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http://hdl.handle.net/1783.1/1361
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| Title: | The effects of monolingual and bilingual presentations of lexical items on vocabulary acquisition |
| Authors: | Smallwood, Ian M. |
| Keywords: | Vocabulary acquisition
Methodology
Focused teaching |
| Issue Date: | 2000 |
| Citation: | Changing languages : language education in the era of transition. Edited by Y. O. Mak and Merry M. L. Keung. Hong Kong : Language Centre, The Hong Kong University of Science and Technology, c2000. |
| Abstract: | This study investigates the effects on L2 vocabulary acquisition of three types of teaching methodology: (i) a passive, contextualised presentation with no focused teaching; (ii) a contextualised presentation with focused teaching entirely in L2; and (iii) a contextualised presentation with focused teaching which includes L1 translations of the words. Each of these teaching approaches was examined within Hong Kong secondary school classrooms, using 120 subjects over a period of eight weeks. The results of the study strongly suggest that the passive approach, wherein no focused teaching of any kind is provided, results in very low acquisition rates. The results also strongly suggest that the provision of L1 translations leads to significantly higher rates of vocabulary acquisition than an entirely L2 presentation.
本研究探討三種第二語言詞匯的教學法。第一種教學法較為被動，只給學生提供語境，沒有明確指出教學重點；第二種教學法提供語境及教學重點，並全以第二語言教授；第三種教學法也提供語境及教學重點，並於教授時輔以翻譯為母語的詞匯。研究對象為120名香港中二學生，課程為期八個星期。研究結果強烈顯示在被動和缺乏教學重點的教學法下，學生掌握詞匯的速度極慢；相對而言，提供母語翻譯比全以第二語言教學更能加快學生掌握詞匯的速度。 |
| URI: | http://hdl.handle.net/1783.1/1361 |
| Appears in Collections: | LANG Book Chapters
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Files in This Item:
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Size | Format |
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| changlang05.pdf | | 1899Kb | Adobe PDF | View/Open |
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