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THE IMPACT OF EXPLICIT VOCABULARY INSTRUCTION ON L2 ADVANCED CHINESE LEARNERS’ VOCABULARY RETENTION

Wei, Ju-Chun (2018) THE IMPACT OF EXPLICIT VOCABULARY INSTRUCTION ON L2 ADVANCED CHINESE LEARNERS’ VOCABULARY RETENTION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This classroom study of Chinese as a foreign language investigates the impact of explicit vocabulary instruction on students’ vocabulary growth and knowledge as measured by translation and speaking test. Eight students in a college-level Advanced Chinese course participated in the study. Students received systematic and robust vocabulary instruction on 45 words, 15 words from each of the three thematic units of study over the course of nine weeks. The findings show that in post-tests on all 45 words, all students improved in the translation assessment and were able to use the majority of the target words in the prompted picture description assessment and in the unprompted recall assessment. Further analysis of the translation assessment results revealed that the correctness rate was higher if the words were more imageable and the conceptual fields of the Chinese and English words were close. A survey was conducted to explore how students changed their approach to studying vocabulary and their opinions on various vocabulary activities they experienced in class. The study showed that students changed their orientation to vocabulary study and now study words in sentences related to a meaningful context rather than as discrete items in a word list. The pedagogical implications of the study are presented in the last section of dissertation in practice.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Wei, Ju-Chunjuchun@pitt.edujuchun
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairDonato, Richarddonato@pitt.edudonato
Committee MemberJuffs, Alanjuffs@pitt.edujuffs
Committee MemberCho, Byeong-Youngchoby@pitt.educhoby
Date: 27 September 2018
Date Type: Publication
Defense Date: 18 April 2018
Approval Date: 27 September 2018
Submission Date: 16 August 2018
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 97
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Asian studies, Chinese, Explicit vocabulary instruction, Vocabulary pedagogy
Date Deposited: 27 Sep 2018 14:22
Last Modified: 27 Sep 2018 14:22
URI: http://d-scholarship.pitt.edu/id/eprint/35222

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