The purpose of this study aims to explore the impacts of task-based co-creation of local picture books on facilitating the development of vocabulary ability and cultural knowledge ofEFL 5th graders with different Engl...The purpose of this study aims to explore the impacts of task-based co-creation of local picture books on facilitating the development of vocabulary ability and cultural knowledge ofEFL 5th graders with different English proficiency levels in Taiwan. Twenty-one 5th graders participated in this study forty minutes per week, lasting for sixteen weeks. They were required to co-create English picture books of Pinghu through thematic task-based activities. Research data required for the study were collected through the pre-/post-tests of vocabulary and cultural knowledge, a participants＇ feedback questionnaire as well as semi-structured interviews. The results of this study showed that after experimental instruction, EFL 5th graders significantly improved their recognition of the connection between English word sounds and word meanings, word meanings and word forms, word forms and word meanings, as well as spellings. Moreover, their local cultural knowledge was improved significantly as well. Furthermore, based upon the 5th graders＇ responses to questionnaire and semi-structure interview, most of them developed a very positive attitude towards the activities of co-creating local picture books and their interest, self-confidence in English writing, and English learning behavior. Based on the findings, some suggestions were offered for the pedagogical applications and future studies.展开更多
Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative c...Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.展开更多
This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 fi...This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.展开更多
文摘The purpose of this study aims to explore the impacts of task-based co-creation of local picture books on facilitating the development of vocabulary ability and cultural knowledge ofEFL 5th graders with different English proficiency levels in Taiwan. Twenty-one 5th graders participated in this study forty minutes per week, lasting for sixteen weeks. They were required to co-create English picture books of Pinghu through thematic task-based activities. Research data required for the study were collected through the pre-/post-tests of vocabulary and cultural knowledge, a participants＇ feedback questionnaire as well as semi-structured interviews. The results of this study showed that after experimental instruction, EFL 5th graders significantly improved their recognition of the connection between English word sounds and word meanings, word meanings and word forms, word forms and word meanings, as well as spellings. Moreover, their local cultural knowledge was improved significantly as well. Furthermore, based upon the 5th graders＇ responses to questionnaire and semi-structure interview, most of them developed a very positive attitude towards the activities of co-creating local picture books and their interest, self-confidence in English writing, and English learning behavior. Based on the findings, some suggestions were offered for the pedagogical applications and future studies.
文摘Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.
文摘This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.
