A student's proficiency in a language is usually assessed by measuring his competence in understanding, speaking, reading, and writing. Foreign language training programs differ in the emphases placed on the development of each of these four basic language skills. Some of these differences are directly related to the specific needs of particular student populations while others are related to the method of instruction the teacher has adopted. [...]

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 133-143. / Photocopy. / xii, 143 leaves ill. 29 cm

This work investigates vocabulary proficiency in English of a group of students in the Primary Teacher's Certificate course. It is shown that this is the major certification course for teachers in Black education in South Africa, and, that primary school teachers are the major source of English for Black pupils for a considerable period, if not for the duration of their school education. The quality of the teachers' English thus has a major influence on that used by the pupils. In addition to the established needs for proficiency in a national and international medium such as English, it is emphasized that , with the increasing use of English as a medium of instruction, a lack of proficiency will adversely affect general scholastic achievement. The investigation proceeds by two means: (1) a series of vocabulary tests and (2) an error analysis (lexis and morphology) , based on scripts produced by the same group to whom the tests were administered. Prior to the presentation of the tests and the results and conclusions, there is a discussion of what constitutes vocabulary. This is introduced by a discussion of the dichotemy 'structure/lexis', primarily by reference to the writings on structuralism by Charles Fries - This discussion shows that the progress in vocabulary study is intimately related to the as-yet undeveloped state of investigations into the semantics of the language . There is a referenoe to the role of frequency-counts in vocabulary teaching with specific reference to Michael West's General Service List of English Words. In the absence of other prescribed standards of attainment in vocabulary, the General Service List serves as control for the tests , and is itself under examination as a possible major resource for vocabulary teaching. It is shown that structuralism has produced the instructional method known as 'audio- lingualism', which has gained wide credence, not least in the educational system through which the subjects of this study have passed. The contributions and defects of this method are discussed , with particular reference to its deleterious effect on vocabulary teaching. It is shown that vocabulary teaching becomes increasingly important in the later stages of language learning. There is reference to the current emphasis on ' commununicative' language teaching/learning, and it is shown that a major area of application is in the presentation of materials which embody an across-the-curriculum approach. The Pre- Tests are concerned only with the four major 'parts of speech ' and use only items from the General Service List ('G.S.L'). A particular feature is the development of tests based on the 'partial productivity of lexical rules' , which proved significantly effective in distinguishing between testees of high and low proficiency . The Final Tests, compiled from items which discriminated successfully in the Pre-Tests , are presented , and a Post- Final Test form of ultimately successful items is provided. There is a brief theoretical discussion of Error Analysis, and this is followed by the presentation of the categorization of lexical and morphological errors extracted from a corpus produced by the same group which provided subjects for the tests . There is comment on this categorization, which points to both the usefulness and shortcomings of such data . Amongst the conclusions and recommendations are the following: that vocabulary teaching has languished, both because of present inadequacies in semantic investigation, and because of the predominance of structuralism; that vocabulary teaching is important throughout , but particularly in the post-initial stages ; that word-counts (specifically the G. S. L.)have a valuable place in vocabulary teaching, as controls, prompts and suppliers of resource material ; that there is a wide range of proficiency amongst these subjects , even within the limits of a word-count such as the G.S.L. (the most frequent 2000 'words ' in English , with a samantic count, and related items formed by various processes) ; that this range of proficiency and the shortcomings shown are disturbing in teachers- in- training , who are also in their eleventh and twelfth years of formal instruction in English; that there is further cause for concern when it is remembered that their pupils will need English for success in a number of subjects , and will be instructed in English mainly by teachers. drawn from this group ; that there is some evidence of a relationship between vocabulary proficiency and the frequency of items in the G.S .L. (reinforcing the suggesting that the G.S .L. is a useful ' teaching tool ' ) ; that the categorization of errors shows that mastery of the · contents of the G. S. L. would , in theory , eliminate the great majority of errors attested in the categorization, and that mastery of even the most common areas of lexis and lexical formation cannot and should not be taken for granted; and that acquaintance with the contents of a word frequency-count , and with categorizations of errors , will sharpen teachers' perceptions as to the nature of their task and the directions in which vocabulary teaching should proceed.

