Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language.

Autor/in	Loucky, John Paul
Titel	Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language.
Quelle	(1994), (426 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Classroom Techniques; Computer Assisted Instruction; Computer Software Development; Cultural Context; English (Second Language); Foreign Countries; Instructional Effectiveness; Instructional Materials; Listening Comprehension; Material Development; Reading Comprehension; Reading Instruction; Second Language Instruction; Teaching Methods; Vocabulary Development; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hörverständnis; Lehrmaterialentwicklung; Leseverstehen; Leseunterricht; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	The study reported here had three major objectives: (1) assessment of average vocabulary and comprehension levels of Japanese college students studying English as a second language (ESL) and comparison of the effectiveness of several formats for teaching vocabulary, reading comprehension, and listening comprehension; (2) comparison of three media (traditional silent-reading, audiolingual methods in a language laboratory, and author-designed computer software in a computer laboratory) for teaching vocabulary and reading comprehension; and (3) gaining insights into second language teaching in general and ESL instruction in Japan in particular. Instructional materials were derived from one vocabulary workbook series. Subjects were first- through third-year students at six institutions in Japan. Results indicate that the intensive vocabulary training methods developed for the study were successful in teaching vocabulary usage and retention, with reading and listening comprehension improving as more vocabulary was mastered. Implications for classroom teaching and for future research are outlined. Extensive materials are appended. Contains 293 references. (MSE)
Anmerkungen	UMI Dissertation Services, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI 48106-1346.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC