SavedAdd your journal

Journals / The Journal of Language Learning and Teaching / 2016 / Cilt: 6 - Sayı: 1

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

Constance Lavoie
Pages
20–34
Publication Date
2016-07-14
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These results confirmed the positive impact that explicit teaching of vocabulary strategies and it describes the progress made by the students regarding strategic use.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data: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.
💡
Conclusion & Impact:These results confirmed the positive impact that explicit teaching of vocabulary strategies and it describes the progress made by the students regarding strategic use.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:vocabulary · strategy · teaching

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.

🔖

Cite This Article

Lavoie, C. (2016). The Effect of Training on Vocabulary Strategy Use: Explicit Teaching of Word Family, Word Network and Word Card Strategies. The Journal of Language Learning and Teaching, Cilt: 6 - Sayı: 1, 20–34. https://ajindex.com/articles/137688

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. 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.
  2. Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska ways of knowing. Anthropology and Educational Quarterly, 35(1), 8-23.
  3. 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.
  4. Biemiller, A., & Boote C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.
  5. 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.
  6. 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.
  7. Hart, B., & Risley, T. R. (2003). The Early Catastrophe. The 30 Million Word Gap. American Educator, 27(1), 4-9.
  8. 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.
  9. Kitchen, J., et al. (2011). Developing capacity in Indigenous education: Attending to the voices of Aboriginal teachers. Action in Teacher Educatio