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LINGUIST List 19.2553

Wed Aug 20 2008

Diss: Applied Ling: Loucky: 'Developing and Testing Vocabulary ...'

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        1.    John Loucky, Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language
Message 1: Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language
Date: 19-Aug-2008
From: John Loucky <call4allmx7.tiki.ne.jp>
Subject: Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language
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Institution: Pensacola Christian College, Pensacola, FL
Program: Doctor of Secondary Education
Dissertation Status: Completed
Degree Date: 1996

Author: John Paul Loucky

Dissertation Title: Developing and Testing Vocabulary Training Methods and Materials for Japanese College Students Studying English as a Foreign Language

Dissertation URL: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/7f/99.pdf

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Dissertation Director:
M. Susan Haston
Dennis Martin
Jerry F. Goddard

Dissertation Abstract:

The study reported here had three major objectives: (1) assessment of
average vocabulary and comprehension levels of Japanese college students
studying English as a second language (ESL) and comparison of the
effectiveness of several formats for teaching vocabulary, reading
comprehension, and listening comprehension; (2) comparison of three media
(traditional silent-reading, audiolingual methods in a language laboratory,
and author-designed computer software in a computer laboratory) for
teaching vocabulary and reading comprehension; and (3) gaining insights
into second language teaching in general and ESL instruction in Japan in
particular. Instructional materials were derived from one vocabulary
workbook series. Subjects were first- through third-year students at six
institutions in Japan. Results indicate that the intensive vocabulary
training methods developed for the study were successful in teaching
vocabulary usage and retention, with reading and listening comprehension
improving as more vocabulary was mastered. Implications for classroom
teaching and for future research are outlined. Extensive materials are
appended.


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