An Action Research on Deep Word Processing Strategy Instruction

Autor/in	Zhang, Limei
Titel	An Action Research on Deep Word Processing Strategy Instruction
Quelle	In: English Language Teaching, 3 (2010) 1, S.103-107 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Action Research; Second Language Instruction; English (Second Language); Vocabulary; Memorization; Learning Strategies; College Freshmen; Instructional Effectiveness; Student Attitudes; Competence; College Faculty; English Teachers; Teacher Attitudes; Interviews; Language Tests; Pretests Posttests; China + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatz; Gedächtnistraining; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienanfänger; Unterrichtserfolg; Schülerverhalten; Kompetenz; Fakultät; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Language test; Sprachtest
Abstract	For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on vocabulary competence and attitude towards word learning. The context of the action research was an 11-week deep word processing strategy instruction program, involving 39 non-English major freshmen. The results showed that teacher's strategy-based instructional intervention affected the changes both in learners' vocabulary competence and in teachers' and learners' attitude toward word learning. These findings were discussed in terms of some issues deserving more considerations. And accommodations for future study were also made. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01