Abstract
This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application of the research was carried out during the fall semester of 2016-2017, with a total of 16 class hours in English reading course in English preparatory class. Research data was gathered from an English vocabulary achievement test which was designed by the researchers. In the process of analyzing the research data, independent t-tests, Cohen’s d effect size test and thematic analysis were used. The major findings reveal that Synectics based vocabulary teaching has a strong effect on the level of learning and the persistence of the learning. On the other hand, there is a considerable difference between the numbers of the words that students learn indirectly in the process in favor of the experimental group students. Finally, the analysis also reveals that the experimental and control group students have variability in terms of the thematic diversity and semantic equivalence of the words learned indirectly in the process.
Keywords
Synectics instructional model foreign language teaching persistent learning vocabulary learning effective vocabulary teaching
References
- Asl, H. E. (2015). Comparative study of grammar translation method (GTM) and communicative language teaching (CLT) in language teaching methodology. Human Journals, 1(3), 16-25.
- Bean, John C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom (2nd ed.). New York, USA: John Wiley & Sons.
- Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Bringing Words to Life. New York, USA: The Guilford Press.
- Berne, J. I., & Blachowich, C. L. Z. (2008). What reading teachers say about vocabulary instruction: voices from the classroom. The Reading Teacher, 62(4), 314–323.
- Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University, (4th ed.). New York, USA: McGrawHill.
- Bintz, P. W. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 44-54.
- Burke, M. B. (2011). Rituals and beliefs ingrained in world language pedagogy: defining deep structure and conventional wisdom. Journal of Language Teaching and Research, 2(1), 1-12.
Abstract
Keywords
Synectics instructional model foreign language teaching persistent learning vocabulary learning effective vocabulary teaching
References
- Asl, H. E. (2015). Comparative study of grammar translation method (GTM) and communicative language teaching (CLT) in language teaching methodology. Human Journals, 1(3), 16-25.
- Bean, John C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom (2nd ed.). New York, USA: John Wiley & Sons.
- Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Bringing Words to Life. New York, USA: The Guilford Press.
- Berne, J. I., & Blachowich, C. L. Z. (2008). What reading teachers say about vocabulary instruction: voices from the classroom. The Reading Teacher, 62(4), 314–323.
- Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University, (4th ed.). New York, USA: McGrawHill.
- Bintz, P. W. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 44-54.
- Burke, M. B. (2011). Rituals and beliefs ingrained in world language pedagogy: defining deep structure and conventional wisdom. Journal of Language Teaching and Research, 2(1), 1-12.
Details
| Primary Language | English |
|---|---|
| Subjects | Language Studies (Other) |
| Journal Section | Research Article |
| Authors | |
| Publication Date | June 30, 2017 |
| Published in Issue | Year 2017 Volume: 5 Issue: 2 |
