The Variety and Effectiveness of Strategies Employed in Vocabulary Explanations in EFL Classrooms in Hong Kong.

Autor/in	On-lai, Annie Lee
Titel	The Variety and Effectiveness of Strategies Employed in Vocabulary Explanations in EFL Classrooms in Hong Kong.
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiovisual Aids; Classroom Communication; Classroom Techniques; Comparative Analysis; English (Second Language); Foreign Countries; Grade 10; Grade 9; High Schools; Instructional Effectiveness; Nonverbal Communication; Second Language Instruction; Vocabulary Development; Hong Kong + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Klassengespräch; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Unterrichtserfolg; Non-verbal communication; Nonverbale Kommunikation; Fremdsprachenunterricht; Wortschatzarbeit; Hongkong
Abstract	This study examined the effectiveness of two factors in second language vocabulary teaching: (1) presence or absence of a text; and (2) use of a variety of explanation types. The study's context was three 9th grade and one 10th grade class of English-as-a-Second-Language students in Hong Kong. All classes were taught by different teachers. Their classroom techniques for vocabulary instruction were videotaped and identified as nonverbal (use of objects, use of blackboard drawings, use of pictures, demonstrations, use of gestures) or verbal (use of synonyms, paraphrasing, exemplification, dictionary definition, use of affixes and word roots, first-language explanation, solicitation of first-language explanation from students). Each of the four classes was then given a different treatment for instruction of 10 vocabulary items: use of a text and multi-type explanations; text and single type of explanation; multi-type explanations without use of a text; and single explanation type without text. Comparison of pretest and posttest performance suggests that use of text is effective in helping learners abstract word meaning, but it was not clear whether single or multiple explanation types were more effective. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC