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1
Mapping the difference: Decoding Word-Formation
from Suffix and Reverse order
Presenter: Sabrina WuInstructor: Dr. Richard Lee
Date: June 17, 2013
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Content
IntroductionLiterature Review Methodology
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Introduction
Vocabulary
sentence
paragraph
article
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• Vocabulary learning is dominant in language acquisition, and crucial to learners’ overall language acquisition.
• Learning a foreign language involves learning a large number of words.
Introduction
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• Understanding the articles before the learners must to achieve plenty of vocabulary.
• If the learners did not know vocabulary in reading, they would find out the problem-solving methods.
Introduction
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It classified frequency ways:
metacognitive regulation
後設認知調節guessing strategies
dictionary strategies
note-taking strategies
memory strategies (rehearsal
and
encoding)
activation strategies
Introduction
Using background
knowledge to infer
from the article
People have already
learned the knowledge
and use it to solve the problems
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• In order to investigate language learners who learn vocabulary differences between suffix and reverse order, it helps them long-term memory for the vocabulary.
Purpose
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• In order to understand and use the language properly learners need to know 6,000-7,000 word families for spoken discourse and 8,000-9,000 word families for written discourse. On the other hand, most graded reader series end at around 3,000 word families.
Literature Review
(Schmitt, 2008)
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• Despite the numerous studies on vocabulary learning it is still not clear how vocabulary is acquired and what are the best ways of learning vocabulary.
(Schmitt, 1998)
Literature Review
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1. What are the differences between learning words from suffix and reverse order for language learners?
2. What are effects of reverse memory strategies learning of language learners?
Research Questions
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Methodology
CYUT AFL students
Approximately 120 people
One is vocabulary class,
the other is grammar class
Participants
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Step 1
• carrying out the control and experimental group to test their vocabulary size
Step 2
• filling in the questionnaire
Step 3
• analyzing data
Procedures
Methodology
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Control group
Applying the traditional vocabulary teaching method to the students
Without instruction of the information of word formation, students do the tests
Requiring the students to do the questionnaires
Experimental group
Giving the instruction on the information of derivational suffixes
After instruction, students do the proficiency tests
After a month, test it again
Requiring the students to do the questionnaires
Methodology
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Test contents
Questionnaire contents
suffixand reverse
order
Likert scale 20 items
Methodology
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• 1. The students had a long _______ with their teachers about their uniforms.(A)argument (B)argue (C)argumentative (D)argumently
• 2. They came to the _______ that he was in love with her.(A)realized (B)realization (C)realizment (D)realizful
• 3. We came to the ______ that the man was still single.(A)conclusive (B)conclusion (C)conclument (D)concludly
• 4. You are not allowed to make any ______ about the accident.(A)statementation (B)station (C)statement (D)stateful
• 5. We have to take the _______ for the failure.(A)responsible (B)responsive (C)responsment (D)responsibility
Methodology
Test contents
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• 我認為認識字尾變化的學單字方式對我很有用。
• 我認為在學過由字尾變化來認識單字,讓我對英文單字的結構有更深的瞭解。
• 讓我對英文單字的結構有更深的瞭解。
• 當我聽到一個英文單字時,正確地寫下相關的詞類變化。
Methodology
Questionnaire contents
5 非常滿意 4 很滿意 3 尚可2 不滿意 1 非常不滿意
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