東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of Explicit Vocabulary In...

Wei, Ju-Chun.

FindBook

Google Book

Amazon

博客來

The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention./
作者:	Wei, Ju-Chun.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	98 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13819935
ISBN:	9780438776463

The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention.
Wei, Ju-Chun.

The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 98 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2018.

This classroom study of Chinese as a foreign language investigates the impact of explicit vocabulary instruction on students' vocabulary growth and knowledge as measured by translation and speaking test. Eight students in a college-level Advanced Chinese course participated in the study. Students received systematic and robust vocabulary instruction on 45 words, 15 words from each of the three thematic units of study over the course of nine weeks. The findings show that in post-tests on all 45 words, all students improved in the translation assessment and were able to use the majority of the target words in the prompted picture description assessment and in the unprompted recall assessment. Further analysis of the translation assessment results revealed that the correctness rate was higher if the words were more imageable and the conceptual fields of the Chinese and English words were close. A survey was conducted to explore how students changed their approach to studying vocabulary and their opinions on various vocabulary activities they experienced in class. The study showed that students changed their orientation to vocabulary study and now study words in sentences related to a meaningful context rather than as discrete items in a word list. The pedagogical implications of the study are presented in the last section of dissertation in practice.

ISBN: 9780438776463Subjects--Topical Terms:

3172512
Foreign language education.
Subjects--Index Terms:

Chinese

The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention.
LDR:02474nmm a2200349 4500 001 2273420
005 20201109122528.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438776463
035 $a (MiAaPQ)AAI13819935
035 $a AAI13819935
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wei, Ju-Chun. $3 3550860
245 1 4 $a The Impact of Explicit Vocabulary Instruction on L2 Advanced Chinese Learners' Vocabulary Retention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 98 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Donato, Richard.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2018.
520 $a This classroom study of Chinese as a foreign language investigates the impact of explicit vocabulary instruction on students' vocabulary growth and knowledge as measured by translation and speaking test. Eight students in a college-level Advanced Chinese course participated in the study. Students received systematic and robust vocabulary instruction on 45 words, 15 words from each of the three thematic units of study over the course of nine weeks. The findings show that in post-tests on all 45 words, all students improved in the translation assessment and were able to use the majority of the target words in the prompted picture description assessment and in the unprompted recall assessment. Further analysis of the translation assessment results revealed that the correctness rate was higher if the words were more imageable and the conceptual fields of the Chinese and English words were close. A survey was conducted to explore how students changed their approach to studying vocabulary and their opinions on various vocabulary activities they experienced in class. The study showed that students changed their orientation to vocabulary study and now study words in sentences related to a meaningful context rather than as discrete items in a word list. The pedagogical implications of the study are presented in the last section of dissertation in practice.
590 $a School code: 0178.
650 4 $a Foreign language education. $3 3172512
650 4 $a Language. $3 643551
650 4 $a Asian studies. $3 1571829
653 $a Chinese
653 $a Explicit vocabulary instruction
653 $a Vocabulary
690 $a 0342
690 $a 0444
690 $a 0679
710 2 $a University of Pittsburgh. $b Department of Instruction and Learning. $3 3550861
773 0 $t Dissertations Abstracts International $g 80-07A.
790 $a 0178
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13819935