Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students

Autor/inn/en	Moskovsky, Christo; Jiang, Guowu; Libert, Alan; Fagan, Seamus
Titel	Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 49 (2015) 2, S.256-277 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.170
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Role; Teaching Methods; Learning Processes; Quasiexperimental Design; English for Academic Purposes; Instructional Effectiveness; Language Tests; Scores; Effect Size; Asians; College Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Language test; Sprachtest; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Ausland
Abstract	Whereas 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 (?[superscript 2] = 0.05). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01