Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school

Abstract

Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.

Analysis of Multimedia Combination-Assisted English Teaching Mode Based on Computer Platform

“…Equation (2) shows the distance method for calculating the cosine of the included angle in the CF algorithm. Equation (2) shows the form of an n-dimensional sample. Equation ( 3) is an extension of Equation (2), which has a wider range of applications.…”

“…English is also a relatively common language of communication in most international communications. Although most people in the world use Chinese as their mother tongue, English is used more widely, which has led to English becoming the official language of international political and economic communication [1,2]. This also has an important relationship with English-speaking international influence and economic strength.…”

An English Flipped Classroom Teaching Model Based on Big Data Analysis

“…After the students completed the class, they did feedback on the evaluation text, deleted the useless evaluation text and garbage evaluation text, and collected a total of 8564 effective evaluation texts. The experimental tests were carried out by using the methods of papers [ 6 , 7 ].…”

“…This method is used to evaluate the evaluation accuracy and recall rate of English flipped classroom teaching quality in different evaluation text sizes. In order to intuitively show the evaluation effect of this method, this method is compared with the models in [ 6 ] and [ 7 ]. The comparison results are shown in Table 5 .…”

“…As a high-risk evaluation, summative evaluation needs high standard control and safety to ensure its reliability and effectiveness. In [ 7 ], through one-on-one cooperation with speech and language therapy students, children participated in weekly activities aiming at promoting receptive and productive knowledge of 20 target words in secondary vocabulary categories. Reference [ 8 ] adopts an online format and carries out digital access through the school-oriented learning management system.…”