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The effects of three methods of voca...

Liu, Jing.

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The effects of three methods of vocabulary instruction on second language learning at the college level.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of three methods of vocabulary instruction on second language learning at the college level./
作者:	Liu, Jing.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0671.
Contained By:	Dissertation Abstracts International60-03A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9918050
ISBN:	0599201061

The effects of three methods of vocabulary instruction on second language learning at the college level.
Liu, Jing.

The effects of three methods of vocabulary instruction on second language learning at the college level. - 112 p.

Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0671.

Thesis (Ph.D.)--University of Missouri - Kansas City, 1998.

Three methods of vocabulary instruction were compared to determine which method was most effective in word acquisition and retention for students who are learning English as a second language.

ISBN: 0599201061Subjects--Topical Terms:

543175
Education, Higher.

The effects of three methods of vocabulary instruction on second language learning at the college level.
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245 1 4 $a The effects of three methods of vocabulary instruction on second language learning at the college level.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0671.
500 $a Adviser: Anthony V. Manzo.
502 $a Thesis (Ph.D.)--University of Missouri - Kansas City, 1998.
520 $a Three methods of vocabulary instruction were compared to determine which method was most effective in word acquisition and retention for students who are learning English as a second language.
520 $a The subjects were 65 freshmen in a Southeast China university. Three intact class were used. The Nelson-Denny reading test was administered as a pretest to establish baseline vocabulary knowledge. The experiment took place over a six week period. Instruction was conducted by the trained lecturers at the university.
520 $a A counter balanced Latin square quasi experimental design was employed. This research design permitted each subject to receive each of the three treatments: (a) definition method supplemented with computer exercises; (b) context; and (c) Subjective Approach to Vocabulary. After each rotation, immediate posttests of word correct and strategy satisfaction measures were completed by each student. After two weeks of no vocabulary training and review, delayed posttests, of word correct were given to the students.
520 $a Both immediate posttest and delayed posttest means favored the Subjective Approach to Vocabulary method; although these were not statistically significant. On both immediate posttesting and delayed posttesting, vocabulary measures and method satisfaction were positively correlated. The means of method satisfaction for the Subjective Approach to Vocabulary and context methods were statistically significantly higher than the mean for Computer Assisted Instruction.
520 $a The results were interpreted to suggest that students would make greater gains in words learned and retained when either the context or the Subject Approach to Vocabulary methods are utilized and perhaps more so for the latter.
590 $a School code: 0134.
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