Facilitating the Acquisition of Receptive Vocabulary Knowledge among EFL Undergraduates Using a Cognitive Approach

Autor/inn/en	Albashtawi, Abeer Hameed; Jaganathan, Paramaswari; Singh, Manjet Kaur Mehar
Titel	Facilitating the Acquisition of Receptive Vocabulary Knowledge among EFL Undergraduates Using a Cognitive Approach
Quelle	In: International Journal of Instruction, 13 (2020) 2, S.269-284 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Receptive Language; Vocabulary Development; Academic Language; Second Language Learning; Second Language Instruction; Undergraduate Students; English (Second Language); Pretests Posttests; Comparative Analysis; Foreign Countries; Teaching Methods; Recall (Psychology); Retention (Psychology); Reading Tests; Jordan + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Merkfähigkeit; Lesetest
Abstract	This current quasi-experimental study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on Jordanian EFL undergraduate RVK- recall and retention. 122 participants took part in this study. Quantitative data were collected by administering a pre, post and delayed vocabulary-reading test. The respondents were assigned as experimental and control groups of English major, at the Hashemite University in Jordan. While CALLA was used as the method of teaching students in the experimental group, the conventional method of teaching students was used in the control group. The analysis of the quantitative data revealed that the RVK of the participants improved in a significant way, where the experimental group outperformed the students in the control group. Furthermore, the delayed post-test proved to be useful in this study as it helped the researcher to capture the long-term learning. Additionally, the analysis of post-delayed test showed that attrition of academic vocabulary occurred in very small amounts. The implications of this study suggest that CALLA could facilitate learning academic language in an effective way which could help students to acquire and remember new vocabulary. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01