he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies. The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words. Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking. The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning.

No description available.

The purpose of this pilot study was to determine if a direct, explicit method of teaching vocabulary with a Vocabulary Scenario Technique-Language Sensitive protocol (VST-LS) would yield gains in the vocabulary knowledge of 4th grade students greater than those seen in 4th grade students receiving vocabulary instruction typical to some general education classrooms. VST-LS is a detailed description of procedures intended to be used by a teacher in a general education classroom for direct vocabulary instruction. The VST-LS protocol provides for 14 word encounters involving listening, reading, writing, and speaking. Forty-one 4 th grade students consisting of 18 males and 23 females participated in the study. All participants were attending a suburban elementary school in a large urban-suburban school district. Two 4th grade teachers at the suburban elementary school agreed to participate in the study. One of the teachers who agreed to participate in the study had previously participated in a Vocabulary Scenario Technique pilot study (Ehren, Zadroga, & Proly, 2010); therefore, her 4 th grade classroom was designated as the treatment group and the second 4th grade classroom was designated as the comparison group. The treatment group received direct vocabulary instruction by a graduate student speech language pathologist (SLP) using the VST-LS protocol. The comparison group received vocabulary instruction by a 4th grade teacher using word study activities typical to some general education classrooms. Both the treatment group and the comparison group were taught 32 preselected curriculum vocabulary words across four consecutive weeks. Eight iv words were taught per week, for four weeks, during three thirty minute instruction periods (dosage = 6 hours). Two pre-test/post-test vocabulary measures, a multiple choice synonym test and a fill-in-the-blank/word-bank sentence test, were used to document both the treatment group and comparison group performances. Both the synonym pre-test and the sentence pre-test were administered to the treatment group and the comparison group one week prior to the commencement of the pilot study. Both the synonym post-test and the sentence post-test were administered to the treatment group and the comparison group one week after the conclusion of the study. A one way analysis of covariance (ANCOVA) was used to examine the treatment effects of the VST-LS protocol in comparison to treatment effects of vocabulary instruction typical to some classrooms. The ANCOVA testing indicated that there was a statistically significant difference in post-test scores for both the synonym measure, F(1, 35) = 14.76, p < .001, and the sentence measure, F(1, 34) = 43.66, p < .001, between the treatment condition and the comparison condition, when controlling for pre-test scores on both the synonym measure and the sentence measure. A large effect size was demonstrated, indicated by group, in regard to both the synonym measure, partial η 2 = .30, and the sentence measure, partial η 2 = .56. On average, participants in the treatment condition scored higher on both the synonym measure (M = 24.33, SE = 0.77) and the sentence measure (M = 26.24, SE = 0.76) than did the study participants in the comparison condition (synonym measure: M = 20.14, SE = 0.77; sentence measure: M = 19.03, SE = 0.78). v The result of the VST-LS pilot study indicated that this method of direct vocabulary instruction was more successful in generating vocabulary gains in 4 th grade students than was vocabulary instruction typically seen in general education classrooms. Additionally, the result indicated that the VST-LS protocol has potential as a viable, efficient method for teachers to use when directly teaching curriculum vocabulary words to 4th grade students in general education classrooms. A summary of the findings, limitations of the study, and suggestions for the direction of future research are discussed.

Yeung Siu-Fung Betty. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 150-158). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the present study --- p.1 / Chapter 1.1.1 --- The importance of vocabulary in foreign language learning --- p.1 / Chapter 1.1.2 --- The teaching and acquisition of vocabulary in the Chinese EFL context --- p.2 / Chapter 1.2 --- A response: the present study --- p.3 / Chapter 1.3 --- Significance of the study --- p.3 / Chapter 1.4 --- Research objectives --- p.4 / Chapter 1.5 --- Organization of thesis --- p.4 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- The issues of vocabulary in language learning --- p.7 / Chapter 2.2 --- The traditional approach for vocabulary teachingin most EFL classes and its limitations --- p.9 / Chapter 2.3 --- The current methodology of vocabulary teaching in Hong Kong --- p.15 / Chapter 2.4 --- The similarities between the current methodology of vocabulary teaching in Hong Kong and the traditional grammar-translation approach to EFL vocabulary acquisition --- p.19 / Chapter 2.5 --- Extensive reading as an alternative means for EFL vocabulary acquisition --- p.23 / Chapter 2.5.1 --- Research evidence supporting the use of extensive reading for the acquisition of vocabulary --- p.23 / Chapter 2.5.2 --- Definitions of extensive reading --- p.24 / Chapter 2.5.3 --- Materials used for extensive reading --- p.25 / Chapter 2.5.3.1 --- Graded readers --- p.25 / Chapter 2.5.3.2 --- Authentic texts --- p.26 / Chapter 2.6 --- Limitations of extensive reading --- p.26 / Chapter 2.7 --- The theoretical base of extensive reading as the guideline for an effective means for the acquisition of vocabulary --- p.30 / Chapter 2.8 --- The importance of autonomy in language learning --- p.31 / Chapter 2.9 --- Learners' immediate surrounding as an inexhaustible and effective means through which vocabulary could be acquired --- p.35 / Chapter 2.10 --- The Vocabulary Self-Collection Strategy (VSS) as an effective means to acquire vocabulary --- p.37 / Chapter 2.10.1 --- Assumptions of VSS --- p.40 / Chapter 2.10.2 --- Defining characteristics of VSS --- p.40 / Chapter 2.10.3 --- Advantages of VSS --- p.40 / Chapter 2.11 --- Research questions --- p.41 / Chapter 3 --- DESIGN OF THE STUDY --- p.43 / Chapter 3.1 --- Selection of subjects --- p.43 / Chapter 3.2 --- The vocabulary acquisition program --- p.45 / Chapter 3.3 --- Description and justification of lesson plan --- p.45 / Chapter 3.3.1 --- Teaching methodologies adopted for the study --- p.45 / Chapter 3.3.2 --- Vocabulary selected for the study --- p.47 / Chapter 3.3.3 --- Lesson plan for the control group --- p.48 / Chapter 3.3.4 --- Lesson plan for the experimental group --- p.52 / Chapter 3.4 --- Construction of Research Instruments --- p.61 / Chapter 3.4.1 --- "The pre-, post- and second post-program tests on vocabulary" --- p.61 / Chapter 3.4.2 --- The post-program questionnaire --- p.65 / Chapter 3.4.3 --- The post-program semi-structured interviews with sub-samples of subjects --- p.66 / Chapter 3.4.4 --- Researcher's and team leaders' field notes --- p.67 / Chapter 3.4.5 --- Interview with English teachers --- p.67 / Chapter 3.5 --- Experimental Procedure --- p.68 / Chapter 3.5.1 --- Design of lesson plans --- p.68 / Chapter 3.5.2 --- Administering the briefing sessions for team leaders --- p.68 / Chapter 3.5.3 --- Administering the pre-program test on vocabulary --- p.69 / Chapter 3.5.4 --- Implementation of the vocabulary acquisition program --- p.69 / Chapter 3.5.5 --- Administering the post-program questionnaire --- p.70 / Chapter 3.5.6 --- Administering the post-program test on vocabulary --- p.70 / Chapter 3.5.7 --- Conducting the post-program semi-structured interview with subjects --- p.71 / Chapter 3.5.8 --- Administering the second post-program test on vocabulary --- p.71 / Chapter 3.6 --- Methods of Data Analysis --- p.71 / Chapter 3.6.1 --- "Pre-, post-, and second post-program tests on vocabulary" --- p.72 / Chapter 3.6.2 --- Post-program questionnaire --- p.73 / Chapter 3.6.3 --- Post-program semi-structured interview --- p.73 / Chapter 3.6.4 --- The researcher's and team leaders' field notes --- p.74 / Chapter 3.7 --- Summary of Chapter 3 --- p.74 / Chapter 4 --- FINDINGS --- p.75 / Chapter 4.1 --- Vocabulary knowledge of the experimental and control groups before the treatment --- p.76 / Chapter 4.2 --- The effects of the Vocabulary Self-collection Strategy (VSS) and the current methodology of vocabulary teaching on subjects' acquisition of vocabulary --- p.77 / Chapter 4.2.1 --- Vocabulary knowledge of the experimental and control groups after the treatment --- p.78 / Chapter 4.2.2. --- The effect of the Vocabulary Self-collection Strategy (VSS) on the acquisition of vocabulary by the experimental group --- p.80 / Chapter 4.2.3. --- The effect of the current methodology of vocabulary teaching on the acquisition of vocabulary by the control group --- p.81 / Chapter 4.3 --- The effects of the Vocabulary Self-collection Strategy (VSS) and the current methodology of vocabulary teaching on subjects' retention of vocabulary --- p.82 / Chapter 4.3.1 --- The retention of vocabulary by the experimental group --- p.82 / Chapter 4.3.2 --- The retention of vocabulary by the control group --- p.83 / Chapter 4.3.3 --- A comparison of the retention of vocabulary by the experimental and control groups --- p.83 / Chapter 4.4 --- Subjects' perception of the current methodology of vocabulary teaching and the Vocabulary Self-collection Strategy (VSS) gained from the post-program questionnaire --- p.85 / Chapter 4.4.1 --- Subjects' perception of the current methodology of vocabulary teaching --- p.86 / Chapter 4.4.2 --- Subjects' perception of the Vocabulary Self-collection Strategy (VSS) --- p.88 / Chapter 4.5 --- A brief summary of the quantitative results --- p.89 / Chapter 4.6 --- "Qualitative data collected from the post-program questionnaire, post-program semi-structured interviews, researchers' and team leaders' field-notes and interviews with English teachers" --- p.89 / Chapter 4.6.1 --- The post program questionnaire --- p.90 / Chapter 4.6.1.1 --- Opinions towards the current methodology of vocabulary teaching --- p.90 / Chapter 4.6.1.2 --- Opinions towards the Vocabulary Self-collection Strategy (VSS) --- p.92 / Chapter 4.6.1.3 --- The characteristics of an effective approach for EFL vocabulary acquisition --- p.94 / Chapter 4.6.2 --- The post-program semi-structured interview --- p.95 / Chapter 4.6.2.1 --- Characteristics and comments on the current methodology of vocabulary teaching --- p.96 / Chapter 4.6.2.2 --- Opinions on the grammar-translation approach for the teaching of vocabulary --- p.98 / Chapter 4.6.2.3 --- Comments on the vocabulary acquisition workshop --- p.101 / Chapter 4.6.2.4 --- Opinions on an effective approach for EFL vocabulary acquisition --- p.105 / Chapter 4.6.2.5 --- Perceived difficulties in vocabulary learning --- p.106 / Chapter 4.6.3 --- The researchers' and team leaders' field-notes --- p.107 / Chapter 4.6.4 --- Interviews with English teachers --- p.108 / Chapter 4.6.4.1 --- Difficulties in the teaching of vocabulary --- p.108 / Chapter 4.6.4.2 --- Suggestions on the ways to enrich learners' mental lexicon --- p.110 / Chapter 4.6.4.3 --- Opinions on the Extensive Reading Scheme (ERS) --- p.111 / Chapter 4.7 --- Summary of Chapter 4 --- p.113 / Chapter 5 --- DISCUSSION --- p.114 / Chapter 5.1. --- The Research Hypotheses Tested --- p.114 / Chapter 5.2 --- Discussion of Research Questions --- p.116 / Chapter 5.2.1 --- The acquisition of vocabulary by the Vocabulary Self-collection Strategy --- p.118 / Chapter 5.2.2 --- The acquisition of vocabulary under the VSS and the current methodology of vocabulary teaching --- p.118 / Chapter 5.2.2.1 --- VSS being equally effective as the current methodology of vocabulary teaching --- p.119 / Chapter 5.2.2.2 --- The value of existence for the current methodology of vocabulary teaching --- p.120 / Chapter 5.2.3 --- The retention of vocabulary under the VSS and the current methodology of vocabulary teaching --- p.121 / Chapter 5.2.4 --- Motivation towards vocabulary acquisition under the VSS and the current methodology of vocabulary teaching --- p.124 / Chapter 5.3 --- The issue of vocabulary in HK EFL classrooms --- p.126 / Chapter 5.3.1 --- A summary and discussion of opinions on the current methodology of vocabulary teaching --- p.127 / Chapter 5.3.1.1 --- Negative opinions on the current methodology of vocabulary teaching --- p.127 / Chapter 5.3.1.2 --- Positive opinions on the current methodology of vocabulary teaching --- p.129 / Chapter 5.3.2 --- Students' difficulties in learning vocabulary --- p.130 / Chapter 5.3.3 --- Teachers' difficulties in teaching vocabulary --- p.133 / Chapter 5.4 --- The Vocabulary Self-collection Strategy (VSS) as a powerful tool to change learners' vocabulary acquisition attitudes and behavior --- p.135 / Chapter 5.4.1 --- The development of independent word learning skills --- p.136 / Chapter 5.4.2 --- The raising of word sensitivity and awareness --- p.137 / Chapter 5.4.3 --- The nurturing of higher motivation towards vocabulary acquisition --- p.137 / Chapter 5.5 --- Summary of Chapter 5 --- p.138 / Chapter 6 --- CONCLUSION --- p.139 / Chapter 6.1 --- Pedagogical Implications --- p.139 / Chapter 6.1.1 --- Implications for curriculum or program designs --- p.140 / Chapter 6.1.2 --- Classroom implications --- p.142 / Chapter 6.2 --- Limitations of the Present Research --- p.145 / Chapter 6.3 --- Suggestions for Further Research --- p.147 / Chapter 6.4 --- Summary of Chapter 6 --- p.149 / Chapter 7 --- REFERENCES --- p.150 / Appendices / Appendix A. Documentation of the textbooks reviewed --- p.159 / Appendix B. Schedule of the vocabulary acquisition workshop --- p.160 / Appendix C. Detailed lesson plans for the experimental and control groups --- p.161 / Appendix D. Pre-program test on vocabulary --- p.187 / Appendix E. 1st post-program test on vocabulary --- p.196 / Appendix F. 2nd post-program test on vocabulary --- p.205 / Appendix G. Opinions towards EFL vocabulary acquisition questionnaire (version for the experimental group) --- p.214 / Appendix H. Opinions towards EFL vocabulary acquisition questionnaire (version for the control group) --- p.218 / Appendix I. Interview questions for the experimental group --- p.221 / Appendix J. Interview questions for the control group --- p.222 / Appendix K. Form for field notes taking --- p.223 / Appendix L. Interview questions for English teachers --- p.224 / Appendix M. Information about the briefing session for the team leaders --- p.225 / Appendix N. Transcription of interviews (experimental group) --- p.226 / Appendix O. Transcription of interviews (control group) --- p.249 / Appendix P. Transcription of interviews (teachers) --- p.271

Vocabulary learning plays an important role in second language acquisition. As successful language learners are found to make good use of vocabulary learning strategies to facilitate the learning process, researchers are interested in investigating whether less competent language learners can also benefit from strategy instruction. The present study aimed to examine the relative effectiveness of and attitudes towards the two vocabulary strategies, namely the keyword method and the context method in L2 vocabulary acquisition among 61 Cantonese-speaking Chinese students in Hong Kong. The study involved two classes of Secondary one students studying in a band one English-medium co-educational secondary school. In the first round of the study, Class A and Class B learnt a list of 10 target vocabulary items. Quantitative and qualitative data were collected through vocabulary pre-tests, post-tests, questionnaires and interviews. In the second round, Class A and Class B swapped the learning conditions to learn another list of 10 target vocabulary items. The same procedures as for the first round were followed. Findings of this study indicated, first, the superiority of the keyword method over the context method in vocabulary retention. Second, the majority of the participants thought the context method was more useful than the keyword method and preferred the former one in the future. To conclude, this study may be of importance in investigating the effectiveness of the two strategies by Chinese learners in the Hong Kong school context, as well as in providing a better understanding of their attitudes towards the two strategies. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

Tjan Yuet Fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 105-117). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS / ABSTRACT / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT STUDY --- p.1 / Chapter 1.1.1 --- The need for enlarging EFL learners' vocabulary size in Hong Kong --- p.1 / Chapter 1.1.2 --- Task-based learning in English classrooms in Hong Kong --- p.2 / Chapter 1.2 --- SIGNIFICANCE OF THE PRESENT STUDY --- p.3 / Chapter 1.3 --- RESEARCH OBJECTIVES --- p.4 / Chapter 1.4 --- ORGANIZATION OF THESIS --- p.4 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- ROLE OF VOCABULARY KNOWLEDGE IN L2 ACQUISITION --- p.6 / Chapter 2.2 --- ROLE OF INCIDENTAL VOCABULARY LEARNING IN L2 ACQUISIITON --- p.8 / Chapter 2.3 --- INCIDENTAL VOCABULARY ACQUISITION IN L2 LEARNER-LEARNER ORAL INTERACTION TASKS --- p.9 / Chapter 2.3.1 --- Incidental vocabulary acquisition in L2 oral context --- p.9 / Chapter 2.3.1.1 --- Significance of oral context --- p.10 / Chapter 2.3.1.2 --- Current studies on L2 incidental vocabulary acquisition in oral context --- p.11 / Chapter 2.3.2 --- Learner-learner oral interaction tasks --- p.12 / Chapter 2.3.2.1 --- Significance of learner-learner interaction from the perspective of acquisition --- p.12 / Chapter 2.3.2.2 --- Significance of learner-learner interaction tasks from the perspective of pedagogy --- p.13 / Chapter 2.4 --- FACTORS CONDUCIVE TO L2 INCIDENTAL VOCABULARY ACQUISITION --- p.14 / Chapter 2.4.1 --- Noticing --- p.14 / Chapter 2.4.2 --- Depth of processing --- p.15 / Chapter 2.4.3 --- Role of input comprehension in L2 incidental vocabulary acquisition --- p.16 / Chapter 2.4.3.1 --- Theoretical claims for the significance of input comprehension --- p.16 / Chapter 2.4.3.2 --- Theoretical claims against the significance of input comprehension --- p.17 / Chapter 2.4.3.3 --- Empirical evidence for the significance of input comprehension --- p.18 / Chapter 2.4.3.4 --- Empirical evidence against the significance of input comprehension --- p.18 / Chapter 2.4.4 --- Role of negotiation in L2 incidental vocabulary acquisition --- p.19 / Chapter 2.4.4.1 --- Negotiation --- p.19 / Chapter 2.4.4.2 --- Comprehending negotiated input and L2 incidental vocabulary acquisition --- p.20 / Chapter 2.4.4.2.1 --- Theoretical claims for the significance of negotiated input --- p.20 / Chapter 2.4.4.2.2 --- Theoretical claims against the significance of negotiated input --- p.21 / Chapter 2.4.4.2.3 --- Empirical evidence