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1.
This study examined the effect of imagery interventions for the presentation of novel science vocabulary to fifth grade learners. Eighty-nine students from two schools in Long Island participated in this study and were randomly assigned to four different instructional interventions: a Picture Presentation method, in which a word was paired with a picture; an Image Creation??No Picture method, in which the participants were told to create an image of the word and draw it on paper; an Image Creation??Picture method, in which the students were presented with the picture and then told to draw it; and a Word Only method, which involved the simple verbal presentation of the word. Results demonstrated that students in the imagery intervention groups (Picture Presentation, Image Creation??No Picture, and Image Creation??Picture) scored higher on the outcome measures at both immediate and delayed recall. It was also shown that the deeper the students processed the ??to be learned?? vocabulary words, the higher they scored on the outcome measures. Based on the mean outcome measure scores at both time points, students in the Image Creation??Picture intervention scored the highest, followed by the students in the Image Creation??No Picture intervention, those in the Picture Presentation intervention, and finally the Word Only intervention students. Such a study has implications as to the most effective way to integrate science and literacy and successfully present novel concepts in the classroom. 相似文献
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Don D. McMahon David F. Cihak Rachel E. Wright Sherry Mee Bell 《Journal of Research on Technology in Education》2016,48(1):38-56
The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells). The results indicate that all students acquired definition and labeling knowledge for the new science vocabulary terms. Results are discussed in the context of applying universal design principles with emerging technologies to create authentic opportunities for students with intellectual disabilities and autism spectrum disorders to learn science vocabulary. (Keywords: augmented reality, autism, intellectual disability, science vocabulary, universal design for learning) 相似文献
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Nicholas C. Block 《科学教学研究杂志》2020,57(3):454-478
Science students are increasingly challenged to use technical language related to the topics that they are studying, and therefore, science teachers benefit from knowing which tools are effective to support students in learning to use new terms. This study examined the impact of using one such tool—sentences frames—to teach science vocabulary, as measured through a science-writing task. Using an experimental approach with extant middle school science classes that offered a sample of 75 mainly Latino school students from grades six through eight, the researcher together with participating teachers identified 10 essential terms per science unit. The teachers used vocabulary-focused sentence frames for teaching the terms in one science unit, and a more traditional science text-based approach for teaching vocabulary in another unit. The writing task required at the end of the units consisted of essays in response to science-based prompts that directed students to use as many target science words as possible; matching/cloze format quizzes were also used to measure pretest and posttest receptive vocabulary knowledge. Findings indicated that there were advantages for teaching new science vocabulary via sentence frames as measured by use of the words in writing, but there were no advantages for sentence frames on quizzes measuring receptive vocabulary. Advantages of sentence frames for writing approached but did not reach statistical significance. There was some evidence that current and previous English language learners benefited more than initial English speakers from sentence frames, implying that utilizing sentence frames to teach science vocabulary might offer needed support especially for these subgroups. Limitations of the study included the sample size and the possibility that the strategy utilized in the comparison group might have offered some of the same advantages in producing language with technical vocabulary that the sentence frames unit offered. 相似文献
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The acquisition of a reading vocabulary for abstract and concrete words was examined in 62 second-grade children. Words had been learned as part of a basal reader program or as part of outside reading. Word recognition speed and reading accuracy were examined for abstract and concrete words using lexical decision and word naming tasks. The size of the concreteness effect was similar for both processing tasks. In neither task did concreteness influence reaction times, but abstract words were read with less accuracy than concrete words in both tasks. Further, these concreteness effects in reading accuracy were larger for words that were part of a basal reading program than for words acquired during free reading. We conclude that word meaning influences the entry of words at a time when children are developing a sizeable reading vocabulary. 相似文献
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The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope. 相似文献
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Dimling LM 《American annals of the deaf》2010,155(4):425-448
An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6-8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students' recognition, production, and comprehension of the vocabulary words and phrases. 相似文献
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Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder 
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下载免费PDF全文 Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably. 相似文献
