Acquisition of L[subscript 2] Vocabulary for Effective Reading: Testing Teachers' Classroom Practice

Autor/inn/en	Llinares, Genoveva; Leiva, Bertha; Cartaya, Noela; St. Louis, Rubena
Titel	Acquisition of L[subscript 2] Vocabulary for Effective Reading: Testing Teachers' Classroom Practice
Quelle	In: Reading Matrix: An International Online Journal, 8 (2008) 2, S.55-69 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Second Language Learning; Vocabulary Development; Memorization; Hispanic American Students; Reading Strategies; Teaching Methods; Reading Instruction; English for Science and Technology; Second Language Instruction; Spanish Speaking; College Students; Achievement Gains; Language Tests; Instructional Effectiveness; Word Lists; Pretests Posttests; Foreign Countries; Venezuela + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Wortschatzarbeit; Gedächtnistraining; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Technisches Englisch; Fremdsprachenunterricht; Collegestudent; Achievement gain; Leistungssteigerung; Language test; Sprachtest; Unterrichtserfolg; Wortliste; Ausland
Abstract	Four practical approaches taken by teachers in their attempts to help students acquire the minimum sight vocabulary necessary for reading English for Science and Technology (EST) texts are described. Over a period of 12 weeks, subjects (native Spanish speakers at university level) were divided into 4 intact groups and worked under different conditions. Initial measurement showed that the groups were not significantly different and that all subjects featured low levels of vocabulary knowledge. Comparison of means obtained in a final test revealed that all groups improved their vocabulary significantly, and that the different approaches seemed to have helped to different degrees. The approach that produced the most improvement was that which trained subjects in the use of a specific vocabulary-memorizing technique. Due to the use of intact, numerically varying groups, results should be viewed with caution. However, they are consistent with previous research findings showing that Hispanic students with strategy training improved their vocabulary (O'Malley and Chamot, 1990). In addition, our results also conform to research showing that students, especially those at lower levels of proficiency, are accustomed to and favor the use of mechanical strategies for learning vocabulary (Schmitt, 1997; Riazi and Alvari, 2004). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01