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Year 2020, , 2040 - 2058, 30.12.2020

Infanta Vincy R

https://doi.org/10.17263/jlls.851033

Abstract

References

  • Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317.
  • Joe, A. (2010). The quality and frequency of encounters with vocabulary in English for academic purposes program. Reading in a Foreign Language, 22(1), 117- 138.
  • Laufer, B., & Nation. I. S. P. (1999). A vocabulary size test of controlled productive ability. Language Testing, 16, 33- 51.
  • Liang, H. (2019). (Book Review) Expand your English: A Guide to Improving your Academic Vocabulary by Steve Hart. Asian EFL Journal, 23(6.1), 142-143.
  • Masruddin. (2019). The efficacy of using spelling bee game in teaching vocabulary to Indonesian English as a Foreign Language students. Asian EFL Journal, 23(6.3), 173-180.
  • Meara, P. (1997). Towards a new approach to modelling vocabulary acquisition. In: N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 109- 121). Cambridge, UK: Cambridge University Press.
  • Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.82- 102). Cambridge, UK: Cambridge University Press.
  • Nagy, W. (1997). On the role of context in first- and second- language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64- 83). Cambridge, UK: Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.
  • O'Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 258- 278). Cambridge, UK: Cambridge University Press.
  • Palmberg, R. (1987). Patterns of vocabulary development in foreign language learners. Studies in Second Language Acquisition, 9, 201- 220.
  • Pamintuan, C.F., Mallari, D. G., Garcia, N. T., Galang, J. P., Buduan, R. M. (2018). The use of WeChat application on CFL learners’ vocabulary acquisition. TESOL International Journal, 13(4), 26-38.
  • Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10 (1), 77-89.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • State Council of Educational Research and Training. (2017). TNCF 2017 Draft Syllabus English Language. Retrieved from http://tnscert.org/webapp2/tn17syllabus.aspx?language=LG-1&status=Active
  • Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
  • Waring, R. (1999). Tasks for Assessing Second Language Receptive and Productive Vocabulary. (Doctoral Dissertation). Retrieved from http://www.robwaring.org/papers/phd/ch1.html
  • Wesche, M. and T. Paribakht. (1996). Assessing vocabulary knowledge: depth vs. breadth. Canadian Modern Language Review, 53 (1), 13-40.

Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study

Year 2020, , 2040 - 2058, 30.12.2020

Infanta Vincy R

https://doi.org/10.17263/jlls.851033

Abstract

This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher- created supplementary for the prescribed set of vocabulary in the English language textbook. The study aimed to find out the amount of influence the explicit instruction and repeated exposure to the target vocabulary had on the nature of the receptive- productive gap. A total of sixty-two sixth grade students from a Government school in Tamil Nadu, India, participated in the experimental study which was conducted over a period of three months. The results of the study showed that the explicit instruction and repeated exposure to the target vocabulary had a significant amount of influence on vocabulary knowledge when compared to the conventional way of vocabulary instruction. In the conventional mode of vocabulary instruction, reception of vocabulary was found to have an average of 8% influence on the production knowledge, whereas in the case of the experimental group, it amounted up to 72%. This analysis showed that through explicit instruction and repeated exposure to the target vocabulary the receptive- productive gap is significantly reduced.

Keywords

explicit instruction; ; repeated exposure; receptive vocabulary; productive vocabulary; receptive-productive gap

References

  • Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317.
  • Joe, A. (2010). The quality and frequency of encounters with vocabulary in English for academic purposes program. Reading in a Foreign Language, 22(1), 117- 138.
  • Laufer, B., & Nation. I. S. P. (1999). A vocabulary size test of controlled productive ability. Language Testing, 16, 33- 51.
  • Liang, H. (2019). (Book Review) Expand your English: A Guide to Improving your Academic Vocabulary by Steve Hart. Asian EFL Journal, 23(6.1), 142-143.
  • Masruddin. (2019). The efficacy of using spelling bee game in teaching vocabulary to Indonesian English as a Foreign Language students. Asian EFL Journal, 23(6.3), 173-180.
  • Meara, P. (1997). Towards a new approach to modelling vocabulary acquisition. In: N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 109- 121). Cambridge, UK: Cambridge University Press.
  • Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.82- 102). Cambridge, UK: Cambridge University Press.
  • Nagy, W. (1997). On the role of context in first- and second- language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64- 83). Cambridge, UK: Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.
  • O'Dell, F. (1997). Incorporating vocabulary into the syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 258- 278). Cambridge, UK: Cambridge University Press.
  • Palmberg, R. (1987). Patterns of vocabulary development in foreign language learners. Studies in Second Language Acquisition, 9, 201- 220.
  • Pamintuan, C.F., Mallari, D. G., Garcia, N. T., Galang, J. P., Buduan, R. M. (2018). The use of WeChat application on CFL learners’ vocabulary acquisition. TESOL International Journal, 13(4), 26-38.
  • Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10 (1), 77-89.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • State Council of Educational Research and Training. (2017). TNCF 2017 Draft Syllabus English Language. Retrieved from http://tnscert.org/webapp2/tn17syllabus.aspx?language=LG-1&status=Active
  • Thornbury, S. (2006). How to teach vocabulary. Pearson Education India.
  • Waring, R. (1999). Tasks for Assessing Second Language Receptive and Productive Vocabulary. (Doctoral Dissertation). Retrieved from http://www.robwaring.org/papers/phd/ch1.html
  • Wesche, M. and T. Paribakht. (1996). Assessing vocabulary knowledge: depth vs. breadth. Canadian Modern Language Review, 53 (1), 13-40.
There are 18 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Infanta Vincy R This is me

Publication Date December 30, 2020
Published in Issue Year 2020

Cite

APA Vincy R, I. (2020). Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study. Journal of Language and Linguistic Studies, 16(4), 2040-2058. https://doi.org/10.17263/jlls.851033
AMA Vincy R I. Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study. Journal of Language and Linguistic Studies. December 2020;16(4):2040-2058. doi:10.17263/jlls.851033
Chicago Vincy R, Infanta. “Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study”. Journal of Language and Linguistic Studies 16, no. 4 (December 2020): 2040-58. https://doi.org/10.17263/jlls.851033.
EndNote Vincy R I (December 1, 2020) Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study. Journal of Language and Linguistic Studies 16 4 2040–2058.
IEEE I. Vincy R, “Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study”, Journal of Language and Linguistic Studies, vol. 16, no. 4, pp. 2040–2058, 2020, doi: 10.17263/jlls.851033.
ISNAD Vincy R, Infanta. “Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study”. Journal of Language and Linguistic Studies 16/4 (December 2020), 2040-2058. https://doi.org/10.17263/jlls.851033.
JAMA Vincy R I. Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study. Journal of Language and Linguistic Studies. 2020;16:2040–2058.
MLA Vincy R, Infanta. “Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study”. Journal of Language and Linguistic Studies, vol. 16, no. 4, 2020, pp. 2040-58, doi:10.17263/jlls.851033.
Vancouver Vincy R I. Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study. Journal of Language and Linguistic Studies. 2020;16(4):2040-58.