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Vocabulary mediation in the second ...

Walter, Brett.

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Vocabulary mediation in the second language classroom: An exploratory study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Vocabulary mediation in the second language classroom: An exploratory study./
作者:	Walter, Brett.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10120514
ISBN:	9781339816944

Vocabulary mediation in the second language classroom: An exploratory study.
Walter, Brett.

Vocabulary mediation in the second language classroom: An exploratory study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 114 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2016.

This mixed-methods study investigated the use of different types of instructional techniques as mediational tools for developing student vocabulary development and retention in the Japanese classroom. The experimental treatment, designed to introduce vocabulary through its components in a more interactive, visual manner, was implemented during regular subject-matter instruction over the course of one semester, covering vocabulary of four chapters from the textbook used in the curriculum. A total of 34 participants were divided into two classes. One class, composed of 19 of the total participants, received three types of explicit instruction using mediation through three different experimental treatments. The remaining 15 participants in the other class were part of the control, receiving no instruction beyond what is typically found in the curriculum. All participants in the experimental treatment class were also given questionnaires for the qualitative portion of the study.

ISBN: 9781339816944Subjects--Topical Terms:

3172512
Foreign language education.

Vocabulary mediation in the second language classroom: An exploratory study.
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245 1 0 $a Vocabulary mediation in the second language classroom: An exploratory study.
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300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Rebecca Galeano.
502 $a Thesis (Ph.D.)--The Florida State University, 2016.
520 $a This mixed-methods study investigated the use of different types of instructional techniques as mediational tools for developing student vocabulary development and retention in the Japanese classroom. The experimental treatment, designed to introduce vocabulary through its components in a more interactive, visual manner, was implemented during regular subject-matter instruction over the course of one semester, covering vocabulary of four chapters from the textbook used in the curriculum. A total of 34 participants were divided into two classes. One class, composed of 19 of the total participants, received three types of explicit instruction using mediation through three different experimental treatments. The remaining 15 participants in the other class were part of the control, receiving no instruction beyond what is typically found in the curriculum. All participants in the experimental treatment class were also given questionnaires for the qualitative portion of the study.
520 $a Analysis of the data revealed that there was no statistical significance between those participants who received explicit vocabulary instruction and those in the control group. Further, there was no statistical significance found upon analysis of the students' grades in the experimental treatment group across both the posttest and delayed posttest. Results suggest that the length of time given for each type of mediation was not sufficient for participants in the experimental treatment group to focus on the mediational tools being presented to them, whereas students in the control group gradually showed improvement possibly due to consistent use of the same technique for acquiring the vocabulary throughout the four chapters. The study then makes a number of recommendations for future studies using a similar methodology.
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