, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt
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Chou, Kam-ngan, and 曹錦顏. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37642935.
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Lo, Yuen-fan Mandy, and 盧婉芬. "Unknown words in non-instructional texts: ESLprimary learners' strategy use and their perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963110.
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Coats, Tonya Cherie. "Using technology in language arts to motivate students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.
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This project will serve as a media rich tool to aid students and teachers in the classroom. It is designed to examine whether or not a computer based learning environment motivates and helps fourth grade at-risk students in vocabulary development. The project included creating a guide in Macromedia Authorware to help educators develop a multimedia environment in the classroom.
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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.
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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.
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Andersson, Sandra. "A study in second language vocabulary : Learning and teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7940.
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This paper investigates individual learning and teaching strategies by conducting a study among pupils and teachers on the topic. Pupils have answered a questionnaire where they were asked how they learn vocabulary. In addition, teachers have been interviewed where they were asked how they teach vocabulary. Finally, it was investigated what words pupils should learn. The study showed that pupils use a variety of different learning strategies. In addition, teachers use different teaching strategies when teaching vocabulary. It is stated that there are a number of different learning strategies pupils can use. The main teaching strategies should be to teach the words in different contexts but also present different meanings to the word. Finally, high-frequency words should be in focus as well as words of specific use to the pupils.
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Zheng, Lingzhen. "Strategies in Vocabulary Learning and Teaching : A study of vocabulary acquisition in a Chinese University." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6771.
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Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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Miller, Susan Frances 1962. "Vocabulary instruction: Teacher perceptions and classroom observations." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291918.
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This study investigates the relationships between theory-based vocabulary research (Anderson and Freebody, 1981; Mezynski, 1983), teacher perceptions of the effectiveness and usability of twelve vocabulary strategies on a researcher-developed survey, and observations in content area classrooms during vocabulary instruction. Among the findings, the following are major: (1) Each hypothesis offers differing instructional implications for vocabulary instruction; (2) the responses on the survey indicate that strategies implied by the Knowledge Hypothesis are the most effective and strategies implied by the Instrumental Hypothesis are the most usable; (3) observations of five teachers indicate that observed behaviors, reported practices, and personal reports are inconsistent; and (4) triangulation of the three data sources reveals some consistency and some contradictions. Implications for future research, teacher education and practice are discussed.
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Cena, Johanna E. 1971. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10200.
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xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2-3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinámicos del Éxito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure. Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures.
Committee in charge: Edward Kameenui, Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Scott Baker, Member, Not from U of 0; Robert Davis, Outside Member, Romance Languages
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Curtis, Consuelo Yvonne 1958. "Socially mediated vs. contextually driven vocabulary strategies: Which are most effective?" Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8153.
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xii, 79 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Results of the 2007 National Assessment of Educational Progress (NAEP) reported the need for improving reading comprehension, especially in the upper elementary and middle school grades. Because the field of vocabulary research evidenced the strong relationship between vocabulary knowledge and reading comprehension, the National Reading Panel (2000) recommended the inclusion of direct vocabulary instruction as a necessary component in a comprehensive reading program. The field of vocabulary research, however, lacks consensus on which strategies result in the most gains in vocabulary development and reading comprehension. In this study, vocabulary development of students who learned word meanings through socially mediated strategies was contrasted with students who learned word meanings using contextually driven strategies. A total of 14 teachers of fifth grade students were randomly assigned to one of two treatment groups. The intervention group taught the socially mediated strategies of semantic mapping and the Frayer model. The teachers in the comparison group taught contextual and morphemic analysis, both contextually driven strategies. The effects of these two types of vocabulary instruction were measured using three tests, two proximal researcher developed vocabulary assessments and the more distal Gates MacGinitie vocabulary assessment. Results of this study revealed that while students in both groups made significant gains as measured by the more proximal measures, students taught through contextually driven strategies gained the most. On the distal measure only the students taught socially mediated strategies improved their performance. This study adds to the field by confirming three prior findings. Direct vocabulary instruction improved students' vocabulary development. Instruction in contextually driven strategies improved students' vocabulary learning when the dependent measure assessed knowledge of taught words. Instruction in socially mediated strategies improved students' vocabulary development when the dependent measure assessed unknown words.
Adviser: Gerald Tindal
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Karlén, Boman Josefin. "Teaching Activities for English Vocabulary Acquisition : A quantitative study of what activities teachers use to teach vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105368.
