The Effect of Three Vocabulary Learning Strategies of Word-part, Word-card and Context-clue on Iranian High School Students’ Immediate and Delayed English Vocabulary Learning and Retention
محورهای موضوعی : language teaching
عباس ابراهیمیان
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
نساء نبی فر
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
کلید واژه: vocabulary learning, Vocabulary Retention, word-part strategy, word-card strategy, context-clue strategy,
چکیده مقاله :
The present study was an attempt to compare the effect of three VLSs, namely word-part strategy, word-card strategy and context-clue strategy on immediate and delayed English vocabulary retention of Iranian third grade high school students. To this end, 90 students, studying at three high schools in Tabriz, in three intact groups, were considered as the participants of the study. In order to ensure their homogeneity, the researchers administrated a Preliminary English Test (PET). Based on the results, 20 students in each class were selected as the participants of the study. These three intact classes were then randomly assigned to three experimental groups, each receiving one type of vocabulary learning strategy. Then, 60 words were given to the students as a pretest in order to sort out 40 unknown words to teach. At the end of the last session of the treatment, an immediate posttest and after four weeks a delayed posttest were given to each group, and then, their mean scores were compared through ANOVA. The analysis of the results revealed a significant difference in the efficacy of context-clue strategy in contrast to both word-part strategy and word-card strategy in the delayed posttest. The findings of the present study can have important implications for EFL teachers and learners.
هدف از پژ وهش حا ضر مقایسه ی تا ثیر سه شیوه آ موزشی واژگان :شیوه تدریس اجزا ء سا زنده واژ ها ، فلش کارت و استفاده از شیوه سر نخ های متنی بر یاد سپاری بلا فا صله و با تأ خیر واژگان دانش آ موزان پا یه سوم دبیر ستان های ایران است.به همین دلیل نود دانش آ موز در این پژ وهش شر کت نمو دند که مشغول تحصیل در مدارس تبریز بودند.برای اطمینان از همگن بودن آن ها ، آزمون پت به آ ن ها داده شد ، بر پایه نتا یج بدست آ مده بیست نفر از هر کلاس انتخاب شدند و این سه کلاس دست نخورده به صورت تصا د فی در سه گروه آ موزشی قرار گر فته اند. ابتدا به عنوان پیش آزمون شصد واژه به عنوان پیش آ زمون به آن ها داده شد که چهل تا از آ ن ها نا شنا خته برای دانش آ موزان بودند، هر کلاس تحت تدریس یک شیوه قرار گر فت ، و آ موزش های لازم داده شد .برای فهمیدن تأثیر هر شیوه تدریس در آ خرین جلسه پس آ زمون متشکل از چهل واژه داده شد و بعد از چهار هفته پس آ مون با تا خیر داده شد و نمرات بدست آمده با استفاده از آ مون انو وا مقایسه شد .نتا یج بدست آ مده نشان داد که تا ثیر سر نخ های با فتی بر یادگیری واژ ها بیشتر از شیو های دیگر است .نتا یج بدست آمده مفید برای اساتید زبان ،دانش آ موزان ، مدارس و دانشگا ها است
Aizawa, K. (1998). Developing a vocabulary size test for Japanese EFL learners.ARELE, 9, 75-85.
Amer, A. A. (2002). Advanced vocabulary instruction in EFL.Retrieved July 04, 2002 from http://iteslj.org/Articles/Amer-Vocabulary/American English Language Program, English, Reading, Women's Studies & World Languages. Retrieved Jun 16, 2012 from http://www.montgomerycollege.edu//
Atkinson, R. C. (1975). Mnemotechnics in second-language learning.American Psychologist, 30, 821-828.
Bauer, L., & Nation, I.S.P. (1993) Word Families.International Journal of Lexicography, 6, 4, 253-279.
Baumann, J., Edwards, E., Font, G., Tereshinski, C., Kame’enui, E., &Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students [Electronic version].Reading Research Quarterly, 37(2), 150-176.
Baumann, J. F., Ware, D., & Edwards, E.C. (2007).Bumping into spicy, tasty words that catch your tongue: A formative experiment on vocabulary instruction.The Reading Teacher, 61(5), 108-122.
