 N98C0026 – Joanna Yang / 楊鎧綺
 Vocabulary learning activities are generally categorized into two types: intentional and incidental learning of vocabulary (Nation, 2001)
 One of the first attempts at providing a comprehensive overview of language learning strategies can be found in Oxford (1990)

 Receptive and productive vocabulary learning:
The effects of reading and writing on word knowledge (2005)
 Learning word pairs and glossed sentences:
The effects of a single context on vocabulary knowledge

Receptive and Productive Vocabulary learning: The effects of reading and writing on word knowledge (Stuart ,2005)
 The same amount of time on both tasks, reading task was superior.
 The allotted time on tasks depends on the amount of time needed for completion , with writing task requiring more time, the writing task, was more effective.
 Refer to our textbook p451-453

 For both teachers and students
Need to be aware of vocabulary learning limits.
-Language learners can be made aware of these limits by performing learning tasks with different numbers of words to determine how many items they can acquire.
-Teachers who use these learning tasks may be able to set vocabulary learning goals for students.
 Using receptive and productive tests to measure an aspect of knowledge and testing multiple aspects of knowledge may give a much more accurate assessment of the degree and type of learning that has occurred.

The factors of selecting contexts (FM British National Corpus)
-the number of words
-the frequency of the words
-the ease in comprehending the sentence
 The results suggest
-a single context may have little effect on gaining vocabulary knowledge
-both learning word pairs and learning glossed sentences are effective methods of learning vocabulary

 Supporting
The findings of Dempster (1987), Laufer & Shmueli (1997) and contrasting with Griffin (1992) & Seibert (1930).
 Expanded upon earlier methodologies by measuring receptive and productive knowledge of orthography, meaning, paradigmatic & syntagmatic association and grammatical functions
 Limitations
-It was limited to one type of context – single glossed sentences. Examining the effects of different types of context would be a useful follow-up to this study.

 Vocabulary notebooks Age range from 17 to 20 years
 Hand puppet role play Kindergarten/preschool
 Word lists Senior high school students
 Dictionary referencing Pre-university level

•Target word&Sentence context University 1st year students
•Video tape
Kindergarten
•Picture & CD
Grade 1 and 6
• -The word Attack subtest of the Woodcock Reading
Mastery Tests – Revised (WRMT-R; Woodcock)
•-Test of word Reading Efficiency (TOWRE; Torgesen,
Wanger, & Rashotte
)

 TBL University students
-A keyword is generated for the to-be-learned (TBL) word
 Word pair lists & sentences University
 Word list & cooperative Grade 4th students

 The Effect of keeping Vocabulary Notebooks on
Vocabulary Acquisition
JoDee W. & Neval B. (2009).
Learning Teaching Research
13, 403
- Structure similar as thesis
Clear statement
Recent report