Araştırma Makalesi
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Effects of different reading texts on vocabulary gain, use and retention

Yıl 2019, Cilt: 15 Sayı: 1, 111 - 122, 25.03.2019

Hatice Okyar Abdulhamit Çakır

https://doi.org/10.17263/jlls.547634

Öz





















































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Effects of different reading texts on vocabulary gain, use and retention

This study investigated whether encountering the target language words in variety of reading texts would have positive effects on vocabulary development or not. The participants of the study were 55 EFL learners from a state university in Turkey, and two classes were randomly assigned to a control (n=27) or an experimental (n=28) group. 58 English target words in total were chosen to be used in the study. The learners in the experimental group learnt the words through reading texts, and then they repeated them in different reading texts. That is to say, these students had the opportunity to meet the target words in different types of reading texts. Contrary to this, the learners in the control group encountered the words in reading texts only once, and then they repeated them in word lists out of context. A vocabulary test as pre-, post- and delayed post-test was used to measure vocabulary gain and retention. The data obtained from the vocabulary test were analyzed through paired-samples t-tests and independent-samples t-tests to see how the implementation affected the learners’ vocabulary development. Additionally, a writing task was used to find out the effects of the implementation on the learners’ vocabulary production. The findings showed that encountering words in different reading texts was more effective for vocabulary gain, use and retention.

Information about Author(s)*

Author 1

Author
(Last name, First name)

 Okyar, Hatice

Affiliated
institution (University)

 Necmettin Erbakan University 

Country

 Turkey

Email
address

 okyarhatice@gmail.com

Department
& Rank

 School of Foreign Languages

Corresponding author (Yes/No)


Write only one corresponding author.

 Yes

Author 2

Author
(Last name, First name)

 Çakır, Abdulhamit

Affiliated
institution (University)

 Karatay University 

Country

 Turkey

Email
address

 abdulhamit.cakir@karatay.edu.tr

Department
& Rank

 School of Foreign Languages 

Corresponding
author (Yes/No)

 No

Author 3

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

Department
& Rank

 

Corresponding
author (Yes/No)

 

Author 4

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

Department
& Rank

 

Corresponding
author (Yes/No)

 

 

Anahtar Kelimeler

Reading texts context vocabulary gain vocabulary use

Kaynakça

  • Alderson, J. C. (2005). Diagnosing foreign language proficiency. London: Continuum.
  • Allen, V. F. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
  • Baleghizadeh, S., & Shahry, M. N. N. (2011). The effect of three consecutive context sentences on EFL vocabulary learning. TESL Canada Journal, 28(2), 74-89.
  • Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122-159.
  • Butler, L. (2003). Password 1: A reading and vocabulary text. New York: Longman.
  • Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson: Longman.
  • Kamil, M. L., & Hiebert, E. H. (2005). Teaching and learning vocabulary: perspectives and persistent issues. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum.
  • McCarten, J. (2007). Teaching vocabulary: Lessons from the corpus, lessons for the classroom. New York: Cambridge University Press.
  • McCarthy, M., O'Keeffe, A., & Walsh, S. (2010). Vocabulary matrix: Understanding, learning, teaching. Hampshire: Cengage Learning.
  • Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27- 44). Mahwah, NJ: Lawrence Erlbaum.
  • Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41(3), 335-354.
  • Nation, I. S. P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35-54). London: Arnold.
  • National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.
  • Nitsch, K.E. (1978). Structuring decontextualized forms of knowledge. Unpublished doctoral dissertation, Vanderbilt.
  • Oxford, R., & Crookall, D. (1990). Vocabulary learning. A critical analysis of techniques. TESL Canada Journal, 7(2), 9-30.
  • Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.
  • Schouten-van Parreren, M. C. (1989). Vocabulary learning through reading: which conditions should be met when presenting words in texts? AILA Review, 6, 75-85.
  • Sedita, J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33-45.
  • Soureshjani, K. H. (2011). The effect of contextualizing and decontextualizing techniques on lexical-oriented knowledge of Persian EFL language learners. Theory and Practice in Language Studies, 1(5), 547-552.
  • Stahl, S. A. (1991). Beyond the instrumentalist hypothesis: Some relationships between word meanings and comprehension. In P. Schwanenflugel (ed.), The psychology of word meanings (pp. 157-178). Hillsdale, N.H.: Lawrence Erlbaum Associates.
  • Stahl, S. A. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 95-114). Mahwah, NJ: Lawrence Erlbaum.
  • Stahl, S. A. (2009). Words are learned incrementally over multiple exposures. In M. F. Graves (Ed.), Essential readings on vocabulary instruction (pp.69- 71). Newark, DE: International Reading Association.
  • Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
  • Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. London: Lawrence Erlbaum Associates.
  • Takac, V. P. (2008). Vocabulary learning strategies and second language acquisition. Clevedon, UK: Multilingual Matters.
  • Thornbury, S. (2002). How to teach vocabulary. Malaysia: Pearson Education Limited.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.
  • Xu, J. (2009). An experimental study on the effects of different reading tasks on L2 vocabulary acquisition. English Language Teaching, 2(3), 69-79.

