Author

Melody Leung

Date of Award

1-1-2011

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Literacy and Language Development)

Colleges & School

College Of Education And Leadership

First Advisor

Heather Terrill Stotts

Library of Congress Subject Heading

Vocabulary--Study and teaching; Vocabulary tests; Word recognition; Language arts; Language acquisition

Abstract

In order to help classroom teachers improve second language learner vocabulary acquisition, the present study sought to compare two widely used vocabulary development approaches, pictorial-based and translation-based, in regard to student immediate recall and retention of previously unknown French nouns. The researcher examined two questions during the course of the study 1.) Does the pictorial-based or translation-based approach result in greater recall and retention? 2.) Which direction ofprocessing, treatment-word or word-treatment, is more effective in regard to vocabulary recall and retention? The researcher hypothesized that the use ofpictures to introduce unknown vocabulary would be more effective that the use of a students' L1 in both immediate recall and retention. Additionally, the research predicted that the word-picture treatment would be the most effective of all of the treatment methods. Over the course of four weeks, students participated in four vocabulary introduction treatments: word­picture, picture-word, L2-L1 and L1-L2. Data included an immediate posttest and delayed posttest in order to assess student recall and retention of the treatment vocabulary. Student responses on the posttests were scored using a comprehensibility point system. The results ofthe study indicated that overall the pictorial-based approach was superior to the translation-based approach particularly in student retention of new vocabulary. Additionally, the results indicated that the vocabulary introduction approach had a greater impact on student recall and retention than the direction of processing.

Rights

On-Campus Access

OCLC Number

744478762

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