Comparative study of acquisition rates between English vocabulary sets intentionally taught via post-reading writing and post-reading speaking skills

Yıl 2017, Cilt: 2 Sayı: 2, 85 - 102, 29.05.2017

Elif Göksoy Yeşim Keşli Dollar

Öz

The aim of this research study was to examine the differences, if any, in intentionally taught English vocabulary acquisition rates via post-reading writing and post-reading speaking skills. There were three groups to study. In the first group mostly post-reading writing skills, in the second group mostly post-reading speaking skills, in the third group reading, speaking and writing skills were applied. To measure the breadth of the vocabulary the following procedures were applied. 1 Translation into Turkish, 2 Fill in the blanks questions productive writing skill , 3 Multiple choice questions reading and understanding . To measure the depth of the taught vocabulary VKS Vocabulary Knowledge Scale; Wesche & Paribakht, 1996 was applied. Besides, oral production with a visual support was measured according to a checklist. In the group, where the tests were piloted, reading, speaking, and writing skills were applied. The results showed that the two groups where reading, speaking and writing skills were practiced outperformed the reading/speaking and reading/writing group in the four tests except for the fill in the blanks test. The reading/writing group showed the best result in the fill in the blanks test. However, the delayed tests administered three weeks later demonstrated that the retention rate is higher in the reading/speaking group. The data also revealed that speaking activities generated more enthusiasm in comparison with the writing ones

Anahtar Kelimeler

Vocabulary Acquisition, Integrated Skills, Assessment

Kaynakça

• Alloway, T., P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, R. & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417–426
• Akçin, S. & Bektaş Çetinkaya, Y. (2014). The effects of using activities based on mulltiple intelligence theory on 11thgrade students’ learning and retention of English vocabulary. Batı Anadolu Eğitim Bilimleri Dergisi (BAED), 5(9), 71-88.
• Ary, D., Jacobs, L.,C., & Razavieh, A. (2002). Introduction to research in education. Belmont, CA, USA: Wadsworth / Thomson Learning.
• Atay, D., & Kurt G. (2006). Elementary school EFL learners' vocabulary learning:The effects of post-reading activities. The Canadian Modern Language Review, 63 (2), 255-273.
• Bergeron, B., S. (1990). What does the term whole language mean? Constructing a definition from the literature. Journal of Reading Behavior, 22 (4), 301-329. P.319.
• Brown, H., D. (2001). Teaching by principles: an interactive approach to language pedagogy. NY: Longman
• Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20 (2), 136–163.
• Council of Europe. Common European Framework of Reference for Languages. (2016).Retrieved from: http://www.coe.int/dg4/linguistic/Cadre1en.asp
• Durmuşoğlu Köse, G., & Yüksel, İ. (2013). ELT majors' cross sectional evaluation of academic lexical competence and performance. Journal of Language Teaching and Research, 4 (2), 244-252.
• Eide, M. (2010). English vocabulary learning with special attention to Norwegian pupils in lower Secondary schools. (Unpublished MA thesis). University of Bergen, Bergen, Norway.
• El-Koumy, A., S., A. (1998). Effect of Dialogue Journal Writing on EFL Students' Speaking Skill. Retrieved from: htpp://files.eric.ed.gov/fultext/ED424772.pdf
• Ferrell Tekmen E., A. & Daloǧlu, A. (2006). An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency. Foreign Language Annals., 39 (2), 220–243.
• Gardner H. (1983). Frames of Mind: The Theory of Multiple Intelligences. NY:Basic Books.
• Gay, L., R., Mills, G., E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. NY: Pearson Education International.
• Genc, A. (2012). Foreign language demand of Turkish business world. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 175-185.
• Gezmiş Ceyhan, N. & Özmen, P. (2015). Ortaoğretim English Student’s Book. Ankara: Ekoyay Eğitim Yayıncılık Matbaacılık.
• Greene, J. & D’Oliveira, M. (2005). Learning to use statistical tests in psychology. UK: McGraw-Hill Education.
• Hinton, P., R., McMurray, I., & Brownlow, C. (2014). SPSS explained. USA: Routledge.
• Hyslop, N., B., & Bruce, T. (1988). Listening: Are we teaching it, and if so, how? ERIC Clearinghouse on Reading & Communication Skills. ERIC Digest, 3, 1-7.
• Jack, A. (2015). Effective direct vocabulary instruction to meet the focus of the common core standards. The Open Communication Journal, 9, 39-43.
• Jackson, S. (2012). Research methods and statistics: A critical thinking approach. UK: Cengage Learning.
• Joyce P. (2015). L2 vocabulary learning and testing: the use of L1 translation versus L2 definition. The Language Learning Journal, 1-12. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09571736.2015.1028088
• Koizumi, R. & In’nami, Y. (2013). Vocabulary knowledge and speaking proficiency among second language learners from novice to intermediate levels. Journal of Language Teaching and Research, 4 (5), 900-913.
• MacLeod, C., M., Gopie, N., Hourihan, K., L., Neary, K., R. & Ozubko, J. D. (2010). The production effect: Delineation of a phenomenon. Journal of Experimental Psychology: American Psychological Association Learning, Memory, and Cognition. 36(3), 671– 685.
• Marzano, R., J. & Marzano L. S. (1988). A cluster approach to elementary vocabulary instruction. Newark, Delaware: International Reading Association.
• McKeown, M., G., & Beck I., L. (2004). Direct and Rich Vocabulary Instruction. In Vocab Instruction. New York: Guilfork Press.
• Merç, A. (2008).Second language vocabulary acquisition:An experimental study with Turkish EFL learners. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, 3.
• Mertens, M., D. (2005). Research and Evaluation in Education and Psychology:Integrating Diversity With Quantitative, Qualitative, and Mixed Methods. UK:SAGE Publications.
• Milton, J. & Alexiou, T. (2009). Vocabulary size and the Common European Framework of Reference for Languages. Retrieved from: htpp://bienser.umanizales.edu.co/contenidos/lic_educaionbasicaingles/vocabulary/criterio sconceptuales/lecturasrequiridas/
• Nation I., S., P. (2001). Learning vocabulary in another language. UK: Cambridge University Press.
• Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and roleplaying). International Journal of Social Science and Humanity, 2 (6).
• Pawlik, K., & Rosenzweig, M. R. (2000). The International Handbook of Psychology. UK: SAGE Publications Ltd.
• Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language. 18 (1).
• Schmit, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48 (2), 281–317.
• Schmitt, N. (2014). Conceptual Review Article. Size and depth of vocabulary knowledge: What the research shows. Language Learning 64 (4) , 913–951. Retrieved from: http://www.norbertschmitt.co.uk
• Subaşı, G. (2014). Vocabulary learning beliefs and strategies of Turkish ELT students. Online International Journal of Arts and Humanities, 3 (7), 91-104. Retrieved from http://onlineresearchjournals.org/IJAH/pdf/2014/nov/Subasi.pdf
• Tokaç, A. (2005). A comparison of computer-assisted vocabulary instruction and teacher- led Vocabulary instruction. (Unpublished MA thesis). Bilkent University, Ankara. Retrieved from: http://www.thesis.bilkent.edu.tr/0002840.pdf
• Waring, R., & Nation, I., S., P. (1997). Vocabulary size, text coverage, and word lists. In Vocabulary: Description, Acquisition and Pedagogy. In N. Schmitt, & M. McCarthy (Eds.). Cambridge: Cambridge University Press.
• Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34, 511–535.
• Wesche, M., &. Paribakht, T. (1996). Assessing vocabulary knowledge: depth vs. breadth. Canadian Modern Language Review, 53 (1),13-40.
• Wilt, M., E. (1950). A study of teacher awareness of listening as a factor in elementary education. Journal of Educational Research, 43 (8), 626-636 .
• Zeeland, H. & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approache. Science Direct. 41, 609-624.