Thesis (M.S. in Education)--Shenandoah University, 2004. / Includes bibliographical references.

No description available.

This study analyses the textbook Veckans ord 5 by Britta Redin and Görel Hydén (2003), which is used as a teaching aid in Swedish as a second language. The aim is to examine the theories of vocabulary learning and the learning strategies revealed in the content and design of the textbook and thereby examine its functionality for Swedish L2 pupils. We use content analysis as a method and apply it to selected chapters in the book connected to vocabulary learning and how pupils are expected to consolidate the words they learn. The analysis also considers whether the exercises deal with the form of words (morphology, orthography, phonology) or their content (syntax, lexical field, synonyms, hyponyms, antonyms).   The result shows that the arrangement of the textbook agrees with some common theories and vocabulary learning strategies such as repeating words, linking them to synonyms and learning words through pictures. Another finding is that the exercises highlight the form of words more than their content and meaning.

本研究旨在探討字彙教學透過畫圖是否對字彙學習記憶方面有顯著效益。本實驗對象為八十九位桃園縣立平鎮高中高一兩班的新生，該兩班受試者經過全民英檢初級測試後證實幾乎具有相同英文能力，因此將其中一班視為實驗組，另一班則為控制組。兩組受試者接受三課的字彙教學以及一課單字自學。實驗組接受傳統字彙教學法，且須依照字彙的意義或字彙所形成之句子的意義來畫出一個圖。而控制組則只接受傳統字彙教學法。接受字彙教學後，兩組分別進行四次立即字彙測驗，四次延宕字彙測驗，以及第一次段考中的字彙測驗。最後，九位實驗組的受試者並接受訪談，從訪談中，調查他們對於此次實驗教學的滿意度。所有實驗階段所得的資料再由研究者進行質與量的分析。 研究發現，實驗組在所有的字彙測驗中都比控制組表現的好。此外，兩組之間大部分字彙測驗的結果均達顯著的差異。大部分受試者亦表示畫圖對於學習字彙的確有幫助。這些結果證實學習者透過畫圖可以幫助自己將字彙記得更深刻且更久，學習者可盡量利用畫圖記憶更多的字彙來增強英文能力。因此，本研究建議英文老師可在課堂上對學生介紹如何運用畫圖來改善字彙的學習與記憶。 / The purpose of the study was to explore the effectiveness of drawing on vocabulary learning. In addition, the students’ responses to the study were also discussed. Eighty-nine Taiwan students were selected from Ping-jeng senior high school in Taoyuan County. The subjects were further divided into two groups—the experimental group and the control group—of almost the same English proficiency level. The experimental group received the traditional vocabulary instruction plus drawing according to the meaning of the words or the sentences the words occur in, while the control group received the traditional vocabulary instruction only. Four immediate word quizzes, four delayed word quizzes, and the vocabulary section in the first periodical exam served as post tests. Finally, the instructor interviewed nine students from the experimental group to examine their responses to the study. The data collected in the experimental period were analyzed through both qualitative and quantitative methods. The results show that the experimental group performed better than the control group on all the post tests. Moreover, most students interviewed took positive attitude toward the study. In other words, the results provide empirical evidence that drawing indeed has positive effects on vocabulary learning. Students can utilize drawing to memorize as much vocabulary as possible to strengthen their English proficiency. Thus, English teachers are encouraged to introduce drawing to students in class in order to facilitate the learners’ vocabulary learning.

No description available.

A comparative essay between the findings of research and practical methods in the English classroom conserning vocabulary learning in a foreign language. / En jämförande uppsats mellan forskningsrön och praktisk tillämpning i klassrummet rörande ordinlärning inom undervisning i engelska.

No / In this research we produced a mobile language learning game that is designed within a technical context. After conceptual analysis of the subject matter i.e. computer's motherboard, the game was designed. The action within the game is consistent to the theme. There is a story, simplifying and exaggerating real life. Elements of control, feedback and sense of danger are incorporated into our game. By producing an engaging learning experience, vocabularies were learned incidentally. Deliberate vocabulary learning games were also added to our package to help students solve their common errors.

No description available.

This study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items. In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary iii Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores. Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383). The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.

This study examines the effects of Song and Involvement Load on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition is investigated via an incidental learning experiment that is based on the premise that growth in L2 vocabulary results from rehearsal and repeated exposure to lexical items in a variety of contexts. More specifically, the study hypothesizes that Song contributes to subvocal rehearsal, a mechanism that facilitates the retention of phonological information. In addition, the study hypothesizes that Involvement Load, as posited by Laufer and Hulstijn (2001), contributes to retention through “elaborate processing”(Craik & Tulving, 1975) of lexical items. In order to evaluate participants‟ lexical acquisition, an experiment with pretest/posttest design was carried out. Participants were divided into one of five groups consisting of a Control Group and four treatment groups. Treatment groups were exposed to a Song either in a sung condition or read as a poem (i.e. without music) while the Control Group completed only the pretest and posttests. Treatment groups also completed lexical tasks designed with either low or high levels of Involvement Load. The pretest and posttests (administered at four and eight weeks respectively after the pretest) were based on Paribakht and Wesche‟s (1996) Vocabulary iii Knowledge Scale. It was hypothesized that in the case of both short-term acquisition (four weeks after the pretest) and retention (eight weeks thereafter) (i) participants exposed to Song would obtain higher scores than participants only exposed to the lyrics; (ii) participants completing High Involvement tasks would score higher than participants completing Low Involvement tasks; and (iii) the effects of Song would be greater than the effects of Involvement Load on test scores. Results indicated that at both posttests, participants exposed to Song obtained higher scores than participants only exposed to lyrics (p=0.004). Additionally, participants carrying out High Involvement tasks scored higher than participants carrying out Low Involvement tasks (p=0.017). However, a comparison of the strength of the effects of Song and Involvement Load on acquisition and retention of target items yielded inconclusive results (p=.383). The validation of many of the hypotheses suggests that song and involvement load are effective in the acquisition and retention of L2 lexical items and should be implemented in the L2 curriculum.