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
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_324099 |
| Date | January 2002 |
| Contributors | Yeung, Siu-Fung Betty., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, xii, 282 leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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