Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study

Autor/in	Vincy, Infanta R.
Titel	Examining the Effect of Explicit Instruction on Vocabulary Learning and on Receptive-Productive Gap: An Experimental Study
Quelle	In: Journal of Language and Linguistic Studies, 16 (2020) 4, S.2040-2058 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vincy, Infanta R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Instructional Effectiveness; Direct Instruction; Second Language Instruction; Second Language Learning; English (Second Language); Vocabulary Development; Repetition; Receptive Language; Linguistic Input; Textbook Content; Public Schools; Grade 6; Knowledge Level; Foreign Countries; India + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Wiederholung; Rezeptive Kommunikationsfähigkeit; Sprachbildung; Lehrbuchtext; Public school; Öffentliche Schule; School year 06; 6. Schuljahr; Schuljahr 06; Wissensbasis; Ausland; Indien
Abstract	This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher-created supplementary for the prescribed set of vocabulary in the English language textbook. The study aimed to find out the amount of influence the explicit instruction and repeated exposure to the target vocabulary had on the nature of the receptive-productive gap. A total of sixty-two sixth grade students from a Government school in Tamil Nadu, India, participated in the experimental study which was conducted over a period of three months. The results of the study showed that the explicit instruction and repeated exposure to the target vocabulary had a significant amount of influence on vocabulary knowledge when compared to the conventional way of vocabulary instruction. In the conventional mode of vocabulary instruction, reception of vocabulary was found to have an average of 8% influence on the production knowledge, whereas in the case of the experimental group, it amounted up to 72%. This analysis showed that through explicit instruction and repeated exposure to the target vocabulary the receptive-productive gap is significantly reduced. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01