Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Abstract

Abstract:In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment sessions the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one session"s data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first sessions in terms of receptive knowledge, and between all sessions except the eighth and ninth in terms of productive knowledge.Keywords: Vocabulary learning; receptive knowledge; productive knowledge; processing time; memory threshold Abstrak: Dalam penelitian ini, teknik pembelajaran kosakata dengan menggunakan kartu bergambar digunakan untuk menentukan kecepatan pemerolehan bahasa pembelajar baik dalam pengetahuan reseptif maupun produktif. Subjek penelitian ini terdiri atas lima puluh delapan mahasiswa universitas Jepang tingkat satu yang terbagi ke dalam dua kelas. Mereka ditempatkan dalam satu kelompok eksperimental, dan kedua kelas diajar oleh peneliti sendiri. Selama tahap eksperimen berlangsung, para subjek mempelajari lima belas item kosakata yang dipilih dari sebuah buku teks mata kuliah (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) dengan menggunakan kartu bergambar yang mereka buat sendiri. Pos tes setelah eksperimen berakhir sama diberikan pada subjek setiap selesai satu sesi dan hasilnya dianalisis dengan menggunakan Uji-t sampel berpasangan yang didukung oleh Uji Pemeringkatan Tanda Padanan-Pasangan Wilcoxon nonparametrik dengan membandingkan data satu sesi dengan data dari sesi sebelumnya. Data dari pascaperlakuan menunjukkan perbedaan yang signifikan antara sesi praperlakuan dan sesi pertama dalam hal pengetahuan reseptif, dan antara semua sesi, kecuali sesi ke delapan dan ke sembilan, dalam hal pengetahuan produktif.Kata Kunci: Pembelajaran kosa kata, pengetahuan reseptif, pengetahuan produktif, waktu pengolahan, ambang batas ingatan

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