Augmenting Language Analysis Skills through Graeco/Latin Derivatives Studies.

Autor/in	McGavin, Barbara H.
Titel	Augmenting Language Analysis Skills through Graeco/Latin Derivatives Studies.
Quelle	(1990), (82 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Cognitive Style; English Curriculum; English Instruction; Etymology; Grade 11; High Schools; Language Skills; Learning Processes; Learning Strategies; Lexicology; Linguistic Borrowing; Self Concept; Teaching Methods; Vocabulary Development; Vocabulary Skills; Word Lists; Word Recognition; California Test of Basic Skills + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; English langauage lessons; Englischunterricht; Etymologie; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Language skill; Sprachkompetenz; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lexikologie; Lehnwort; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Aktiver Wortschatz; Wortliste; Worterkennung
Abstract	To improve students' self-concept and vocabulary scores, a practicum unit based in Graeco/Latin derivatives studies in varied learning styles strategies was developed for use in an eleventh grade English class (18 students). After the language analysis and preferred modalities of the target class were identified, students were assigned a target list of 80 common Latin roots, rules of word analysis, and popular Greek myths with literary allusions. The subject matter was presented in assignments to accommodate varied individual style preferences by addressing all domains of learning. Test results revealed no significant gains for scores on the California Test Basic Skills (CTBS), but students did demonstrate significant mastery in the criterion-referenced derivatives pre/posttest. Additionally, positive results were demonstrated in affective and intuitive domains through self-concept survey and creative productions. Findings suggest that Graeco/Latin derivative studies do expand vocabulary growth and that the CTBS test alone is not a total measure of student motivation, ability, and academic success. (Five tables of data are included; 26 references and 10 appendixes containing graphic analyses, sample units of study, and test data are attached.) (REH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC