JALT 2015 Presentation
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Transcript of JALT 2015 Presentation
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Efficiency of Vocabulary Study Materials on Retention and TestingJORDAN SVIENMA TESOL DISSERTATION SYNOPSISUNIVERSITY OF BIRMINGHAM
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Background Paired List Vocabulary Materials Development What lexical elements are best to focus when studying vocabulary lists?
Laufer (1988)’s definition of “knowing” a word◦ Knowledge of word form◦ Structure◦ Meaning◦ Syntactic patterns◦ Word associations◦ Common collocations
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Literature Word Association (see Aitchison 1987; Carter 1998, Zavera 2007, Verspoor 2008)◦ L1 and L2 vocabulary mapping◦ Syntagmatic, Paradigmatic, Phonological Associations
Vocabulary Retention Studies (see Hulstijn 1992, Laufer 1998, Laufer and Hultsijn 2001, Mondria 2003, Mondria and Wiersma 2004, Folse 2006)◦ Control for Incidental and Taught Methods◦ Control for Reading Exercise Types◦ Control for Controlled and Free Production◦ Control for Receptive and Productive Retention
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Study Context and Terms Context for Study: Eiken Pre-1 Achievement + Spontaneous written communication
Resolution of gap between CEFR A2 level and Eiken Pre-1 (B2) Study◦ Students not able to retain level Pre-1 vocabulary, plus struggling to
spontaneously produce Level 2 vocabulary.
Population: 23 private junior high school grade 8 students, approximately CEFR A2 level
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Methods Observed Translation-Based Methods
◦ Receptive Translation (English to Japanese) ◦ Productive Translation (Japanese to English)
Contextual Based Methods◦ Paradigmatic Associations (Synonyms and Antonyms)◦ Syntagmatic Associations and Structures (Example Sentences)
Students may access all of the above to further their lexical understanding of each word.◦ -Provide all aspects but focus on one at a time!
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Hypotheses A) Increased access to word data allows for more thorough comprehension of vocabulary (Laufer 1988).◦ Leads to higher Eiken achievement and usage
B) Stronger students will see more benefit from contextual based methods than translation methods due to a higher ability to process lexical patterns.
C) Lower level students will benefit more from translation based methods due to reduced cognitive processing.
D) Productive translation methods will outpace receptive translation.
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Method 1Selection of Vocabulary from past Eiken Pre-1 Exams104 total words (26 questions)
Catalogue source questions
Catalogue corresponding answer choices to each question.
Source: The Society for Testing English Proficiency (STEP) Inc. (2015) Level Pre-1 Test in Practical English Proficiency 2013-3 and 2014-1 Test Booklets. Online at: eiken.or.jp/eiken/en/downloads.
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Method 2 Intake Survey + Diagnostic TestSeparation into 4 groups of English ability (based on quiz responses and teacher intuition)
3-7 students per group
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Method 3Mini-Dictionaries of Eiken Pre-1 VocabularyAll lexical elements present but emphases differentiated
Students encouraged to study all parts but informed in advance which element they will be tested on
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Method 4Next-Day Retention Quizzes Differentiated by EmphasisEach group received a different emphasis each time
Repeated four times with group emphasis rotating each time
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Method 5Delayed Eiken Exam Unannounced 2 weeks after final initial set test
Original Eiken Pre-1 questions as catalogued in step 1.
Source: The Society for Testing English Proficiency (STEP) Inc. (2015) Level Pre-1 Test in Practical English Proficiency 2013-3 and 2014-1 Test Booklets. Online at: eiken.or.jp/eiken/en/downloads.
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Method 6Sentence Writing TestIntent of word meaning basis for correct answer rather than grammatical accuracy
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Diagnostic Quiz Percentages
Data and Results
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Initial Quiz Retention Percentages
Data and Results
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Delayed Eiken Exam Retention Percentages
Data and Results
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Delayed Sentence Writing Test Percentages
Data and Results
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Data and Results Aggregate of 50% or higher scores on each testing stage
Total students = 23
Delayed Test vs. Initial Test Rates
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Discussion Implications
◦ Trends – Productive Translation the champion method (but not by a lot).
◦ Hypotheses A and B rejected◦ Wider berth of materials did not significantly raise scores◦ Context based methods were mixed but not stronger than productive translation
◦ Hypothesis C accepted for productive test but rejected for Eiken test.◦ Hypothesis D accepted
◦ Receptive translation was much weaker than productive translation and showed no correlation with delayed success.
◦ Contextual based methods show value as indicators of delayed success despite not being the strongest retention method in this study
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Discussion Implications + Limitations
◦ Preexisting bias with familiarity of JE method may be skewing results
◦ Pre-1 lexis level too high for real acquisition outside rote memorization for this population
◦ Volume of words posts difficulties in study material creation without team collaboration
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References• Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon. Oxford: Basil Blackwell Ltd• Cambridge University Press. (2015) Cambridge Dictionaries Online American English and Learner’s Dictionaries. Online at: dictionary.cambridge.org. Accessed March 18,
2015.• Carter, R. (1998) Vocabulary: Applied Linguistic Perspectives. London: Routledge• Folse, K. (2006) The Effect of Type of Written Exercise on L2 Vocabulary Retention. TESOL Quarterly, 40/2, 273-294.• Hulstijn, J. (1992) Retention of Inferred and Given Word Meanings: Experiments in Incidental Learning. In Arnaud, P J L and Bejoint, H. Vocabulary and Applied Linguistics.
Basingstoke: Macmillan Academic and Professional. 113-125.• Laufer, B. (1988) Ease and Difficulty in Vocabulary Learning: Some Teaching Implications. Annual Meeting of the International Association of Teachers of English as a Foreign
Language. April 1988, Edinburgh, 1-21.• Laufer, B. (1998) The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistics, 19/2, 255-271•Mondria, J A. (2003) The Effects of Inferring, Verifying, and Memorizing on the Retention of L2 Word Meanings: An Experimental Comparison of the “Meaning-Inferred
Method” and the “Meaning-Given Method.” SSLA, 25, 473-499.•Mondria, J A and Wiersma, B. (2004) Receptive, Productive, and Receptive + Productive L2 Vocabulary Learning: What Difference Does It Make? In Bogaards, P and Laufer, B
(Eds). Vocabulary in a Second Language. Amsterdam: John Benjamins Publishing Company. 79-100•Murakami, Y (Ed.) (2012) Derujun PassTan. Tokyo: Obunsha Co. Ltd.• The Society for Testing English Proficiency (STEP) Inc. (2015) Level Pre-1 Test in Practical English Proficiency 2013-3 and 2014-1 Test Booklets. Online at:
eiken.or.jp/eiken/en/downloads. Accessed January 10, 2015.• Verspoor, M. (2008) What Bilingual Word Associations Can Tell Us. In Boers, F and Lindstromberg, S (Eds.) (2008) Cognitive Linguistic Approaches to Teaching Vocabulary
and Phraseology. Berlin: Mouton de Gruyter.• Zavera, A. (2007) Structure of the Second Language Mental Lexicon: How Does it Compare to Native Speakers’ Lexical Organization? Second Language Research. 23/2, 123-
153.
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Thank you!