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This independent project investigated which teaching activities were used by teachers of English in Swedish classrooms in order to teach vocabulary, if there were any differences between secondary school and upper secondary school and how the teachers assessed that their activities had worked. Four teachers, two at secondary school and two at upper secondary school, were interviewed. The teachers answered ten predetermined questions about different aspects of vocabulary and how it is taught in a Swedish setting. The results showed that there are both similarities and differences between the educational levels. Teachers at secondary school preferred to use the coursebook and grammar-translation, even though the syllabus is communicative. The preferred activity amongst the upper secondary school teachers was to use reading in order to expand their students’ vocabularies. The teachers assessed their learners in various ways, for example through grammar-translation, book-talks, and national tests.
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Poon, Fung-ying, and 潘鳳英. "Word Association and L2 vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956695.
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Briggs, Jessica G. "A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:e7dc69d9-09e5-4fab-b8fc-fe4682eecdfb.
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This thesis reports on a longitudinal, mixed-methods study of the relationships between informal (i.e. out-of-class) second language (L2) contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The study addressed three main gaps in knowledge that arose from analysis of the literature: (1) the evidence of informal L2 contact was largely unreliable, ungeneralisable, or both; (2) the evidence of vocabulary-related strategic behaviour in informal L2 contact was neither context nor task specific; and (3) there was no evidence of the interplay between informal L2 contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context. The sample (n=241) were adults undertaking a study abroad experience (SAE) in England, who comprised a range of nationalities and first language backgrounds and for whom the majority of the SAE was spent outside of the classroom. A vocabulary test was administered at the beginning and end of the SAE. A questionnaire was administered during the SAE to determine the most highly identified with informal L2 contact scenarios and out-of-class vocabulary-related strategies. Subsequently, an innovative research tool comprising computer-based simulations of the most identified with scenarios was developed and used as the stimulus in semi-structured interviews to capture task and/or context-specific vocabulary-related strategic behaviour. Analysis grouped participants by length of stay and location. The most highly identified with informal L2 contact scenarios involved participants seeking information from external sources, such as interlocutors, posters or websites. The vocabulary-related strategies most highly identified with by the sample pertained to the use of a newly encountered lexical item; that is, they were strategies in which the learner used or prepared to use a lexical item that they had decided to engage with strategically. The strategic behaviour manifested in response to the simulation tool (the 'OWLS') provided strong evidence in support of the fundamental considerations of task, context and intention in strategy-based research. Regression analysis revealed that informal L2 contact scenarios that were less strategically prohibitive and strategies that were less context-dependent were predictors of vocabulary gain. The pedagogical implications of these findings are far- reaching in terms of preparing L2 learners for informal contact on a SAE and guiding their manipulation of that contact for maximum linguistic gain.
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Yu, Chennan. "A Study on Students' Categorizing Abilities and the Implications for Vocabulary Teaching in a Private Training School in China." Thesis, Kristianstad University, School of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6860.
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Pritts, Amy M. "The relationship between vocabulary development, low socioeconomic status, and teacher discourse." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/698.
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Elementary students from low socioeconomic households often begin and remain behind other socioeconomic groups in vocabulary knowledge. Many reasons for this gap, including cognitive, environmental, and educational, have been researched. The current study examined the relationship between vocabulary knowledge, socioeconomic status, and type of teacher discourse within an early elementary setting not yet explored within the research. This concurrent mixed-method research study investigated this relationship using study groups, taped classroom lessons, and the DIBELS word use fluency assessment measure. Interpretative analysis was used for the qualitative data, and correlational analysis was used to determine relationships between the discourse types and the DIBELS word use fluency growth scores. The quantitative results suggested that as two-way teacher-student conversation increased, vocabulary knowledge in students from low socioeconomic households also increased. The qualitative results indicated that lesson reflection alters teachers' perceptions of discourse beliefs. The findings of this study initiate social change by assuring quality professional development methods so that all teachers use effective communication along with best practices. These improved techniques may result in every child gaining an equal opportunity to learn how to read successfully and may assist in closing the socioeconomic achievement gap.
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Calder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.
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Liang, Shu-Chuan. "Teaching English vocabulary in the primary classroom in Taiwan : a case study." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433561.
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Szeto, Ngan-ha Christine, and 司徒雁霞. "The relationship between vocabulary development and reading and vocabulary learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38718273.