Beaton, A., Gruneberg, M., & Ellis, N. (1995). Retention of foreign vocabulary using the keyword method: a ten-year follow-up. Second Language Research, 11, 2, 112-120.
Blachowicz, C. L. Z. (1993). Modeling context use in the classroom.The Reading Teacher, 47(3), 268-269.
Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory.In H. L. Roediger III, & F. I. M. Craik (Eds.), Varieties of memory & consciousness (pp. 637-640). Hillsdale, NJ: Erlbaum.
Boers, F. (2001).Remembering figurative idioms by hypothesising about their origins.Prospect, 16, 35 – 43.
Bromley, K. (2000). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-537.
Carroll, J. B., Davies, P., & Richman, B. (1971).The American heritage word frequency book. Houghton Mifflin, Boston American Heritage, New York [8.2]
Carter, R. (1987). Vocabulary and second/foreign language teaching.Language Teaching, 20, 3-16.
Chin, C. (1999). The effects of three learning strategies on EFL vocabulary acquisition.The Korea TESOL journal 2(1), 1-12
Clark, D. (2004). Context.Retrieved from http: //www.nwlink.com/donclark /knowledge/ context. Html
Clarke, M., & Silberstein, S. (1977).Toward a realization of psycholinguistic principles in the ESL reading class.Language Learning, 27 (1), 144–145.
Coady, J. (1997). L2 vocabulary acquisition: A synthesis of research. In J. Coady& Th. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 273-91). Cambridge: Cambridge University Press.
Coady, J., &Huckin, T. (1997).Second language vocabulary acquisition. Cambridge: Cambridge University Press.
Cobb, T. (2002). “Why and how to use frequency lists to learn words”. The Complete Lexical Tutor for Data-driven Learning. Retrieved April 21, 2005 from http://132.208.224.131.
Culyer, R. (1988). Using single concept cards and sentences for affective and effective reading.Intervention in School and Clinic, 24(2), 143-152.
Cuvo, A. J., &Klatt, K. P. (1992).Effects of community-based, videotape, and flash-card instruction of community-referenced sight words on students with mental retardation.Journal of Applied Behavior Analysis, 25(2), 499-512.
Ehri, L. C., & Roberts, K. T. (1979). Do beginners learn printed words better in context or in isolation? Child Development, 50(3), 675-685.
Fountain, R.L. (1979).Word making and word taking: a game to motivate language learning. RELC Journal: Guidelines, 1, 76-80. [22.2]
Freebody, P., & Anderson, R. (1983).Effects on text comprehension of differeing proportions and locations of difficult vocabulary.Journal of Reading Behavior, 15, 19-39.
Gairns, R., & Redman, S. (1998). Working with words: a guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.
Gass, S. M. (1987). Second language vocabulary acquisition.Annual Review of Applied Linguistics, 9, 102-143.
Griffin, G. F. (1992). Aspects of the psychology of second language vocabulary list learning. Unpublished doctoral dissertation, University of Warwick, UK.
Harmer, J. (1991).The practice of English language teaching. London: Longman.
Hatch, E., & Brown, C. (1995).Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
Hulstijn, J. H. (2003). Incidental and intentional learning. In Doughty, C. J., & Long, M. H. (Eds.),The Hand book of second language acquisition( pp. 349-381). Oxford: Black well.
Hu, M., & Nation, P. (2000).Unknown vocabulary density and reading comprehension.Reading in a Foreign Language, 13(1), 403-430.
Izawa, C. (1967). Function of test trial in paired-associate learning. Journal of Experimental Psychology, 75,194–209.
Izawa, C. (1968). Effects of reinforcement, neutral and test trials upon paired-associate acquisition and retention. Psychological Reports, 23, 947–59.
Izawa, C. (1969). Comparison of reinforcement and test trials in paired-associate learning.Journal of Experimental Psychology, 81, 6001–6003.
Izawa, C. (1970). Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning.Journal of Experimental Psychology, 83, 340–344.Joffe, I. L. (2012).Opportunity for Successful Reading, (3rd Ed.) (pp. 153-55).
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73 (4), 440-464.
Kuhn, M. R., & Stahl, S. A. (1998). Teaching children to learn word meanings from context: A Synthesis and some questions. Journal of Literacy Research, 30, 119－138．
Kuo, Y., & Ho, H. Y. (2012).Effects of word card strategy versus word list strategy on Taiwanese EFL junior high school students’ vocabulary retention. National Defense University, Taiwan.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In Bejoint, H., & Arnaud, P. (eds.), Vocabulary and Applied Linguistics (pp. 126-132). London: Macmillan.
Lessard-Clouston,M. (1996).Vocabulary and the ESL/EFL curriculum.TESOL Report, 29(2), 21-33.
McCarthy, M. J. (1990). Vocabulary. Oxford: Oxford University Press.
Mochizuki, M., &Aizawa, K. (2000). An affix acquisition order for EFL learners: An exploratory study.System, 28(2), 291-304
Mondria, J. A., &Mondria-de Vries, S. (1994). Efficiently memorizing words with the help of word cards and “hand computer”: Theory and applications.System, 22(1), 47-57.
Montrul, S. (2001).Introduction.Studies in Second Language Acquisition, 23, 145-151.
Nagy, W. E. (2010). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670.
Nation, I. S. P. (1990).Teaching and learning vocabulary. Boston: Heinle&Heinle Publishers.
Nation,P.(2008). Strategiesforvocabularylearning.InY.N.Leung(Ed.),Proceedings oftheSeventeenthInternationalSymposium andBookFaironEnglishTeaching(pp.68–77).Taipei:TheCranePublishing.
Nicholson, T. (1998). The flashcard strikes back. The Reading Teacher, 52(2), 188- 192.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Qian, D. D. (1996). ESL vocabulary acquisition: Contextualization and decotextualization. The Canadian Modern Language Review, 53(1), 120–142.
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension.The Canadian Modern Language Review, 56(2), 282–308.
Rodríguez, M., &Sadoski, M. (2000).Effect of rote, context, Keyword, and context/Keyword methods on retention of vocabulary in EFLclassrooms.Language Learning, 50 (2), 385-412.
Royer, J. M. (1973). Memory effects for test-like-events during acquisition of foreign language vocabulary. Psychological Reports, 32, 195–8.
Schmitt, N., & Zimmerman C. (2002). Derivative word forms: What do learners know? TESOL Quarterly, 36 (2), 145-71
Singleton, D. (2008).Vocabulary learning strategies and foreign language acquisition. England: Multilingual Matters.
Spencer, B., & Guillaume, A. M. (2006).Integrating curriculum through the learning cycle: Content-based reading and vocabulary instruction.The Reading Teacher, 60(3), 206-219.
Stahl, S. A., Kuhn, M. R., & Nagy, W. (1991).From vocabulary development, Brookline MA: Brookline Books.
Summer, D. (1995). Vocabulary learning: Do dictionary really help? Feature, 19(2), 25-28.
Waring, R. (2002). Scales of vocabulary knowledge in second language vocabulary assessment.Retrieved October 27, 2002 fromhttp://harenet.ne.jp/~waring/papers/ scales.htm.
Weihua, Y. (2007). A Comparative study of two vocabulary learning strategies for Chinese EFL Learners.Liaoning Taxation College.
West, M. (1953).A general service list of English words. London: Longman.
White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24(3), 283-304.
White, T. G., Sowell, J., &Yanagihara, A. (1989).Teaching elementary students to use word-part clues.The Reading Teacher, 42, 302–309.
Wilkins, D. A. (1972).Linguistics in language teaching. London: Edward Arnold.
Young, C. C., Hecimovic, A., &Salzberg, C. L. (1983).Tutor-tutee behavior of disadvantaged kindergarten children during peer teaching.Education and Treatment of Children, 6(2), 123-135.
Zareva, A., Schwanenflugel, P., &Nikolova,Y. (2005). Relationship between lexical competence and language proficiency: Variable sensitivity. Studies in Second Language Acquisition, 27(4), 567–595.
