Receptive and Productive Vocabulary Teaching with Different Levels & Conditions for University Students
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참고문헌
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초록
The first purpose of this study is to examine two types of learning conditions—receptive learning and productive learning—using both types of retention tests, also receptive and productive. Secondly, an attempt is made to determine which of these types of learning condition is best suited for beginner, intermediate, and advanced level students, while also examining which learning condition is more effective for retention over time. The results showed that most groups yielded better results when test types with learning conditions were the same, with the exception of the intermediate group. This group is more successful when the test types and learning conditions are mismatched. Also, when the groups were given the delayed retention tests there was a natural decline in scores, which was anticipated. However, once again the intermediate group showed opposing results, improving over time. Most importantly, the research shows that 9 out of 12 times the participants received higher scores when taught receptively, from L2 to L1, also suggesting that receptive words might be more effective for retention over time.
Abstract
The first purpose of this study is to examine two types of learning conditions—receptive learning and productive learning—using both types of retention tests, also receptive and productive. Secondly, an attempt is made to determine which of these types of learning condition is best suited for beginner, intermediate, and advanced level students, while also examining which learning condition is more effective for retention over time. The results showed that most groups yielded better results when test types with learning conditions were the same, with the exception of the intermediate group. This group is more successful when the test types and learning conditions are mismatched. Also, when the groups were given the delayed retention tests there was a natural decline in scores, which was anticipated. However, once again the intermediate group showed opposing results, improving over time. Most importantly, the research shows that 9 out of 12 times the participants received higher scores when taught receptively, from L2 to L1, also suggesting that receptive words might be more effective for retention over time.
참고문헌 (12)
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- Melka, F., "Receptive versus productive aspects of vocabulary, In Vocabulary: Description, acquisition, and pedagogy", pp.84~102 (1997), Cambridge University Press
- Nation, I. S. P., "Teaching and learning vocabulary" (1990), Newbury House
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- Nation I. S. P., "Teaching Vocabulary; Strategies and Techniques" (2008), Heinle
- Oberg, Andrew., "Receptive and productive vocabulary acquisition : examining processing time and memory threshold", Indonesian Journal of Applied Linguistics, 2(1), pp.23~40 (2012)
- Measuring L2 receptive and productive vocabulary knowledge, "Pignot-Shahov, Virginie", Language Studies Working Papers, 37~45 (2012)
- Waring, R., "A study of receptive and productive vocabulary learning from word cards", Studies in Foreign Language and Literature, 21(3), pp.94~114 (1997)