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AlSaif, Abdullah. "Investigating vocabulary input and explaining vocabulary uptake among EFL learners in Saudi Arabia." Thesis, Swansea University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678355.
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Dobinson, Toni. "The recall and retention of new vocabulary from second language lessons." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/954.
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This study set out to take a close look at English language lessons and the Individual language learners ability to recall new words arising In those lessons. Learners were asked to report the new vocabulary items that they could recall immediately after a lesson. Many words were recalled and in some Instances the same word was recalled by more than one learner whereas in others, learners recalled words not recalled by anyone else. Just under half of the words recalled, fitted the former category and just over half fitted the latter category. The amount of vocabulary recalled by individuals varied enormously although the average recalled was 6 items per learner. The majority of these words were two syllable nouns with neutral, abstract connotations. Some part words were recalled also. The rate of retention for these words was high over a six week period and some words which had originally been recalled only weakly (In other words without their meanings) came to be recalled Strongly (or with their meaning as well) over time, trusting the learner as a reliable and valuable source of data in terms of reporting the conscious processes undergone during a lesson, the researcher documented each individual's introspections of the processes involved in the noticing, recollection and retention of Items of vocabulary from the lessons. The decision to investigate only those words recalled by more than a quarter of the learners was made fairly early in the study, as the researcher was keen to see why certain words were recalled by learners much more than others. The learners gave reasons which could be grouped together under the headings of Interaction with the Data, Classroom Interaction, Personal Agenda/Priorities and Previous Learning/ Beyond the Classroom. Reasons given most often related to the category of Interaction with the Data. The second largest group of reasons given for recall of new words from the lessons related to Classroom Interaction. II seemed that reamers attributed noticing and recollection of new words to the fact that they had worked on the words in some way or been affected by qualities of the words themselves. In other words, they maintained that recall was due to the fact that they had interacted with the data presented In the lesson rather than interacted with the teacher or other students. Reasons relating to Personal Agendas/ Priorities and Previous Learning! Beyond the Classroom were present in the study but did not form a significant part of all reasons given. The researcher also decided to check if what learners had said was true in the case of events occurring in the classroom interaction and, at the same time, see If any trends could be ascertained In terms of links between features of the discourse and recall of new words. It was found that events recalled by learners in the classroom Interaction were borne out in almost all cases. What was more, nearly all words recalled by more than a quarter of learners had been 'mentioned' during the lesson, Words which had been 'repeated', 'focused upon', ‘introduced then reintroduced' during the lesson and were at the centre of a lot of 'turn-taking' were more likely to be recalled. This was only true up to a certain point, however. Too much of any of these things seemed to produce a negative relationship with recall or the relationship already established with a smaller amount of these variables present, remained unchanged. There appeared to be links between more student 'repetition' of words, and greater recall of that word, however, it was not necessary for learners to participate in the classroom interaction in order to recall large numbers of new words. Overall the study found that words which were made explicit in some was for learners and given attention during the lesson they were likely to be recalled by more learners.
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馬甜甜 and Tim-tim Ma. "The effectiveness of guessing vocabulary meaning using contextual clues and learning word list in terms of vocabulary retention." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262979.
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Wu, Linglin. "Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China." Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952.
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This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.
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李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.
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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.
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DuBois, Kristi Allyn. "The importance of phonological practice and other strategies for vocabulary recall and comprehension." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4275.
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This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related to success in vocabulary recall and comprehension tests. The primary part of the study focuses on the hypothesis that phonological practice with new words will aid long-term recall and comprehension of these words. An empirical experiment with an experimental and control group was designed to test this hypothesis. The secondary section of the study discusses how often subjects reported using the vocabulary learning strategies categorized by Rebecca Oxford in Language Learning Strategies: What Every Teacher Should Know. In addition, it researches possible correlations between use of these strategies, and scores on subsequent vocabulary recall and comprehension tests. Finally, this study describes how a representative group of students actually apply specific strategies to their vocabulary learning.
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Bess, Michael William. "Vocabulary Learning for Short-Term ESL Students: A Comparison of Three Methods." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4713.
