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  • Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /
Tác giả CN Yuen, Yi Lo.
Nhan đề Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy
Mô tả vật lý p215 - p238
Tóm tắt The aim of this sudy was to investigate cocabulary knowlede an growth across two diffrent language-learning in Hong Kong. The two programmes compares were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advantage to IM with respect to language development, comparatively little research on vocabulary development in IM has examined the potential interaction between different types of words ( in terms of frequency levels) and different types of vocabulary (passive versus active). Furthermore, very little work has compared these two specific education contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspect of vocabulary were measured; passive, controlled active and free active word knowledge at vocabulary, whereas student’ s writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overal, IM students outperform their vocabularry knowledge, espectially for the most frequent 2000 words and academic vocabulary. Such finding support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The result of the present study are discussed in terms of wider implicantions for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong
Đề mục chủ đề Immersion programmes.
Đề mục chủ đề Immersion programmes.
Đề mục chủ đề Regular second- language programmes.
Đề mục chủ đề Vocabulary learning.
Đề mục chủ đề Hong Kong.
Đề mục chủ đề Bilingual education.
Thuật ngữ không kiểm soát Regular second- language programmes.
Thuật ngữ không kiểm soát Vocabulary learning.
Thuật ngữ không kiểm soát Giáo dục.
Thuật ngữ không kiểm soát Immersion programmes.
Tác giả(bs) CN Murphy, Victoria A.
Nguồn trích Language and education- Vol 24, N.3
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0410|aeng
1000|aYuen, Yi Lo.
24510|aVocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /|cYuen Yi Lo; Victoria A. Murphy
300|ap215 - p238
362|aVol 24, N.3, (May 2011)
520|aThe aim of this sudy was to investigate cocabulary knowlede an growth across two diffrent language-learning in Hong Kong. The two programmes compares were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advantage to IM with respect to language development, comparatively little research on vocabulary development in IM has examined the potential interaction between different types of words ( in terms of frequency levels) and different types of vocabulary (passive versus active). Furthermore, very little work has compared these two specific education contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspect of vocabulary were measured; passive, controlled active and free active word knowledge at vocabulary, whereas student’ s writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overal, IM students outperform their vocabularry knowledge, espectially for the most frequent 2000 words and academic vocabulary. Such finding support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The result of the present study are discussed in terms of wider implicantions for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong
650|aImmersion programmes.
650|aImmersion programmes.
650|aRegular second- language programmes.
650|aVocabulary learning.
650|aHong Kong.
65017|aBilingual education.
653|aRegular second- language programmes.
653|aVocabulary learning.
653|aGiáo dục.
6530 |aImmersion programmes.
7001|aMurphy, Victoria A.
773|tLanguage and education|gVol 24, N.3
890|a0|b0|c0|d0

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