Visible Words: Second language vocabulary learning during reading
Status
Completed: 16 December 2016
Project Details
A project completed in 2016, undertaken by Victoria University of Wellington, to investigate if word-writing is an effective mode for word learning, recognition, retrieval and understanding for students with English as a second language.
Aims:
The project aims were to:
- use English proficiency programmes effectively in preparing students from non-alphabetic language backgrounds for successful tertiary study in NZ
- evaluate the validity of a theoretically and empirically motivated prediction that writing practice improves the quality of L2 lexical representations.
Methodology:
The project methodology included the following steps:
- the study was conducted with 47 native speakers of Chinese, who were either in their first year of university study in New Zealand or enrolled in a university pre-degree English proficiency programme
- in the learning phase of the study, the participants encountered previously unknown English vocabulary during reading and were instructed to either (1) copy the unknown words into their vocabulary booklets (word-writing condition) or (2) derive the meanings of these words from context (meaning-focused elaboration condition)
- the word knowledge gained as a result of these two learning approaches was measured in a series of tests. These tests evaluated the knowledge of form and meaning of the contextually-learned words. Another test was used to check whether the learners could recognise the words under time pressure. These tests were used because immediate and effortless word recognition and access to their contextually-relevant meanings are critical for reading comprehension
- the learners were also interviewed about their preferred approaches to learning L2 words from reading.
Team
Dr Irina Elgort
Project Leader
Victoria University of WellingtonStatus
Funding
$21,220.00 (excl GST)
Key Findings
The key findings from the project included:
- Across all measures, a statistically significant advantage was found for the word-writing condition over the meaning-focused elaboration.
- Supplementing contextual word learning with word-writing was also the preferred way of learning for 89% of the Chinese-speaking participants, as shown in the post-study interviews.
- One common theme in the participants’ comments was that writing makes it easier to “remember the word”.
Key Recommendations
The key recommendations from the project were:
Use a vocabulary notebook while reading | The study underscores the importance of learning the form of new words encountered in reading. This technique is efficient, effective and easy to use both in- and out-of-class. Educators working in the tertiary and secondary sectors should actively encourage ESL students to copy unfamiliar words into a vocabulary notebook while reading.
Use electronic dictionaries | This approach is also likely to work best in conjunction with using electronic dictionaries that allow students to check the pronunciation of the novel words and verify their meanings, when needed.
TESOL programmes should use this approach | TESOL programmes that prepare L2 students for academic study in New Zealand and other English-speaking countries will do well to introduce and promote this approach to vocabulary building as part of their academic study skill set. This is because increasing efficiency of contextual word learning will contribute to ESL students’ reading comprehension and, consequently, their academic success.
A research report prepared by Irina Elgort.
(PDF, 712 KB,16-pages).
- 20 February 2015