The Effects of the Suggestive-Accelerative Learning and Teaching Method and a Structural Analysis Method on Vocabulary Learning.

Autor/in	Bass, Jo Ann Fisher
Titel	The Effects of the Suggestive-Accelerative Learning and Teaching Method and a Structural Analysis Method on Vocabulary Learning.
Quelle	(1985), (39 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Studie; College Freshmen; Comparative Analysis; Educational Research; Higher Education; Language Usage; Learning Strategies; Learning Theories; Reading Comprehension; Reading Instruction; Structural Analysis (Linguistics); Suggestopedia; Teaching Methods; Vocabulary Development; Vocabulary Skills + Suchen Sie Ihr Suchwort? Studienanfänger; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Leseverstehen; Leseunterricht; Structural analysis; Strukturanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Aktiver Wortschatz
Abstract	Employed extensively in some Soviet bloc countries to teach a variety of subjects, the Suggestive-Accelerative Learning and Teaching (SALT) method uses a combination of physical and mental relaxation exercises, music, and suggestive principles to increase learning. However, in spite of research showing its effectiveness in teaching reading skills and improving reading performance, the method is not widely used in the United States. A study investigated the SALT method, the more commonly used structural analysis method, and a combination of the two in order to determine their effects on vocabulary learning and student attitudes toward the methods. Subjects were 58 college freshmen, who were taught 390 words and definitions in 13 lessons. The SALT group was taught words and definitions using the SALT components of suggestion, relaxation, music, and imagery, while the structural analysis group was taught words, definitions, and word parts without any of these techniques. The combination group was taught words, definitions, and word parts using all the SALT components. Results showed that each group made significant gains from pretest to posttest. THe SALT group, however, had significantly higher posttest and gain scores than did the structural analysis group. No significant differences were found among the groups on vocabulary not taught in the study and in attitudes toward the methods. A list of 30 references is appended. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01