A Multiple-Strategy-Based Approach to Word and Collocation Acquisition

Autor/inn/en	Myers, James L.; Chang, Shu-Fen
Titel	A Multiple-Strategy-Based Approach to Word and Collocation Acquisition
Quelle	In: International Review of Applied Linguistics in Language Teaching (IRAL), 47 (2009) 2, S.179-207 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0019-042X
DOI	10.1515/iral.2009.008
Schlagwörter	Experimental Groups; Control Groups; Vocabulary Development; English (Second Language); Teaching Methods; Second Language Learning; High School Students; Foreign Countries; Interviews; Language Proficiency; Oral Language; Listening Skills; Reading Skills; Second Language Instruction; Phrase Structure; Taiwan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Phrasenstruktur
Abstract	Acquiring an adequate vocabulary is a cognitive challenge for foreign language learners. Varied exposures to newly acquired words as they occur in meaningful contexts may facilitate the process of vocabulary learning. In this study we investigated the effects of such a multiple-strategy-based vocabulary teaching approach. We conducted an experiment with 115 Taiwanese high school students, interviewed teachers, and engaged in classroom observations. The experiment involved a no-strategy control condition and two experimental conditions which utilized 7 different pedagogical activities. Interviews indicated increased student oral, listening, and reading proficiency. Observation data showed that multiple strategies led to learners' active participation and animated vocabulary teaching. The post-test mean scores of the experimental group participants ranked higher than those of the control group in word knowledge. The results also indicated that overall classroom language performance had been enhanced. The findings suggest that using multiple-strategy approaches, such as this one, are beneficial in the acquisition of L2 vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10