Alternative Vocabulary Learning Approaches in EFL Setting: Bottom-Up or Top-Down?

Autor/inn/en	Lee, Jeong-Won; Yoon, Kyeong-Ok
Titel	Alternative Vocabulary Learning Approaches in EFL Setting: Bottom-Up or Top-Down?
Quelle	In: English Teaching, 74 (2019) 3, S.141-160 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Vocabulary Development; Teaching Methods; Learning Strategies; English (Second Language); Second Language Instruction; Second Language Learning; Language Processing; Retention (Psychology); Instructional Effectiveness; Knowledge Level; College Students; Student Attitudes; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachverarbeitung; Merkfähigkeit; Unterrichtserfolg; Wissensbasis; Collegestudent; Schülerverhalten; Ausland; Korea; Republik
Abstract	The present study aimed at investigating the effectiveness of bottom-up (BU) and top-down (TD) approaches on EFL learners' vocabulary learning, the difference in the effects of the two approaches depending upon their level of vocabulary proficiency, and their perception of the approaches. For this study, 122 college students were divided into two approach groups and to two levels in each group depending upon their level of vocabulary knowledge. They were trained with either of the approaches for one semester. The results were that 1) there was no statistically significant differences between the BU and TD approaches, even though the two approaches were effective to improve the students' vocabulary knowledge; 2) high-level students failed to show any significant differences between the two approaches in the two tests, whereas low-level students in the BU group performed significantly better than those in the TD group in the production test; and 3) they preferred the BU or TD approach to the traditional method in vocabulary learning, and they listed some advantages and disadvantages of the approaches. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01