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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of instructional tasks on L2 vocabulary acquisition: Evidence from adolescent EFL learners./
作者:	Shin, Hye Won.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	151 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-06, Section: A.
Contained By:	Dissertations Abstracts International78-06A.
標題:	English as a Second Language. -
電子資源:	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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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.
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