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Bottom-Up or Top-Down English as a Foreign Language Vocabulary Instruction for Chinese University Students

Bottom-Up or Top-Down English as a Foreign Language Vocabulary Instruction for Chinese University Students

 Fagan, Seamus.
 2015
 pages 256–277. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữTESOLInterview Research
Nhan đề Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students / Christo Moskovsky, Guowu Jiang, Alan Libert and Seamus Fagan.
Thông tin xuất bản 2015
Mô tả vật lý pages 256–277.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Hereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, to Chinese university students (N = 120). The participants, divided into two groups—bottom-up and top-down—were exposed to 48 hours of explicit vocabulary instruction. Their achievement was measured with two vocabulary tests, Academic Vocabulary Size and Controlled Productive Knowledge, administered at the start (T1) and at the end (T2) of the treatment. Analyses of the test scores reveal that at T2 the bottom-up group slightly outperformed the top-down one on both vocabulary size and controlled productive knowledge. With respect to the former, the bottom-up group s superiority was found to be statistically significant, although with a relatively small effect size (η2 = .05).
Thuật ngữ chủ đề English language-Study and teaching-Periodicals
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Từ khóa tự do TESOL
Từ khóa tự do Interview Research
Tác giả(bs) CN Fagan, Seamus.
Tác giả(bs) CN Jiang, Guowu.
Tác giả(bs) CN Libert, Alan.
Tác giả(bs) CN Moskovsky, Christo
Nguồn trích TESOL Quarterly- Volume 49, Issue 2, June 2015.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students / |c Christo Moskovsky, Guowu Jiang, Alan Libert and Seamus Fagan.
260[ ] |c 2015
300[ ] |a pages 256–277.
362[0 ] |a Vol. 49, N.2 (June 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a Hereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, to Chinese university students (N = 120). The participants, divided into two groups—bottom-up and top-down—were exposed to 48 hours of explicit vocabulary instruction. Their achievement was measured with two vocabulary tests, Academic Vocabulary Size and Controlled Productive Knowledge, administered at the start (T1) and at the end (T2) of the treatment. Analyses of the test scores reveal that at T2 the bottom-up group slightly outperformed the top-down one on both vocabulary size and controlled productive knowledge. With respect to the former, the bottom-up group s superiority was found to be statistically significant, although with a relatively small effect size (η2 = .05).
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