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The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners./
Author:	Shin, Hye Won.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	151 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-06, Section: A.
Contained By:	Dissertations Abstracts International78-06A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195963
ISBN:	9781369321296

The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners.
Shin, Hye Won.

The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 151 p.

Source: Dissertations Abstracts International, Volume: 78-06, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2016.

This item is not available from ProQuest Dissertations & Theses.

The present study explored whether the instructional modality of a vocabulary task influences its effectiveness with regard to learning English as a Foreign Language (EFL) among adolescents, a group that has traditionally been under-represented in L2 vocabulary research. A total of 6 classrooms (N = 121), all from one 6th grade cohort, were randomly assigned to one of three conditions: (1) vocabulary training anchored in listening; (2) vocabulary training anchored in reading; or (3) vocabulary training anchored in writing. Three parallel versions of the tasks for all three groups involved 21 target words embedded in contexts, but the students encountered these words explicitly through either listening or reading or writing modality. The students were assessed using researcher-developed word knowledge measures. Results revealed statistically significant differences in favor of the reading- and writing-based groups over the listening-based group in terms of both word association ability and vocabulary knowledge. Students in the reading-based and writing-based groups showed roughly the same level of vocabulary knowledge with regard to the target words. Significant interaction between treatment condition and classroom teacher was also found. These findings have implications for how effective use of certain instructional tasks might improve L2 vocabulary learning.

ISBN: 9781369321296Subjects--Topical Terms:

3423938
English as a Second Language.
Subjects--Index Terms:

Adolescents

The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners.
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100 1 $a Shin, Hye Won. $3 3683027
245 1 4 $a The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 151 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gordon, Peter.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2016.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a The present study explored whether the instructional modality of a vocabulary task influences its effectiveness with regard to learning English as a Foreign Language (EFL) among adolescents, a group that has traditionally been under-represented in L2 vocabulary research. A total of 6 classrooms (N = 121), all from one 6th grade cohort, were randomly assigned to one of three conditions: (1) vocabulary training anchored in listening; (2) vocabulary training anchored in reading; or (3) vocabulary training anchored in writing. Three parallel versions of the tasks for all three groups involved 21 target words embedded in contexts, but the students encountered these words explicitly through either listening or reading or writing modality. The students were assessed using researcher-developed word knowledge measures. Results revealed statistically significant differences in favor of the reading- and writing-based groups over the listening-based group in terms of both word association ability and vocabulary knowledge. Students in the reading-based and writing-based groups showed roughly the same level of vocabulary knowledge with regard to the target words. Significant interaction between treatment condition and classroom teacher was also found. These findings have implications for how effective use of certain instructional tasks might improve L2 vocabulary learning.
590 $a School code: 0055.
650 4 $a English as a Second Language. $3 3423938
650 4 $a Education. $3 516579
650 4 $a Educational psychology. $3 517650
653 $a Adolescents
653 $a Depth of processing
653 $a EFL learners
653 $a Instructional tasks
653 $a Vocabulary
690 $a 0441
690 $a 0515
690 $a 0525
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertations Abstracts International $g 78-06A.
790 $a 0055
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195963