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Long-term studies with both native and non-native speakers of English have shown that vocabulary can be learned passively or "incidentally" simply through the act of reading, even through reading for pleasure. Generally, studies of incidental vocabulary learning have tested subjects' knowledge of words learned after reading novels or other longer works of prose fiction. Eighty-four students from a short-term ESL program participated as subjects in this study. Subjects were divided into three treatment groups and one control group. All subjects were given a 100-i tern word-recognition pretest, containing 45 test words and 55 dis tractors. The three treated groups were each given three treatments meant to increase their vocabulary knowledge: Vocabulary exercises alone, short story reading alone, and a combination of vocabulary exercises and short story reading (using a short story which contained the words taught in the exercises). Fifteen of the 45 test words were taught under each treatment. All subjects were then given a 45-item multiple-choice post-test, testing the 45 vocabulary words taught in the three treatments. It was hypothesized that story-reading alone would produce the highest gains between pre- and post-test scores, exercises and story together would produce median scores, and exercises alone would produce the lowest scores. Analysis of the data revealed a much different pattern: Story-reading alone actually produced the lowest score gains, while the two treatments involving exercises produced gains that were similarly high. Apparently, vocabulary exercises combined with a short story provided the extra context and practice the subjects needed to learn those words better than did story reading alone. Vocabulary exercises alone produced better scores than story reading alone perhaps because the subjects were accustomed to the task of learning vocabulary words through exercises, and because the task (learning words) was obvious. The subjects were probably not accustomed to learning words simply through reading stories, nor was the task of learning words obvious in that case. Thus, given the special parameters of this study and its subjects, score gains were lowest on the treatment that was expected to produce the highest gains.
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Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.
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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of ArchitectureDepartment of English
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Rider, Cindy Ellerman. "Inducement of imagery in the service of learning sign language vocabulary." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277007.
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The focus of this study was the inducement of imagery in order to retain sign language vocabulary items. Thirty-eight beginning sign language students were selected as subjects. Subjects were randomly assigned to two groups. The treatment group received instructions in the use of imagery mnemonics in order to better retain sign language vocabulary. Subjects in the control group were left to learn the vocabulary items by methods of their own choosing. Results of the statistical analyses indicated no significant difference between groups on posttest measures. However, there was a tendency toward an interaction between subjects' grade point averages and the treatments. The inducement of imagery in the treatment group was somewhat of an "equalizer" between subjects with high and low grade point averages. Additional analyses indicated that the inducement of imagery mnemonics in the treatment group was more successful for the poorer students and hindered the better students.
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Dogala, Zeyneb. "Vocabulary Teaching in the Swedish and Turkish Upper-Secondary School: A Comparative Study." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29530.
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Recent numbers on English Proficiency Index (2018) indicate that Sweden is in the lead ofEnglish proficiency, whereas Turkey is lagging far behind. Vocabulary plays a vital role inlanguage learning, and research confirms that learners become more confident and proficientusers of English when they receive enough support to expand their word knowledge. Thiscomparative study is twofold: one aspect focuses on how the steering documents in Swedenand Turkey support integration of vocabulary teaching through a content analysis, and theother is on what teachers, in qualitative interviews, report they do to help their learnersincrease their vocabulary knowledge. Although Sweden is in the lead of proficiency, thesupport for vocabulary teaching in the syllabus is relatively absent, whereas the Turkishsyllabus puts an emphasis on teaching and learning words. Furthermore, Swedish and Turkishteachers incorporate vocabulary in their classrooms differently as a result of how theyinterpret what the respective syllabus require. However, neither of these syllabuses areexemplary in describing vocabulary teaching and learning, and one could argue for combiningthe approaches in the two syllabuses, which could perhaps lead to a decrease in the gapbetween “word poor” learners and “word rich” learners.
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Söderqvist, Niclas. "Racking one’s brain : Vocabulary teaching and the retention of idiomatic expressions." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53858.
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This essay presents a study of retention of idioms delving into a pedagogical approach by presenting them to a group of lower secondary students. The study also explores students’ memory retention whilst concurrently investigating if certain types of idioms are retained to a greater extent than others. For the sake of assessing memory retention in relation to these various types of idiomatic transparency, the selected idioms have been divided into three separate categories; transparent, semi-transparent and opaque depending on their literal and figurative meaning. This essay argues that opaque idioms are retained to a lesser extent in memory due to their non-transparent metaphorical meaning. In fact, the most striking finding is that idioms pertaining to the opaque category are indeed more difficult for students to learn and are also forgotten the fastest. Previous research has put emphasis on the complex structure of idioms and opinions seem divided regarding to what extent the teaching of idioms should be implemented together with other vocabulary items in a classroom setting. On the other hand, the same research emphasizes the great value of idioms; potentially expanding student vocabulary and making the English language more nuanced and native-like.
