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An Effect of Setting Target Vocabulary to Learn in the Academic Reading and Writing Classroom
https://doi.org/10.34577/00004765
https://doi.org/10.34577/00004765abae408c-73ab-45dc-be3d-9fcf1b2a72f4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
An Effect of Setting Target Vocabulary to Learn in the Academic Reading and Writing Classroom (230.5 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2021-02-02 | |||||
| タイトル | ||||||
| タイトル | An Effect of Setting Target Vocabulary to Learn in the Academic Reading and Writing Classroom | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00004765 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
Klassen, Kimberly
× Klassen, Kimberly |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study looked at the effect of assigning target vocabulary to learn on learners’ receptive knowledge of high frequency vocabulary over an academic year. Whether university language teachers should set target vocabulary is of interest: it may be that students will learn high frequency vocabulary incidentally, or it may be necessary for teachers to ensure opportunities for deliberate vocabulary learning in the classroom. In this regard, this study adds to the literature on incidental vs. deliberate vocabulary learning. Vocabulary scores on the Vocabulary Levels Test are compared between two cohorts; for one cohort (n = 71), vocabulary learning was left up to the learners with no guidance from teachers. For the second cohort (n = 88), targeted vocabulary lists were provided for each reading text, and receptive knowledge was regularly tested throughout the academic year. Results showed that after 30 weeks of study, knowledge of high frequency vocabulary was better for the second cohort than the first, suggesting that targeting and testing vocabulary has a more positive outcome on learning than leaving students to direct their own vocabulary learning. The author recommends that teachers consider identifying vocabulary for their students to learn, and encourage revision with regular testing. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 語学研究 巻 35, p. 41-49, 発行日 2020-01-01 |
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| 出版者 | ||||||
| 出版者 | 国際基督教大学 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09133615 | |||||
