Semantics and teaching vocabulary pamela cadena espe
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This study examined the effectiveness of teaching vocabulary words to EFL students in semantically related sets versus unrelated sets. Fifty-seven EFL students between the ages of 15-18 participated in weekly vocabulary lessons over 5 weeks that presented words in either a related or unrelated fashion. Post-tests found that students acquired words in the unrelated sets more than those in the related sets. However, the study noted a follow up test was needed to determine long-term retention of the words. It concluded that teachers should use a variety of strategies tailored to their students, and not to avoid related word sets but combine different approaches.
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The document discusses two methods for teaching vocabulary to EFL learners: presenting words in semantically related sets versus unrelated sets. Research has shown that while presenting words in related sets aligns with communicative needs, presenting them in unrelated sets may be more effective for acquisition. A study was conducted with Spanish EFL students and found that both methods helped learners acquire new words, but scores were higher when words were unrelated. Therefore, the conclusion is that presenting vocabulary in unrelated sets is favored, though related sets are easier for teachers.
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This document summarizes a study that investigated how language learners acquire vocabulary through learning word suffixes and reverse order. The study involved 120 CYUT AFL students split into a control group and experimental group. The control group learned vocabulary through traditional methods while the experimental group received instruction on word formation using suffixes. Both groups completed vocabulary tests and questionnaires. The tests examined knowledge of suffix and reverse order words while the questionnaires assessed students' perceptions of learning vocabulary through suffixes. The study aimed to understand differences in vocabulary learning from suffixes versus reverse order and the effects of reverse memory strategies.
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This document appears to be a test or quiz on teaching vocabulary to advanced language learners using a lexical approach. It contains three sections:
1. A true/false section with 10 questions testing knowledge of vocabulary teaching methods and strategies.
2. A matching section with 14 items matching vocabulary teaching concepts and theorists to their definitions.
3. Two open response questions about explaining the lexical approach to vocabulary teaching and discussing the importance of giving students opportunities to use vocabulary in realistic contexts.
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1. The document is a reading comprehension test about teaching vocabulary to advanced students. It consists of 4 parts testing knowledge of key vocabulary teaching concepts through true/false questions, multiple choice, fill-in-the-blank, and open response questions.
2. Part 1 contains 5 true/false questions about vocabulary expansion, memory systems, production skills, grouping vocabulary by semantic fields, and teaching methods.
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Should efl teachers present vocabulary in
The document discusses two methods for teaching vocabulary to EFL learners: presenting words in semantically related sets versus unrelated sets. Research has shown that while presenting words in related sets aligns with communicative needs, presenting them in unrelated sets may be more effective for acquisition. A study was conducted with Spanish EFL students and found that both methods helped learners acquire new words, but scores were higher when words were unrelated. Therefore, the conclusion is that presenting vocabulary in unrelated sets is favored, though related sets are easier for teachers.
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2. Part 1 contains 5 true/false questions about vocabulary expansion, memory systems, production skills, grouping vocabulary by semantic fields, and teaching methods.
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This study analyzed teacher-student interactions in two Korean middle school English classrooms over two weeks. The researcher recorded and transcribed 16 total class sessions to identify patterns in teacher talk, including eliciting responses from students, asking questions, and providing feedback. The analysis found that teacher talk dominated classroom interactions, while student responses were relatively low. However, the patterns of teacher-student exchange could vary depending on factors like the lesson or the teacher's intentions.
The effects of form focused instruction
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
Audio Lingual Method rizzo-simón
This document describes the Audio-Lingual Method (ALM) of foreign language teaching. It discusses how ALM uses repetition drills, dialogues, and a focus on oral skills to teach grammar patterns and help students form new habits in the target language. Student interaction is teacher-directed and occurs through drills like chain drills. Errors are avoided, the target language is used exclusively, and testing is discrete-point in nature.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
Research article main components
This study examined the impact of pre-reading and during-reading questions on vocabulary learning and retention in EFL classes. 88 intermediate English students were divided into two groups - one received texts with pre-reading questions and the other with inserted questions. Both groups read passages and completed vocabulary tests after each session for 5 sessions. After 2 weeks, a final vocabulary test was administered to measure retention. Results showed that the group with inserted questions performed better on vocabulary tests after each session and on the final retention test, rejecting the hypotheses that question type would not impact learning or retention. The findings suggest that during-reading questions lead to greater vocabulary gains and retention than pre-reading questions.
On English Vocabulary Teaching Methods in Chinese Senior High Schools
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
مقاله چاپ شده پایان نامه خودم در کانسورتیا
This study compared the effects of semantically related and unrelated word lists on Iranian EFL learners' short-term and long-term vocabulary recognition and retention. Sixty elementary students were divided into experimental and control groups. The experimental group learned words from semantically related lists while the control group learned from unrelated lists. Immediate and delayed vocabulary tests showed that the control group performed better on the immediate test, while the experimental group performed significantly better on the delayed test. The results suggest that semantically related word lists may facilitate better long-term vocabulary retention compared to unrelated lists.
local_media4775930823258548627.pdf
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
Method effects on reading comprehension test performance
1. The study investigated the effects of text organization (structure) and response format on EFL learners' performance on reading comprehension tests.
