The Effect of Training on Vocabulary Strategy Use: Explicit Teaching of Word Family, Word Network and Word Card Strategies

Year 2016, Volume: 6 Issue: 1, 20 - 34, 14.07.2016

Constance Lavoie

Abstract

This study measured the impact of explicit teaching of three lexical strategies on the extent to which these strategies were used when faced with unknown words. Seven elementary school teachers from different Innu communities implemented three vocabulary strategies (word family, word network and word card) for a period of three weeks. To assess the impact of strategy training, the students in the experimental (N = 39) and control groups (N = 15) performed tasks using the targeted strategies. There was a statistically significant difference between the two groups, with the experimental group using more efficiently the strategies taught. These results confirmed the positive impact that explicit teaching of vocabulary strategies and it describes the progress made by the students regarding strategic use.

Keywords

vocabulary, strategy, teaching, French, applied linguistics

References

• Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon. Hoboken, NJ: Wiley-Blackwell.
• Anglin, J. M. (1993). Vocabulary developpement: A morphological analysis. Monographs of the Society for Research in Child Developpement, 58(10), 1-166.
• Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska ways of knowing. Anthropology and Educational Quarterly, 35(1), 8-23.
• Bertram, R., Laine, M. & Virkkala, M. M. (2000). The role of derivational morphology in vocabulary acquisition: Get by with a little help from my morpheme friends. Scandinavian Journal of Psychology, 41(4), 287-296.
• Biemiller, A., & Boote C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.
• Burns, M. K., Griffiths, A., Parson, L. B., Tilly, W. D., & VanDerHayden, A. (2007). Response to intervention: Research for practice. Alexandria, VA: National Association of State Directors of Special Education.
• Chialant, D., & Caramazza, A. (1995). Where is morphology and how is it processed? The case of written word reconition. In L. Feldman (dir.), Morphological aspects of language processing. Hillsdale, NJ: Erlbaum.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum.
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: a frame-work for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
• Daviault, (2012). L’émergence et le développement du langage chez l’enfant. Montréal, Qc: Chenelière.
• Dempster, F. N. (1987). Effects of variable encoding and spaced presentation on vocabulary learning. Journal of Educational Psychology, 79, 162-170.
• Graves, M. F. (2009). Teaching individual words. One size does not fit all. Newark, NJ: International Reading Association.
• Hare, J., and J. Anderson 2010. Transitions to early childhood education and care for indigenous children and families in Canada: historical and social realities. Australasian Journal of Early Childhood 32(2):19–27.
• Hart, B., & Risley, T. R. (2003). The Early Catastrophe. The 30 Million Word Gap. American Educator, 27(1), 4-9.
• Kimble, G. A., Craik, F. I. & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.
• Kitchen, J., et al. (2011). Developing capacity in Indigenous education: Attending to the voices of Aboriginal teachers. Action in Teacher Education, 33(1), 615-627.
• Lado, R., Baldwin, B., & Lobo, F. (1967). Massive vocabulary expansion in a foreign language beyond the basic course: the effect of stimuli, timing and order of presentation (pp. 5-1095). Washington, DC: Us Departement of Health, Education and Welfare.
• Lavoie, C. & Le, T.H. (2014). S’approprier le vocabulaire : la stratégie réseau de mots. Vivre le primaire. 22(1). 26-27
• Lavoie, C. & Le, T.H. (2013). Favoriser le développement et la mémorisation du vocabulaire : la stratégie carte de mots. Vivre le primaire. 26(3). 18-19.
• Lavoie, C. & Le, T.H. (2013b). Enrichir le vocabulaire : la stratégie famille de mots. Vivre le primaire. 26(4). 26-27.
• Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it?. RELC Journal, 28, 89-108.
• Nation, I. S. P. (2001). Learning vocabulary in another language. New York, NY: Cambridge University Press.
• Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart & Winston.
• Paivio, A. & Desrochers, A. (1981). Mnemonic techniques in second-language learning. Journal of Educational Psychology, 73(6), 780-795.
• Roy, C., & Labelle, M. (2007). Connaissance de la morphologie dérivationnelle chez les francophones et non- francophones de 6 à 8 ans. Revue de l'Association canadienne de linguistique appliquée, 10(3), 263-292.
• Simard, C., & Chartrand, S. G. (2011). Grammaire de base. Saint-Laurent, Canada: Éditions du renouveau pédagogique.
• Snellings, P., Van Gelderen, A., & De Glopper, K. (2004). The effect of enhanced lexical retrieval on second language writing: A classroom experiment. Applied Psycholinguistics, 25(2), 175-200.
• Standing, L. (1973). Learning 10,000 pictures. Quartely Journal of Experimental Psychology, 25, 207-222.
• Statistics Canada. (2011). Les peuples autochtones au Canada: Premières Nations, Métis et Inuits. Enquête nationale auprès des ménages, no◦ 99-011-X2011001, 9.
• Statistics Canada. (2006). Recensement de la population de 2006. Repéré à http://www.statcan.gc.ca/pub/89-503- x/2010001/article/11442/tbl/tbl011-fra.htm.
• Tabachnick, B. G., & Fidell, l. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon
• Tremblay, O. (2009). Création d’une ontologie des connaissances métalexicales pour l’élaboration d’un module de cours en didactique du lexique destiné aux futurs maîtres au primaire en français langue maternelle. Thèse de doctorat non publiée, Université de Montréal, Montréal, QC.
• Tréville, M. C. (2000). Vocabulaire et apprentissage d’une langue seconde : recherches et théorie. Montréal, Canada: Éditions Logiques.
• Tréville, M. C., & Duquette, L. (1996). Enseigner le vocabulaire en classe de langue. Vanves, France: Hachette.
• Tyler, A., & Nagy, W. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649-667.