Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers

Harmon, Janis M.; Hedrick, Wanda B.; Wood, Karen D.

doi:10.1080/10573560590949377

Cited by 123 publications

(75 citation statements)

References 28 publications

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“…Previous research and writing on vocabulary over the past two decades has addressed the issues on vocabulary size and growth [1], [2], what it means to know a word [3], [4], degrees of word knowledge [5], [6], sources of vocabulary learning [7], vocabulary assessment [8], [9] and also teaching and learning techniques to support learners' vocabulary growth and development [10]. Having adequate vocabulary in L2 helps learners to convey their messages effectively.…”

Section: Introductionmentioning

confidence: 99%

A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy

Nayan¹,

Krishnasamy²

2015

IJLLL

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Abstract-Communication is almost important without words. Learners with limited vocabulary face difficulties in conveying their messages to others. Therefore, they should acquire enough words to communicate their ideas in L2. Besides, knowing the right strategies to acquire words is also important to help learners in their study. Because of that, the study aims to unveil the usefulness of vocabulary learning strategies among students from the faculty of Accountancy in a public university in northern Malaysia. 52 participants (44 female and 8 male) from this faculty participated in the study. From the total of 52 participants, 30 are from the Diploma in Accountancy and the remaining 22 are the students from Diploma in Accounting Information System. The study focuses on second language vocabulary learning acquisition. Participants were asked to answer questionnaires during normal class time. The questionnaire contains seven questions on vocabulary learning strategies where participants had to choose the four options given from 'very useful' to 'not useful at all' based on their L2 study experience on their L2 vocabulary learning process. The findings show that learners preferred to communicate, read books and listen to English songs in order to acquire vocabulary. In addition, they also acquire vocabulary explicitly from their daily routine activities. These suggest that lecturers should focus more on explicit teaching vocabulary because previous research shows that this strategy helps learners in their vocabulary acquisition.Index Terms-Language learning strategies, vocabulary, vocabulary knowledge, vocabulary learning strategies.

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Section: Introductionmentioning

confidence: 99%

A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy

Nayan¹,

Krishnasamy²

2015

IJLLL

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“…Marzano (2004) öğretmenlere tanımsal yaklaşımı kelimelerin anlamlarını farklı içeriklerde türetmeyi içeren zengin bağlamsal bilgi faktörleriyle bütünleştirmesini önermiştir. Geçmiş çalışmalar, bağlamdan kelime edinimi öğretiminin farklılaşan okuma becerilerindeki öğrenciler için kelime bilgisi ve okuduğunu anlama ölçümlerinde kayda değer iyileşmeler gösterdiğini ortaya koymuştur (Goerss, 1995;Harmon, Hedrick ve Wood, 2005;İlter, 2016;Kermani ve Seyedrezaei, 2015;Nash ve Snowling, 2006;Nelson ve Stage, 2007;Rinaldi, Sells ve McLaughlin, 1997). Bu açıdan bağlamdan kelime anlamını çıkarma stratejisinin okuyucuların okuma gelişimi üzerinde büyük bir etkisi vardır (Baumann, Kame'enui ve Ash, 2003).…”

Section: şEkil 1 Kelime Bilgisi Ve Okuduğunu Anlama Arasında Karşılıunclassified

Teaching Word Meanings to Students at Different Reading Ability: A Controlled Assessment of the Contextual-Based Vocabulary Instruction on Reading Comprehension

Ilter

2017

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Bu çalışmada, sosyal bilgiler dersinde bağlam temelli kelime öğretiminin farklılaşan okuma becerilerindeki yedinci sınıf öğrencilerinin okuduğunu anlama performansları üzerindeki etkileri incelenmiştir. Katılımcıların okuduğunu anlama becerilerini belirlemek için 16 maddeden oluşan "Cümle Doğrulama Tekniği" testi kullanılmıştır. Ayrıca bağlam temelli kelime öğretimi uygulamasına ilişkin katılımcıların görüş ve deneyimlerini ortaya çıkarmak amacıyla yarı-yapılandırılmış görüşmelere başvurulmuştur. Bağlam temelli eğitim grubu öğrencileri sekiz hafta boyunca 10 oturumda açıklayıcı (bilgilendirici) sosyal bilgiler metinleri aracılığıyla bağlamdan kelime öğrenme eğitimini alırken; kontrol grubu öğrencileri geniş okuma programına dâhil olmuştur. Elde edilen sonuçlar, bu çalışmada iki bulguyu ortaya çıkarmıştır: Birincisi, öğrencilere kelime anlamlarını bağlamdan nasıl çıkarılacağını öğretmenin onların okuduğunu anlama performanslarını önemli ölçüde geliştirdiğini göstermiştir. İkincisi nitel bulgular, zayıf okuyucuların eğitim yoluyla bilinmeyen kelimelerin anlamlarının karmaşıklığını bağlamdan çözebileceğini ve okuma engelleriyle baş etmek için okuma sırasında ihtiyaç duyulan bilişsel stratejileri kullanabileceğini göstermiştir. Araştırmada ulaşılan sonuçlar, okuduğunu anlama becerilerini desteklemek için geliştirilen bağlam temelli kelime öğretiminin ortalama ve iyi okuyucular yanında zayıf okuyucular için de etkili bir yöntem olduğunu ortaya koymuştur. Bağlamsal analizBağlamdan kelime öğrenme Okuduğunu anlama Kelime hazinesiGeniş okuma stratejisi

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“…Lewis (2000) states that vocabulary acquisition plays a major role in language acquisition. Harmon, Wood and Hedrick (2005) emphasize that middle stage teachers understand that vocabulary acquisition is the most important for general language improvement and is, therefore, a significant feature of curriculum in all fields of study at the middle school stage.…”

Section: A Importance Of Vocabularymentioning

confidence: 99%

Vocabulary-centered Strategy: Its Effect on Reading Comprehension and Teachers' Opinions Concerning Its Utility

Alaraj

2015

TPLS

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Abstract-This study was divided into two parts: quantitative and qualitative. The quantitative part aimed at investigating the effect of Vocabulary Centered Strategy (VCS), which was developed by the researcher himself, on the reading comprehension of the Saudi intermediate students. The qualitative part attempted to discover how teachers felt and thought this strategy affected their students' vocabulary acquisition. The sample of the study consisted of four ten male students' sections. The first two sections were assigned for the experimental group and were taught the vocabulary following VCS. The second two sections were assigned for the control group and were taught the same vocabulary following the Saudi teacher's book instructions. The experiment under investigation continued for 12 weeks. Ten male volunteer teachers were asked to adopt VCS in their classes and then were interviewed. Data for this study was obtained from two sources: pretest-posttest and interviews. The results of the t-test showed a significant difference between the mean scores of the two groups on students' reading comprehension in favor of the experimental group. The results of the interview showed that teachers liked VCS. These results were summarized into a set of three main categories: (1) motivation, (2) memorization and (3) self-confidence and autonomy. A comparison between the results of the two parts of the study was made in order to strengthen the results of this study.

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Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers

Cited by 123 publications

References 28 publications

A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy

A Preliminary Study on Vocabulary Learning Strategies Used by the Students from the Faculty of Accountancy

Teaching Word Meanings to Students at Different Reading Ability: A Controlled Assessment of the Contextual-Based Vocabulary Instruction on Reading Comprehension

Vocabulary-centered Strategy: Its Effect on Reading Comprehension and Teachers' Opinions Concerning Its Utility

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