THE EFFECTIVENESS OF PRESENTING AND PRACTISING ESP VOCABULARY IN MINIMAL CONTEXT: A STUDY AT THUONGMAI UNIVERSITY
Abstract
ESP vocabulary in minimal context: A study at Thuongmai University (TMU)” was
conducted to investigate the efficiency of teaching business vocabulary in minimal context,
in terms of the students’ ESP vocabulary knowledge improvement and motivation in
acquiring vocabulary; as well as find out several advantages of minimal context brought
about the ESP vocabulary learning and teaching, then propose some pedagogical
implications for the teachers at the research site. An action research was implemented in the
classes of 100 second-year students at TMU during two weeks (5 periods) and data were
collected and generated by pre-test and post-test, questionnaires, and observations. The
findings highlighted students’ improvement in ESP vocabulary knowledge and high
motivation in the vocabulary lesson using minimal context to present and involve students
in practicing new vocabulary. Besides, there still existed a small group of students having
little improvement and interest in the lesson. In addition, the study indicated a range of
benefits to students’ language study, pedagogy and strategy in vocabulary instruction or
learning.
Keywords
Full Text:
PDF (261-273)References
Baleghizadeh, S. & Shahry, M.N.N. (2011). The effect of three consecutive context sentences on EFL
vocabulary-learning. TESL Canada Journal, 28(2), 74-89.
Beheydt, L. (1987). Vocabulary in foreign language teaching methodology. Dutch Crossing 32, 3-25.
Bromley, K. (2004). Rethinking vocabulary instruction. The Learning and Literacy Spectrum, 14, 3-12.
Dubin, F., & Olshtain, E. (1993). Predicting word meanings from contextual clues: Evidence from L1
readers, In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary
learning (pp. 181-202). Norwood, NJ: Ablex.
Engelbart, S. and Theuerkauf, B. (1999). Defining context within vocabulary acquisition. Language
Teaching Research, 3, 57-69.
Frantzen, D. (2003). Factors affecting how second language Spanish students derive meaning from
context. Modern Language Journal, 87(2), 168-199.
Fraser, C. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in
Second Language Acquisition, 21(2), 225-241.
Haastrup, K. (1991). Lexical inferencing procedures or talking about words. Tübingen: Gunter
NarrVerlag.
Hulstijn, J. (2003). Incidental and intentional learning. In C. Doughty & M.H. Long (Eds.), Handbook
of second language acquisition (pp. 349-381). Oxford, England: Blackwell.
Hulstijn, J. and Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in
vocabulary acquisition. Language Learning, 51(3), 539-558.
Hulstijn, J.H. (1992). Retention of inferred and given word meanings: Experiments in incidental
vocabulary learning. In P. J. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-
. London: Macmillan.
Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you
think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second language
vocabulary acquisition: A rationale for pedagogy (pp. 20-34). Cambridge: Cambridge University
Press.
Laufer, B., & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it?.
RELC Journal, 28(1), 89-108.
McKeown, M.G. (1985). The acquisition of word meaning from context by children of high and lowTạp chí Khoa học Ngôn ngữ và Văn hóa
ability. Reading Research Quarterly, 20(4), 482-496.
Nation, I.S.P. & Coady, J. (1988). Vocabulary and reading. In Carter, R. and McCarthy, M. (Eds),
Vocabulary and language teaching (pp. 97-110). New York: Longman.
Nation, I.S.P. (1983). Testing and teaching vocabulary. Guidelines, 5, 12-25.
Nguyen Hoa (2000). An introduction to discourse analysis. Hanoi: Vietnam National University Press.
Nunan, D. (1989). Understanding language classrooms. New York: Prentice Hall.
Paribakht, T.S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in
second language vocabulary acquistion. In J. Coady & T. Huckin (Eds), Second language vocabulary
acquistion: A rationale for pedagogy (pp. 174-199). Cambridge: Cambridge University Press.
Parry, K. (1993). Too many words: Learning the vocabulary of an academic subject. In. T. Huckin, M.
Haynes, & J. Coady (Eds.), Second language reading and vocabulary acquisition (pp. 109-129).
Norwood: Ablex.
Schmidt, R. (1990). The role of consciousness in second language learning, Applied Linguistics, 11(2),
-158.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Stein, M. (1993). The healthy inadequacy of contextual definition. In T. Huckin, M. Haynes, & J.
Coady (Eds.), Second language reading and vocabulary learning (pp. 203-212). Norwood, NJ: Ablex.
Thornbury, S. (2000). How to teach vocabulary. Edinburgh: Person Longman Education.
Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on
vocabulary knowledge. Language Teaching Research, 11(1), 63-81.
Refbacks
- There are currently no refbacks.