How Does the Keyword Method Affect Vocabulary Comprehension and Usage? Report from the project on Studies in Language: Reading and Communication. Working Paper No. 278.

Autor/inn/en	Pressley, Michael; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	How Does the Keyword Method Affect Vocabulary Comprehension and Usage? Report from the project on Studies in Language: Reading and Communication. Working Paper No. 278.
Quelle	(1980), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Context Clues; Higher Education; Language Usage; Mnemonics; Reading Comprehension; Reading Research; Recall (Psychology); Sentence Structure; Teaching Methods; Vocabulary Development; Vocabulary Skills + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Mnemotechnik; Leseverstehen; Leseforschung; Abberufung; Satzbau; Satzstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Aktiver Wortschatz
Abstract	Four experiments were conducted to determine how the keyword method of vocabulary instruction affects both subjects' comprehension of words encountered in sentences (experiments 1 and 2), and their ability to use words in appropriate sentences (experiments 3 and 4). In the first two experiments, college students were presented sentences containing previously presented words, and were asked to judge whether the words were correctly used in the sentences. In both experiments, some of the sentences made sense with the words and other sentences did not. In the second two experiments, college students placed the learned words in appropriate sentences. In the third experiment, correct usage was assessed by a modified cloze task, whereas in the fourth experiment it was assessed by subjects' construction of original sentences. Results supported previous research that showed the keyword method effective in facilitating students' recall of definitions, given words. In addition, this method was shown to increase comprehension of English vocabulary in context, as well as use of that vocabulary in a novel context. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC