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  • Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students /
Nhan đề Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students /Christo Moskovsky, Guowu Jiang, Alan Libert and Seamus Fagan.
Thông tin xuất bản 2015
Mô tả vật lý pages 256–277.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt Hereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, to Chinese university students (N = 120). The participants, divided into two groups—bottom-up and top-down—were exposed to 48 hours of explicit vocabulary instruction. Their achievement was measured with two vocabulary tests, Academic Vocabulary Size and Controlled Productive Knowledge, administered at the start (T1) and at the end (T2) of the treatment. Analyses of the test scores reveal that at T2 the bottom-up group slightly outperformed the top-down one on both vocabulary size and controlled productive knowledge. With respect to the former, the bottom-up group s superiority was found to be statistically significant, although with a relatively small effect size (η2 = .05).
Đề mục chủ đề English language--Study and teaching--Periodicals
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Học tập--TVĐHHN
Thuật ngữ không kiểm soát TESOL
Thuật ngữ không kiểm soát Interview Research
Tác giả(bs) CN Fagan, Seamus.
Tác giả(bs) CN Jiang, Guowu.
Tác giả(bs) CN Libert, Alan.
Tác giả(bs) CN Moskovsky, Christo
Nguồn trích TESOL Quarterly- Volume 49, Issue 2, June 2015.
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24510|aBottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students /|cChristo Moskovsky, Guowu Jiang, Alan Libert and Seamus Fagan.
260|c2015
300|apages 256–277.
3620 |aVol. 49, N.2 (June 2015)
490|aA Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520|aHereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, to Chinese university students (N = 120). The participants, divided into two groups—bottom-up and top-down—were exposed to 48 hours of explicit vocabulary instruction. Their achievement was measured with two vocabulary tests, Academic Vocabulary Size and Controlled Productive Knowledge, administered at the start (T1) and at the end (T2) of the treatment. Analyses of the test scores reveal that at T2 the bottom-up group slightly outperformed the top-down one on both vocabulary size and controlled productive knowledge. With respect to the former, the bottom-up group s superiority was found to be statistically significant, although with a relatively small effect size (η2 = .05).
65010|aEnglish language|xStudy and teaching|vPeriodicals
65017|aNgôn ngữ|xGiảng dạy|xHọc tập|2TVĐHHN
6530 |aTESOL
6530 |aInterview Research
7001 |aFagan, Seamus.
7001 |aJiang, Guowu.
7001 |aLibert, Alan.
7001 |aMoskovsky, Christo
773|tTESOL Quarterly|gVolume 49, Issue 2, June 2015.
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