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Promoting Breadth and Depth of Vocabulary Knowledge

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초록

In an attempt to explore ways to stimulate breadth and depth of vocabulary knowledge, the study described in this paper investigated the effects of two treatment tasks (repeated reading with feedback vs. repeated testing with feedback) on the breadth and depth of vocabulary development. Ninety-three undergraduate students at a low-intermediate level were assigned into two intervention conditions and one control condition. In the intervention conditions, initial silent reading of a text was followed by either repeated reading of the same text with the teacher’s feedback or repeated testing with feedback. To measure vocabulary breadth, the students took the Vocabulary Levels Test, which assessed their meaning recognition and meaning recall. To measure vocabulary depth, the students took the Depth of Vocabulary Knowledge Test to assess their knowledge of synonymy and collocation and the Morphological Knowledge Test to assess their knowledge of detailed meaning in context and the morphology of target words. The results of ANOVA, with repeated measures, showed that both tasks were effective in stimulating breadth and depth of the target words. Nevertheless, repeated reading with feedback was found to be superior in promoting certain aspects of vocabulary depth. Pedagogically, the findings of the study provide implications for a framework of vocabulary instruction to consider in an EFL situation.

Abstract

In an attempt to explore ways to stimulate breadth and depth of vocabulary knowledge, the study described in this paper investigated the effects of two treatment tasks (repeated reading with feedback vs. repeated testing with feedback) on the breadth and depth of vocabulary development. Ninety-three undergraduate students at a low-intermediate level were assigned into two intervention conditions and one control condition. In the intervention conditions, initial silent reading of a text was followed by either repeated reading of the same text with the teacher’s feedback or repeated testing with feedback. To measure vocabulary breadth, the students took the Vocabulary Levels Test, which assessed their meaning recognition and meaning recall. To measure vocabulary depth, the students took the Depth of Vocabulary Knowledge Test to assess their knowledge of synonymy and collocation and the Morphological Knowledge Test to assess their knowledge of detailed meaning in context and the morphology of target words. The results of ANOVA, with repeated measures, showed that both tasks were effective in stimulating breadth and depth of the target words. Nevertheless, repeated reading with feedback was found to be superior in promoting certain aspects of vocabulary depth. Pedagogically, the findings of the study provide implications for a framework of vocabulary instruction to consider in an EFL situation.

참고문헌 (69)

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