2. The results showed that text organization and response format significantly impacted test performance both individually and interactively. Performance varied depending on whether the text was loosely or tightly organized, and whether the test used cloze, open-ended, or summary writing responses.
3. English proficiency also influenced performance, with higher proficiency learners performing more consistently across text types, while performance of lower proficiency learners varied more depending on text organization. Correlations between tests and proficiency also differed based on text organization and response format.
Syntax
The document discusses different views of grammar and syntax. It describes grammar as describing syntactic structure, prescriptions for language use, rhetorical use of syntax, and functional command of syntax. It discusses Chomsky's theory of generative grammar and deep structure versus surface structure. It also discusses describing English syntax through word order, categories, and sentence structure rules.
Syn.ant vs. collocation
This document summarizes a research study that examines the effects of different contextual clues - synonyms/antonyms vs. collocations - on vocabulary learning among young English language learners. The study involves 60 students divided into a control group and two experimental groups. One experimental group will learn new words using synonyms/antonyms, while the other uses collocations. Pre- and post-tests will measure the students' vocabulary gains, and statistical analysis will determine if one contextual clue approach leads to significantly better learning outcomes than the other. The goal is to identify the most effective strategy for helping EFL students learn new vocabulary.
Interaction-patterns-in-english-language-classroom-a-case-of-pre-service-engl...
This document summarizes a study that investigated the interaction patterns of pre-service English teachers in their classroom. The study observed 3 English teachers and analyzed their lessons using the COLT observation scheme, which codes for communicative features. It found that while the teachers used more English, students relied more on their first language. Teachers also initiated most discourse and focused more on message than form. However, students' interactions were often rehearsed and predictable. The study aims to provide feedback on applying communicative language teaching in actual classrooms.
2011 Majid et al oet
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
An exper imental study on constructing sense relations in
The document summarizes a study that examined the effects of teaching vocabulary using sense relations (synonymy, antonymy, and hyponymy) compared to a traditional teaching method. 80 students were split into experimental and control groups, with the experimental group receiving vocabulary instruction focused on sense relations. Both groups were tested immediately after the intervention, after two weeks, and with new words to assess retention. The experimental group performed better on tests, indicating sense relations teaching facilitated longer term vocabulary acquisition and retention compared to the traditional method.
Task-based Language Teaching TBLT
This document discusses task-based language teaching (TBLT). It defines TBLT as an approach where students learn language through completing meaningful tasks, with the goal of communicating to achieve an outcome. The document contrasts synthetic and analytic syllabi, noting TBLT falls under analytic. It explains the stages of a TBLT lesson as pre-task, task, planning, report, analysis, and practice. Key advantages are that it offers a natural context, explores language needs, and is communicative and motivating for students. An example methodology is given where the teacher provides a topic and guidance for students to work in groups to collect information and present their projects.
Esl 433 n advanced methodologies of structured english immersion
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
Esl 433 n advanced methodologies of structured english immersion
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
Activity 2.1. guide two fabian tello
This document discusses classroom interaction and methodology for teaching English. It contains 3 main points:
1) It reviews literature on discourse analysis and how it can aid in understanding different types of classroom talk and interaction.
2) It describes methods used for data collection and analysis of classroom interaction, including different types of talk between teachers and students.
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Semantics and teaching vocabulary pamela cadena espe
- 2. Vocabulary reinforces learning to meet communicative needs of learners of a second language.
- 3. Purpose of the Study The purpose of this study was to determine which would be more effective for teachers to present vocabulary words in semantically unrelated sets or semantically related sets for EFL students?
- 4. What to use semantically related sets or semantically unrelated ones? Animals Random moon discuss outgoingunderground building
- 5. Participants EFL ( 33 fifteen- years - old students) EFL ( 24 eighteen - years - old students) Intermediate Group Session 1 Week 1 Session 2 Week 2 Session 3 Week 3 Session 4 Week 4 Session 5 Week 5 Pilot Test Presentation of unrelated words Post- test Unrelated words Presentation of related words Post- test related words
- 6. In conclusion, we can say that according to this study and under the circumstances of it. The sets of words that were semantically unrelated were more acquired by the students of both groups. However it is important to say that it would of be necessary a later test after few months to see how much of the vocabulary words were really remembered by both groups.
- 7. To take into consideration: As teachers not to stick to learned practices, but adapt them and use different strategies depending on the levels and ages of groups. Not to discourage ourselves in using semantically related sets of words but to combine both strategies.