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Pang, Yee-lam Elaine, and 彭綺琳. "Secondary school teachers' and students' perceptions of vocabulary acquisition teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390981.
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Paige, Patricia L. "Vocabulary acquisition in the middle grades: a conceptual approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/591.
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Zahar, Richard M. "Examining conditions of incidental L2 vocabulary acquisition through reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ55013.pdf.
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Mangus, Jessie Yvonne. "A comparison of the effectiveness of vocabulary strategies in the acquisistion of vocabulary by low-ability secondary students : context versus direct." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722781.
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This study examined the effectiveness of the context and the direct vocabulary strategies in the acquisition of vocabulary by secondary students. Forty-eight low-ability tenth grade and eleventh grade students were divided into either the direct or context treatment group. One hundred sixty words were presented over a period of sixteen weeks using either the direct or the context vocabulary strategy. A pretest and a post test of fifty randomly selected words from the one hundred sixty words taught were administered to determine any gains in vocabulary acquisition by the students in the two treatment groups. A multivariate analysis of covariance indicated that there was no significant difference in the two different vocabulary strategies of context and direct in the acquisition of vocabulary by low-ability secondary students.Department of Elementary Education
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Matsuda, Lynne Goodwin. "A historical examination of vocabulary development in the schools, 1900-1985." Thesis, 1987. http://hdl.handle.net/10125/9559.
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HUA, HUANG CHIUNG, and 黃瓊華. "The vocabulary study of Taiwanese and Mandarin teaching materials in elementary school." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/11633646375711363123.
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碩士國立新竹師範學院
臺灣語言與語文教育研究所
89
Abstract From 85 semester, Ministry of Education added the vernacular teaching activity curriculum in the original curriculum standard. Moreover, in 9 Year Curriculum Guidline carrying out in 90 semester, Ministry of Education lists the vernacular curriculum under native language courses and makes vernacular and Mandarin coexist. Finally, the government demolishes the consistent Mandarin policy. The government only points out “ total lexicon number” to instead some things such as how much lexicon quantity children should acquire and what lexicon children should acquire as advanced. Thus, such kind of thing has a great negative influence on the Mandarin teaching materials. To the vernacular curriculum which is going to carry out, the ambiguous statement is the most emergent problem that should be solved. This research is based on practical angle, compiling the mixed lexicon of seven Mandarin data bases and run statistics. The author obtains 3600 common lexicon being used as the prior lexicon in Mandarin teaching. And the author translates the 3600 Mandarin lexicon into 3543 Taiwanese common lexicon and suggests what the prior lexicon in Taiwanese teaching materials should be taught. Besides, the author provides her claims to the differences of the writing system in six Taiwanese dictionaries. For resulting the difficulties of teaching materials edition, this research suggests that we should adopt the combination of the written Chinese characters and the Rome alphabets of one-line reading. When children are not sure the exact way of writing Chinese character in Taiwanese lexicon, they can write by the Rome alphabet of Taiwanese. And then teachers can add the amount of writing Chinese characters to about 250 words in teaching materials for each semester. Thus, this is the best way to carry out vernacular education. The author hopes the analysis of this research provide an objective consultation to the lexicon edition in editing teaching materials for all the editor of elementary Taiwanese and Mandarin teaching materials. Key Words: Mandarin teaching materials、Taiwanese teaching materials、common lexicon、vernacular education
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Fang, Hsiu-Ju, and 方秀如. "An Action Study of Social Studies Vocabulary Teaching Strategies in an Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/fqf6d9.
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碩士國立臺中教育大學
教師專業碩士學位學程
103
In this study, the research had implemented the reading strategy of vocabulary development in teaching social studies for 12 periods by adopting action study. A whole class students who studied fifth grade in Yunlin County were the research participants. The researcher applied“Learning Effect Test”in both pretest and posttest to analyze the participants' learning performance. During the implementation, the researcher could realize the learning effect by using strategy based on the writing exercise worksheet and informal interview. After the implementation, the researcher utilized the feedback sheet to evaluate the participants' learning attitude and opinions in entire curriculums. The conclusions of this study were as followed: I. The solutions for different vocabulary teaching strategies in social studies were: 1. Before using Verbal and Visual Word Association strategy, teacher could ask students to recall what they know. This would make the discussion and communication more extensively. 2. When using Frayer Model the first time, teacher could demonstrate the sharing method into teaching procedures. 3. Semantic Webbing organized both prior knowledge and new information. The control of the time was critical. 4. Concept Definition Map could be wide used. By presentation and observation, students could keep reviewing their products. II. The vocabulary teaching strategies in social studies could advance students' social studies learning performance. They also had positive attitude toward learning. Finally, according to the findings, the researcher provided some suggestions for primary schools' teachers and future studies.
