Improving the Depth of Vocabulary Knowledge
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Improving the Depth of Vocabulary Knowledge: Can Teachers Help?

Improving the Depth of Vocabulary Knowledge: Can Teachers Help?


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About the Book

This dissertation, "Improving the Depth of Vocabulary Knowledge: Can Teachers Help?" by Man-yee, Amy, Lau, 劉曼儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Improving the depth of vocabulary knowledge: Can teachers help? submitted by Lau Man Yee, Amy For the degree of Master of Applied Linguistics at the University of Hong Kong September 2004 This dissertation explores the effect of a vocabulary-focused task (VFT) on the depth of vocabulary knowledge and on vocabulary acquisition in 26 senior secondary school students. Acquisition is defined as the ability to use the target items. The study was carried out in the form of an experiment. Subjects in the study underwent two treatments. The first treatment was the control treatment (T1) whereby students worked on a task with the help of online dictionaries and teacher input on target vocabulary items was provided. The second treatment was the experimental treatment (T2) whereby on top of assistance from online dictionaries and teacher input, students were also provided with an additional vocabulary focused task to enhance depth of vocabulary knowledge of target items. The results of the two treatments were then measured based on analyses performed on the data obtained from a number of sources: (i) State Rating Tasks (SRTs) that students had to complete before (pre-SRT) and after (post-SRT) each treatment. The State Rating Task is an instrument that allows self-assessment and for the subjects to demonstrate knowledge of vocabulary items. Its purpose is to measure any changes in depth of vocabulary knowledge as a result of receiving the treatments. (ii) Productive posttests (PTs) conducted 11 days after each treatment, the PT is to allow objective assessment of the subjects' ability to apply their knowledge and use the learnt items in a controlled productive situation. It is a gap-fill task requiring the subjects to fill in the target items into given sentences. (iii) The subjects' essays which were given to them to complete as homework subsequent to the treatments and it was an opportunity for the subjects to apply the items in a free-writing situation. The SRT results show that the changes in depth of vocabulary knowledge (as measured by comparing changes in the pre-SRT and the post-SRT) were substantial after both treatments. Furthermore, there were statistically significant differences between the changes of word knowledge in T1 and T2 (measured by the differences in pre-SRT and post-SRT of each treatment) with T2 resulting in more substantial changes of vocabulary knowledge. This indicates that the VFT yielded a more significant change in depth of vocabulary knowledge for T2. As for the PT results, there was no significant difference between the two treatments. It was also found that the subjects made only little use of the target vocabulary items in the essays they submitted. It is concluded, therefore, that the VFT successfully contributed to an enhanced increase in depth of vocabulary knowledge as measured by the results of the SRTs. However, such increase in word knowledge is still some way from enabling the subjects to make use of the target items in the PTs and in their essays. DOI: 10.5353/th_b2967723 Subjects: Vocabulary - Study and teaching (Secondary) - China - Hong Kong High school seniors - China - Hong Kong - Language Secondary students - Language


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Product Details
  • ISBN-13: 9781374717077
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 114
  • Sub Title: Can Teachers Help?
  • Width: 216 mm
  • ISBN-10: 137471707X
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 8 mm
  • Weight: 558 gr


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