Yıl 2019, Cilt: 15 Sayı: 1, 111 - 122, 25.03.2019

Hatice Okyar Abdulhamit Çakır

https://doi.org/10.17263/jlls.547634

Öz

Kaynakça

  • Alderson, J. C. (2005). Diagnosing foreign language proficiency. London: Continuum.
  • Allen, V. F. (1983). Techniques in teaching vocabulary. New York: Oxford University Press.
  • Baleghizadeh, S., & Shahry, M. N. N. (2011). The effect of three consecutive context sentences on EFL vocabulary learning. TESL Canada Journal, 28(2), 74-89.
  • Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122-159.
  • Butler, L. (2003). Password 1: A reading and vocabulary text. New York: Longman.
  • Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.
  • Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson: Longman.
  • Kamil, M. L., & Hiebert, E. H. (2005). Teaching and learning vocabulary: perspectives and persistent issues. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum.
  • McCarten, J. (2007). Teaching vocabulary: Lessons from the corpus, lessons for the classroom. New York: Cambridge University Press.
  • McCarthy, M., O'Keeffe, A., & Walsh, S. (2010). Vocabulary matrix: Understanding, learning, teaching. Hampshire: Cengage Learning.
  • Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27- 44). Mahwah, NJ: Lawrence Erlbaum.
  • Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41(3), 335-354.
  • Nation, I. S. P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 35-54). London: Arnold.
  • National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.
  • Nitsch, K.E. (1978). Structuring decontextualized forms of knowledge. Unpublished doctoral dissertation, Vanderbilt.
  • Oxford, R., & Crookall, D. (1990). Vocabulary learning. A critical analysis of techniques. TESL Canada Journal, 7(2), 9-30.
  • Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
  • Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.
  • Schouten-van Parreren, M. C. (1989). Vocabulary learning through reading: which conditions should be met when presenting words in texts? AILA Review, 6, 75-85.
  • Sedita, J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33-45.
  • Soureshjani, K. H. (2011). The effect of contextualizing and decontextualizing techniques on lexical-oriented knowledge of Persian EFL language learners. Theory and Practice in Language Studies, 1(5), 547-552.
  • Stahl, S. A. (1991). Beyond the instrumentalist hypothesis: Some relationships between word meanings and comprehension. In P. Schwanenflugel (ed.), The psychology of word meanings (pp. 157-178). Hillsdale, N.H.: Lawrence Erlbaum Associates.
  • Stahl, S. A. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 95-114). Mahwah, NJ: Lawrence Erlbaum.
  • Stahl, S. A. (2009). Words are learned incrementally over multiple exposures. In M. F. Graves (Ed.), Essential readings on vocabulary instruction (pp.69- 71). Newark, DE: International Reading Association.
  • Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
  • Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. London: Lawrence Erlbaum Associates.
  • Takac, V. P. (2008). Vocabulary learning strategies and second language acquisition. Clevedon, UK: Multilingual Matters.
  • Thornbury, S. (2002). How to teach vocabulary. Malaysia: Pearson Education Limited.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.
  • Xu, J. (2009). An experimental study on the effects of different reading tasks on L2 vocabulary acquisition. English Language Teaching, 2(3), 69-79.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Hatice Okyar

Abdulhamit Çakır Bu kişi benim

Yayımlanma Tarihi 25 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 1

Kaynak Göster

APA Okyar, H., & Çakır, A. (2019). Effects of different reading texts on vocabulary gain, use and retention. Journal of Language and Linguistic Studies, 15(1), 111-122. https://doi.org/10.17263/jlls.547634
AMA Okyar H, Çakır A. Effects of different reading texts on vocabulary gain, use and retention. Journal of Language and Linguistic Studies. Mart 2019;15(1):111-122. doi:10.17263/jlls.547634
Chicago Okyar, Hatice, ve Abdulhamit Çakır. “Effects of Different Reading Texts on Vocabulary Gain, Use and Retention”. Journal of Language and Linguistic Studies 15, sy. 1 (Mart 2019): 111-22. https://doi.org/10.17263/jlls.547634.
EndNote Okyar H, Çakır A (01 Mart 2019) Effects of different reading texts on vocabulary gain, use and retention. Journal of Language and Linguistic Studies 15 1 111–122.
IEEE H. Okyar ve A. Çakır, “Effects of different reading texts on vocabulary gain, use and retention”, Journal of Language and Linguistic Studies, c. 15, sy. 1, ss. 111–122, 2019, doi: 10.17263/jlls.547634.
ISNAD Okyar, Hatice - Çakır, Abdulhamit. “Effects of Different Reading Texts on Vocabulary Gain, Use and Retention”. Journal of Language and Linguistic Studies 15/1 (Mart 2019), 111-122. https://doi.org/10.17263/jlls.547634.
JAMA Okyar H, Çakır A. Effects of different reading texts on vocabulary gain, use and retention. Journal of Language and Linguistic Studies. 2019;15:111–122.
MLA Okyar, Hatice ve Abdulhamit Çakır. “Effects of Different Reading Texts on Vocabulary Gain, Use and Retention”. Journal of Language and Linguistic Studies, c. 15, sy. 1, 2019, ss. 111-22, doi:10.17263/jlls.547634.
Vancouver Okyar H, Çakır A. Effects of different reading texts on vocabulary gain, use and retention. Journal of Language and Linguistic Studies. 2019;15(1):111-22.