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Wang, Shuling, and 王淑玲. "Vocabulary Acrostics Teaching on Developing Elementary School Students'' Sentence Writing Skills: A Case Study." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/88546202799881557762.
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碩士淡江大學
英文學系碩士班
96
This study aims at the application of vocabulary acrostics teaching through ‘short poem’ practice on developing elementary school students’ sentence writing skills. Traditional vocabulary teaching focused on memory of vocabulary words and mechanical repetition of sentence patterns, the underlying theory of the study is that words are the basic building blocks of language, the units of meaning from which larger structures such as sentences, paragraphs and whole texts are formed. A word alone may be a word only, but it is up to the language learner to associate with other words then expand to a presentation of a short poem. Acrostics ‘short poem’ refers to using letters in a topic word to begin each line to form a poem, for example, the word WELCOME: When you Enter this Little School, Come On to Make Each day a happy day. Participants of the study were 20 fifth-grade students. The study lasts for one semester in a twenty-one week period. The study used vocabulary acrostics teaching through ‘short poem’ practice to help develop students’ sentence writing skills. After demonstration of vocabulary acrostics in class, students were encouraged to practice acrostics ‘short poem’ writing on a worksheet for every main word totaling thirty as listed in the textbook. Observation and interviews were also conducted to collect data for analysis. Data collected were categorized into four main areas, including vocabulary application, sentence formation, student’s expressiveness and student’s motivation. The findings revealed that the vocabulary acrostics practice not only provided the students with opportunities of reviewing vocabulary they have learned and even helped them to improve their ability of words for production. It also developed students’ writing skills in sentence formation. Besides, the application of vocabulary acrostics teaching also helped students explore their expressiveness in writing and motivated them to learn English.
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Chang, Pei-Yu, and 張佩瑜. "A Study on Creative Images Used in Teaching English Vocabulary in an Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/18528381680446419694.
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碩士南華大學
視覺與媒體藝術學系
102
Vocabulary learning and memorizing and even the mastery of vocabulary using are crucial to English learning. English vocabulary by nature is abstract, so that it could be difficult to learn. On the scene of education, it is often found that numerous students at younger age fear memorizing vocabularies. Given that pictures have the function of embodying abstract vocabulary, this research is aimed at, through experimental teaching, employing creative graphics to assist those primary students in escalating their learning in English vocabularies and memory. This research seeks to find out the influence of creative graphics presented in media and created by students in elevating the efficiency of English vocabulary learning and memorizing among elementary students. By adopting words exhibited on the cartoon animation “WordWorld” as the targeted words to learn, a quasi experimental research approach has been employed. Recruiting 26 students from Fu-Ler Primary School, Jar-Yee, as participants for this research, an experimental teaching based on 3-phase graphical creative English vocabulary teaching is implemented: the first phase is “traditional English vocabulary teaching; the second one is teaching vocabulary through the creative vocabulary pictures shown in the animation; the third phase attempts to let students create their own individual graphical products for vocabulary. In the wake of each phase of vocabulary teaching, the post-test of each phase will be implemented soon and one month after the whole experimental teaching is over, the postponed test is to be conducted. Both of the two kinds of test are with a view to analyzing, comparing and understanding the learning and reserved efficiency for “English vocabulary teaching integrated creative images in animation” and “English vocabulary teaching integrated creative images produced by students” The primary findings of this research are stated as follows: 1. The self-creation of vocabulary is instrumental to escalating the immediate efficiency after learning vocabularies among elementary students. 2. The media presentation and self-creation of “innovative graphs” can help elevate reserved efficiency after the learning of English vocabularies among elementary students. The researcher also, based on the research result, provides a handful of suggestions and references to the vocabulary teaching in elementary schools, future research activities, and relevant teaching materials for publishers.