Vocabulary learning activities are generally learning of vocabulary (Nation, 2001)

advertisement

 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.

Instrument & Subjects

 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

Recommendable Journal

 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

Thank you !

Download