ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction  

Oleh:

Lee, Siok H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 31 no. 4 (Dec. 2003), page 537-561.
Topik: Recognition vocabulary; Productive vocabulary; Systematic instruction; Psycholinguistics; Depth of word knowledge; Interactive negotiation
Fulltext: Lee_S.H.pdf (291.21KB)

Isi artikel

This study investigated vocabulary use in writing of 65 secondary school multi-grade and multi-L1 intermediate ESL learners of a Greater Vancouver public secondary school. The investigator was their regular ESL teacher. The subjects’ target recognition vocabulary, (assessed in a fill-in-the blanks test consisting of 30 single words and six lexical phrases) was significantly lower than that of 79 grade 8 native speaker students of the same school. Following a reading activity on bull fighting, the ESL subjects wrote a composition entitled ‘‘A Cruel Sport.’’ Writing after reading instruction and comprehension exercise and before target vocabulary instruction (seven items from the reading passage) showed that 13.19% of recognized target vocabulary were productive. This increased significantly to 63.62% after target vocabulary instruction and productive use of newly learned vocabulary was impressive. Delayed writing showed no significant loss in recognized and productive target vocabulary, but newly learned and productive vocabulary was significantly reduced, with 62.10% retention. Post-instruction writing and delayed writing were judged by a native speaker teacher to be better in content than pre-instruction writing because of richer high-level vocabulary and better sentence grammar. Systematic vocabulary instruction based on teacher-directed interaction and negotiation and psycholinguistic principles of word learning are proposed.

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