for the significance of negotiated input --- p.22 / Chapter 2.4.4.2.4 --- Empirical evidence against the significance of negotiated input --- p.22 / Chapter 2.4.4.3 --- Producing negotiated output and L2 incidental vocabulary acquisition --- p.24 / Chapter 2.4.4.3.1 --- Theoretical claims for the significance of negotiated output --- p.24 / Chapter 2.4.4.3.2 --- Theoretical claims against the significance of negotiated output --- p.26 / Chapter 2.4.4.3.3 --- Empirical evidence on the significance of negotiated output --- p.26 / Chapter 2.5 --- LACK OF RESEARCH ON THIS AREA IN THE HONG KONG CONTEXT --- p.28 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.28 / Chapter 2.7 --- SUMMARY OF THE CHAPTER --- p.30 / Chapter CHAPTER THREE: --- RESEARCH DESIGN --- p.31 / Chapter 3.1 --- SELECTION OF SUBJECTS --- p.31 / Chapter 3.2 --- INSTRUMENTATON --- p.32 / Chapter 3.2.1 --- Test items --- p.33 / Chapter 3.2.2 --- Pretest --- p.34 / Chapter 3.2.3 --- Task sheets --- p.35 / Chapter 3.2.4 --- Posttests --- p.36 / Chapter 3.2.5 --- Questionnaire --- p.37 / Chapter 3.3 --- TREATMENTS --- p.37 / Chapter 3.3.1 --- Treatments on Group I and II --- p.38 / Chapter 3.3.2 --- Treatment on Group III --- p.40 / Chapter 3.4 --- EXPERIMENTAL PROCEDURES --- p.44 / Chapter 3.5 --- METHODS OF DATA ANALYSIS --- p.44 / Chapter 3.5.1 --- Relationship between comprehension and negotiation --- p.45 / Chapter 3.5.2 --- Relationship between comprehension and L2 incidental vocabulary acquisition --- p.45 / Chapter 3.5.3 --- Relationship between negotiation and L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.4 --- Relative effects of producing negotiated output and receiving negotiated input on L2 incidental vocabulary acquisition --- p.46 / Chapter 3.5.5 --- Relationship between the nature of negotiation and L2 incidental vocabulary acquisition --- p.47 / Chapter 3.5.5.1 --- Length of negotiated word form --- p.47 / Chapter 3.5.5.2 --- Word frequency --- p.47 / Chapter 3.5.5.3 --- Number of clarification requests and confirmation checks --- p.48 / Chapter 3.5.5.4 --- Length of explanation --- p.48 / Chapter 3.5.6. --- Data from the questionnaire --- p.49 / Chapter 3.6 --- SUMMARY OF THE CHAPTER --- p.49 / Chapter CHAPTER FOUR: --- RESEARCH FINDINGS --- p.51 / Chapter 4.1 --- "SUBJECTS' INPUT COMPREHENSION, IMMEDIATE WORD GAINS AND WORD RETENTION: A GENERAL PICTURE" --- p.52 / Chapter 4.2 --- RELATIONSHIP BETWEEN INPUT COMPREHENSION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.56 / Chapter 4.2.1 --- Correlations between Gp I's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.2 --- Correlations between Gp II's comprehension scores of test item meanings and their two posttest results --- p.56 / Chapter 4.2.3 --- Correlations between Gp II's comprehension scores of directions and their two posttest results --- p.57 / Chapter 4.2.4 --- Correlations between Gp III's comprehension scores of test item meanings and their two posttest results --- p.58 / Chapter 4.2.5 --- Correlations between Gp III's comprehension scores of directions and their two posttest results --- p.58 / Chapter 4.2.6 --- Conclusion --- p.59 / Chapter 4.3 --- EFFECT OF INPUT WITH MEANING NEGOTIATION ON L2 INCIDENTAL VOCABULARY ACQUSITION --- p.60 / Chapter 4.3.1 --- Comparing Gp II and Gp III's comprehension scores of test item meanings --- p.60 / Chapter 4.3.2 --- Comparing Gp II and Gp III's comprehension scores of directions --- p.61 / Chapter 4.3.3 --- Comparing Gp II and Gp III's 1st and 2nd posttest results --- p.61 / Chapter 4.3.4 --- Conclusion --- p.62 / Chapter 4.4 --- RELATIVE EFFECTIVENESS OF RECEIVING NEGOTIATED INPUT AND PRODUCING NEGOTIATED OUTPUT IN L2 INCIDENTAL VOCABULARY ACQUISTION --- p.63 / Chapter 4.4.1 --- Comparing Gp I and Gp III's 1st