Thesis about vocabulary learning strategies


Introduction

Vocabulary learning strategies

If students know the meanings of root words and affixes, they are more likely to understand a word containing these word parts. Explicit instruction in word parts includes teaching meanings of word parts and disassembling and reassembling words to derive meaning Baumann et al. Semantic maps help students develop connections among words and increase learning of vocabulary words Baumann et al. For example, by writing an example, a non-example, a synonym, and an antonym, students must deeply process the word persist.

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Word consciousness is an interest in and awareness of words Anderson and Nagy, ; Graves and Watts-Taffe, Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak Graves and Watts-Taffe, Word-conscious students use words skillfully. They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words. Teachers need to take word-consciousness into account throughout their instructional day—not just during vocabulary lessons Scott and Nagy, Once language categories and figurative language have been taught, students should be encouraged to watch for examples of these in all content areas.

Take Aim is appropriate for students who can read at least at a fourth grade level. Take Aim is available in two formats:. Each Take Aim level teaches carefully selected target words in the context of engaging, non-fiction stories. The target words are systematically taught using the research-based strategies described above. The intensive and focused lesson design helps students learn the target words and internalize the skills and strategies necessary for independently learning unknown words. Learn more about how Take Aim teaches vocabulary and word-learning strategies:.

Read Naturally also offers a Splat-O-Nym app for iPad that teaches vocabulary using game-based technology. Splat-O-Nym quizzes students with synonym questions, antonym questions, and meaning-from-context questions and awards points for correct answers. These other Read Naturally programs do not focus on vocabulary but include activities that support vocabulary development:.

Anderson, R. Baumann, J. Lapp, J. Squire, and J. Jensen eds. Beck, I. Bringing words to life. Robust vocabulary instruction , New York: Guilford Press. Robust vocabulary instruction, 2nd ed. Biemiller, A. Chall, J. Cunningham, A. Graves, M.

The Importance of Vocabulary Development

Taylor, M. Graves, and P. Van Den Broek eds. Kame'enui eds. Farstrup and S. Samuels eds. Hart, B. Heimlich, J. Kamil, M. Hiebert and M. Kamil eds. McKeown, M. Nagy, W. Kamil, P. Mosenthal, P. Pearson, and R.

Barr eds. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction NIH Publication No. Government Printing Office, pp.

"Vocabulary Learning Strategies: A Study of Congolese English Language " by Jean Kaya

Scott, J. Stahl, S. Swanborn, M. Metadata Show full item record. Embargoed until: Abstract This quantitative inquiry investigated the strategic approach that American university learners of Chinese as a Foreign Language CFL adopted in learning Chinese vocabulary from the beginning to the advanced levels.


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Specifically, this study identified the strategies that university CFL learners reported commonly using in acquiring Chinese vocabulary, explored the underlying characteristics that these strategies share in the CFL context, and examined the predictive effect of the university CFL learners' reported vocabulary learning strategy use on their vocabulary learning outcomes. Participants were non-heritage Chinese learners enrolled in Chinese classes of different proficiency levels at two universities in Boston, Massachusetts.


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Two Chinese vocabulary tests were administered to assess the students' vocabulary learning achievement. Descriptive statistics were used to identify the strategies commonly used by the learners of Chinese under investigation. Factor analysis was performed to examine the categories underlying the reported individual vocabulary learning strategies. Multiple regression analysis was conducted to discover which strategy categories are the best predictors of students' vocabulary learning outcomes.

The participants under investigation reported commonly using 15 strategies in learning Chinese vocabulary. In descending order of frequency use, these strategies include practicing the words by doing homework or other assignments, written repetition, guessing the word meaning from context, utilizing mistakes to facilitate learning, selective attention, associating new words with learned words, simultaneous oral and written repetition, applying knowledge about Chinese radicals for word recognition, pronunciation practice, oral repetition, analyzing word structure, visualizing the characters, using the word in context, translating the word into native language, and taking notes.

The reported Chinese vocabulary learning strategies are categorized into 12 groups comprising memory, metacognition, functional practicing, production-oriented strategies, centering attention, application of Chinese orthographic knowledge, selfregulation, dictionary use, repetition, association, consolidation, and inferencing. The combination of two strategy categories, functional practicing and consolidation, are found to positively contribute to predicting the learners' vocabulary learning outcomes.

Teaching Vocabulary to Young Learners Through Brain-Based Teaching Strategies by Setenay Çelik

However, the predictive effect is low. This study concluded that vocabulary learning strategies VLS are not language specific.


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