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The purpose of this study was to examine whether English language learners (ELLs) would increase their vocabulary scores in the areas of word recognition, word meaning, and word application when iPads were used during vocabulary instruction. Five third-grade ELLs, at risk of being diagnosed as having learning disabilities, participated in the study. All students demonstrated low test scores in learning vocabulary words during the baseline. During the intervention, 36 vocabulary words selected from the third-grade’s Dolch word list were taught and practiced using the iPad application Learning Touch, First Sight Words Pro. All students were assessed and their vocabulary scores increased in the areas of word recognition, word meaning, and word application. Using the iPad and iPad app appears to provide a potential avenue for ELLs in learning English vocabulary words. 相似文献
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范畴理论是认知语言学的核心理论之一,对英语词汇的认知研究有重要指导意义。基于范畴理论,主要探讨英语基本范畴词汇的构词和语义原型效应并讨论上、下位范畴词汇的演绎、归纳作用以及它们的语篇功能。文章认为,范畴理论观照下的基本范畴词汇是扩大词汇量的有效途径,具有构词和语义原型效应。范畴理论对一词多义有较强的解释力,同时,对上下位范畴词汇的语篇功能提供了重要的理论依据。 相似文献
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This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages. 相似文献
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Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
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论述了词汇教学时,师生都须明白,哪些为被动词,哪些为主动词.对于前者,我们只需根据语境及词的形态理解其大概意思即可;对于后者,教师在呈现新词时,一定要把握交际性和意义性原则.句型操练非常有效,但不能过度使用以至变成机械操练.鼓励学生使用新词,这对于词汇的巩固也很有效.最后,笔者还提到教师要帮助学生掌握一些学习策略. 相似文献
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Young children were taught to name 12 single words, six in the presence of appropriate pictures (compound stimuli) and six in their absence (simple stimuli). There were two compound conditions: one in which the picture was a large line drawing above a small printed word (enhanced salience condition) and one in which it was a small line drawing below a large printed word (reduced salience condition); and two corresponding simple conditions of a large word alone (enhanced salience condition) and a small word alone (reduced salience condition). Each child experienced all four conditions with three different words in each condition in a series of randomly ordered learning and test trials, until each child achieved the criterion of three consecutive correct responses for each of the words in at least one of the conditions. Two experimental studies were completed with 16 children in each, and the percentage of correct responses was calculated for each presentation condition. Comparisons of the compound (picture) and simple (no‐picture) conditions showed that twice as many words were correctly recognised in the simple (no‐picture) conditions in both experiments. No reliable differences were detected between the different levels of salience, and it was concluded that prior association between the picture and the naming response to the picture ‘blocked’ the acquisition of a new association between the written word and the naming response to it. 相似文献
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ZHANG Ming-hua 《海外英语》2014,(22):22-24
The purpose of this research is to examine how large English language vocabulary is used in elementary,middle and high schools in China in order to plan for teaching how much English vocabulary college students learn in the first two years to develop general English ability.One corpus is used to examine how many high-frequency words are included in elementary,middle and high school English vocabulary and Vocabprofile and Text Lex Compare of on-line tool-http://www.lextutor.ca/are used to.There are three interesting points arising from the analysis of the three word lists.First,most of the words consisted of basic-level words.Second,from analysis of the degrees of word repetition,students only learn 2208 new words and there are1812 repeated words in the three stages.Third,from analysis of how much coverage of the three vocabulary families each of the three base lists provide,99.9%of the running words are in base word list one,two and three.Based on these viewpoints,basic words should be identified scientifically and educationally for Chinese learners of English. 相似文献
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The purpose of this study was to identify the writing errors made by 310 first year university students in 13 disciplines using a checklist of five writing error categories, each with a number of sub‐categories. The overall median error rate was 3S.0 errors per 1000 words. Punctuation and capitalisation was by far the most common category of error, and sentence structure, word usage, spelling and vocabulary followed in descending order of frequency. Law and Economics students exhibited the highest error rates while Geography, Mechanical Engineering, Philosophy, English, Statistics, Linguistics, Geology, History and Sociology students had error rates near the median value, and French and Psychology students made fewest errors. The major error sub‐categories that best indicated difference between good and poor writers were the use of commas and some aspects of sentence construction. 相似文献
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刘淑容 《湖南大众传媒职业技术学院学报》2008,8(2):112-114
文章在阐释认知语言学范畴观的基础上,探索认知语言学范畴观对英语词汇学习的理论指导作用,并指出应该重视基本范畴词汇以及词汇的原型意义,遵循认知规律,科学有效地习得英语词汇。 相似文献
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Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties 总被引：1，自引：0，他引：1
Susan M. Loftus Michael D. Coyne D. Betsy McCoach Richard Zipoli Paige C. Pullen 《Learning disabilities research & practice》2010,25(3):124-136
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed. 相似文献
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Dianna Townsend Cynthia Brock Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347
To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared. 相似文献
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张爱武 《上海师范大学学报(哲学社会科学版)》2009,(2):57-61
在对外汉语教学中,词汇教学应该得到高度重视,教学中要分清词汇教学的重点和难点,重点讲解使用频率高的常用词;注意结合汉语构词规律进行词汇教学;同时注意词汇知识的系统性,加强词语之间的对比分析;注重词汇教学在各门课程的教学中加以强化;鼓励生活中注意运用已学词汇交际。 相似文献