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Measurement of teaching
- In M. C. Wittrock (Ed.), Handbook of
, 1986
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Incidental vocabulary acquisition from reading, readingwhile –listening, and listening to stories. Reading in a Foreign Language
, 2008
"... Abstract This study examined the rate at which English vocabulary was acquired from the 3 input modes of reading, reading-while-listening, and listening to stories. It selected 3 sets of 28 words within 4 frequency bands and administered 2 test types immediately after the reading and listening trea ..."
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Abstract This study examined the rate at which English vocabulary was acquired from the 3 input modes of reading, reading-while-listening, and listening to stories. It selected 3 sets of 28 words within 4 frequency bands and administered 2 test types immediately after the reading and listening treatments, 1 week later and 3 months later. The results showed that new words could be learned incidentally in all 3 modes, but that most words were not learned. Items occurring more frequently in the text were more likely to be learned and were more resistant to decay. The data demonstrated that, on average, when subjects were tested by unprompted recall, the meaning of only 1 of the 28 items met in either of the reading modes and the meaning of none of the items met in the listening-only mode, would be retained after 3 months.
COMMENTARY: RESPONSE TO MCQUILLAN AND KRASHEN (2008)
"... because drafting a reply forces me to be even more clear about what I am saying. I was initially surprised to see the lead responder was an expert in first language (L1) reading rather than second (L2) but on second thought McQuillan’s (The Literacy Crisis, 1998) participation makes sense. Position ..."
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because drafting a reply forces me to be even more clear about what I am saying. I was initially surprised to see the lead responder was an expert in first language (L1) reading rather than second (L2) but on second thought McQuillan’s (The Literacy Crisis, 1998) participation makes sense. Position Review I argued that building an adequate functional L2 lexicon for reading from reading alone (Krashen’s longstanding position) cannot be done by the majority of learners in the normal time frame of instructed L2 learning. An example of such a time frame would be the year or two of ESL preparation granted to foreign students on arrival in a North American university. A minimal functional lexicon is 3,000 word families, which provides about 90 % known-word coverage of average texts. But lexicon building from reading alone will stall shortly after 2,000 families. This happens for the demonstrable reason that 3,000-level words (and other less frequent words) do not appear often enough in the amount of reading of natural texts that such learners are likely to accomplish. Research has shown that words need to appear minimally six times for learning to take place. As proof I offered three samples of natural text at what I proposed was the outer limit of such an amount, namely any of the journalism, academic, or literary sub-corpora of the Brown corpus. Each of these
Twist in the List: Frame Semantics as Vocabulary Teaching and Learning Tool
, 2011
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EXTENSIVE READING IN ENGLISH IN HITOTSUBASHI UNIVERSITY PACE CLASSES: JUSTIFICATION, ESTABLISHMENT AND OBJECTIVES
"... Extensive reading has been shown to improve literacy, increase reading rates, aid vocabulary acquisition, and improve attitudes towards second language learning. The students in the lower-level PACE (Practical Applications in Communicative English) English classes at Hitotsubashi University often la ..."
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Extensive reading has been shown to improve literacy, increase reading rates, aid vocabulary acquisition, and improve attitudes towards second language learning. The students in the lower-level PACE (Practical Applications in Communicative English) English classes at Hitotsubashi University often lack confidence in their English abilities, have lower motivation, may not have much exposure to English outside the classroom, are less automatic with vocabulary recall, and often make elementary grammar errors in their writing. At the same time, the majority of these students rate reading as their strongest English ability. To address their weaknesses while utilizing their strengths, it was decided to introduce an extensive reading program to the lower-level PACE English classes. These research notes will outline the steps involved in setting up the program, and may be of use to other educators interested in adopting a similar approach. Key words: extensive reading (ER), pleasure reading, graded readers, fluency, motivation I. Extensive Reading Extensive reading (ER) involves the utilization of “graded readers”; simplified texts
The Effects of Marginal Glosses and Online Dictionary Use on Incidental Receptive and
"... May/2013 In partial fulfillment of the requirements For the degree of Master of Arts Has been approved by Dr. Lori Fredricks ..."
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May/2013 In partial fulfillment of the requirements For the degree of Master of Arts Has been approved by Dr. Lori Fredricks
Extensive graded reading in the liberal arts and sciences
"... For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult ..."
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For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of two semester-long pilot projects done with 10 students in 2008 and 24 students in 2009, and it compares how both these groups perceived their experiences of doing EGR with traditional graded readers in combination with graded stories in the liberal arts and sciences. Lastly, this study examines how students learned vocabulary from the LAS stories that they used. The results support the idea that learners enjoy, are motivated by, and can gain vocabulary knowledge through using short graded stories in the liberal arts and sciences.
Using the MoodleReader as an Extensive Reading Tool and its Effect on Iranian EFL Students ’ Incidental Vocabulary Learning
"... The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students ' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental g ..."
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The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students ' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental group used the MoodleReader for their ER program, while the control group followed the traditional ER curriculum, reading a small number of pre-assigned graded readers during the semester. Both groups were given Production and Recognition Vocabulary Levels Tests before and after the experiment. T-tests showed that using the MoodleReader improved the experimental group’s incidental vocabulary acquisition, having a stronger effect on production as compared to recognition vocabulary. Linear regression analyses were also run to determine the relationship between incidental vocabulary acquisition and the learners ’ use of vocabulary learning strategies. The results indicated a significant relationship between the experimental group’s vocabulary production and their use of vocabulary learning strategies.
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"... Recreational reading as a method of language learning has been a focus of investigation in second language education. This article considers recreational reading through the additional perspective of academic librarianship. Its purpose is to discover if recreational reading is a topic that lends its ..."
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Recreational reading as a method of language learning has been a focus of investigation in second language education. This article considers recreational reading through the additional perspective of academic librarianship. Its purpose is to discover if recreational reading is a topic that lends itself to research through both perspectives. This study attempted to answer that question through a survey of international students at a mid-sized Canadian university. The survey also attempted to determine if international students use the university library to engage in recreational reading, and if so, to learn if they feel that doing so improves their language learning. Results indicate that students do make use of the university library to read recreationally, and that they do feel that this improves their language learning. The topic of recreational reading does therefore seem to be a worthwhile area for investigation in the realm of both second language education and academic librarianship.
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, 2015
"... Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States ..."
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Vocabulary learning strategies and beliefs about vocabulary learning: a study of beginning university students of Russian in the United States