and 2nd posttest results --- p.63 / Chapter 4.4.2 --- Comparing Gp I and Gp II's 1st and 2nd posttest results --- p.64 / Chapter 4.4.3 --- Conclusion --- p.65 / Chapter 4.5 --- RESEARCH HYPOTHESES TESTED --- p.65 / Chapter 4.5.1 --- Testing the first hypothesis --- p.65 / Chapter 4.5.2 --- Testing the second hypothesis --- p.65 / Chapter 4.5.3 --- Testing the third hypothesis --- p.66 / Chapter 4.6 --- RELATIONSHIP BETWEEN THE PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITION --- p.66 / Chapter 4.6.1 --- Length of negotiated word form --- p.66 / Chapter 4.6.2 --- Word frequency --- p.67 / Chapter 4.6.2.1 --- Word frequency produced by Gp I and Gp II --- p.67 / Chapter 4.6.2.2 --- Word frequency heard by Gp I and Gp II --- p.68 / Chapter 4.6.3 --- Number of clarification requests and confirmation checks --- p.68 / Chapter 4.6.4 --- Length of explanation --- p.69 / Chapter 4.6.5 --- Conclusion --- p.70 / Chapter 4.7 --- SUBJECTS' FAMILIARITY WITH ORAL INTERACTION TASKS AND LEARNING STYLES WHEN ENCOUNTERING NEW L2 WORDS --- p.70 / Chapter 4.8 --- SUBJECTS' COMMENTS ON THE TASKS --- p.72 / Chapter 4.9 --- SUMMARY OF THE CHAPTER --- p.73 / Chapter CHAPTER FIVE: --- DISCUSSION OF RESEARCH FINDINGS --- p.74 / Chapter 5.1 --- ROLE OF INPUT COMPREHENSION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.74 / Chapter 5.1.1 --- Subjects' comprehension of test adjective meanings and incidental vocabulary acquisition --- p.75 / Chapter 5.1.2 --- The different cognitive processing involved in comprehension and word acquisition --- p.76 / Chapter 5.2 --- ROLE OF MEANING NEGOTIATION IN L2 INCIDENTAL VOCABULARY ACQUISITION --- p.77 / Chapter 5.2.1 --- Effect of negotiated input on L2 incidental vocabulary acquisition --- p.78 / Chapter 5.2.1.1 --- Subjects 'meaning negotiation and comprehension --- p.78 / Chapter 5.2.1.2 --- Noticing raised by meaning negotiation --- p.79 / Chapter 5.2.2 --- Role of Negotiated output in L2 incidental vocabulary acquisition --- p.82 / Chapter 5.2.2.1 --- Noticing raised by negotiated output --- p.82 / Chapter 5.2.2.2 --- Failure to strengthen the form-meaning link --- p.83 / Chapter 5.3 --- PROPERTIES OF MEANING NEGOTIATION AND L2 INCIDENTAL VOCABULARY ACQUISITON --- p.86 / Chapter 5.3.1 --- Length of negotiated word form --- p.86 / Chapter 5.3.2 --- Word frequency --- p.87 / Chapter 5.3.2.1 --- Word frequency heard by subjects --- p.87 / Chapter 5.3.2.2 --- Word frequency produced by subjects --- p.88 / Chapter 5.3.3 --- Number of clarification requests and confirmation checks --- p.89 / Chapter 5.3.4 --- Length of explanation --- p.89 / Chapter 5.4 --- SUMMARY OF THE CHAPTER --- p.91 / Chapter CHAPTER SIX: --- CONCLUSION --- p.93 / Chapter 6.1 --- PEDAGOGICAL IMPLICATIONS --- p.93 / Chapter 6.1.1 --- Incidental learning of L2 adjectives in oral interaction tasks --- p.95 / Chapter 6.1.2 --- Implementation of oral interaction tasks in Hong Kong EFL classrooms --- p.95 / Chapter 6.1.3 --- Meaning negotiation as a task demand --- p.95 / Chapter 6.1.4 --- Choice of unfamiliar adjectives used in the tasks --- p.97 / Chapter 6.2 --- LIMITATIONS OF THE PRESENT RESEARCH --- p.97 / Chapter 6.2.1 --- Small subject size --- p.98 / Chapter 6.2.2 --- Experimental setting instead of the real classroom setting --- p.99 / Chapter 6.2.3 --- A single 45-minute task instead of a longitudinal program --- p.99 / Chapter 6.2.4 --- Encounter of the test adjectives and their meanings between the 1st and 2nd posttests --- p.100 / Chapter 6.2.5 --- Investigating receptive word knowledge only in the posttests --- p.100 / Chapter 6.3 --- SUGGESTIONS FOR FURTHER RESEARCH --- p.101 / Chapter 6.4 --- SUMMARY OF THE CHAPTER --- p.102 / REFERENCES --- p.104

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy