Meta-analysis?

Comencé leyendo sobre la "adquisición de vocabulario" Me hace mucho sentido que el contexto no ayude mucho para entender el significado específico de una palabra.

Ejemplo, hace tiempo que vengo leyendo en diferentes papers "meta analysis" y no tenía idea de lo que era esto. Saco mis conclusiones del texto obviamente, pero me falta la definición precisa para poder ubicarla en la categoría correcta de mi mapa conceptual mental.
Soooooooooo, me fui a wikipedia: igual no entendí mucho, pero me queda la idea de que es un análisis de varios estudios para describir un problema o algo así.

Actualización 21-11-09

Bueno, y ahora con el comentario que me han dejado, me queda aún más claro. Agregada la rama de la Metaliteratura, metalingüística (ej. diccionario), el metanálisis.

Aprendo mucho en la red... I looooove it.

Promoting Students' Vocabulary Development: An Overview (2005)

William Nagy
Seattle Pacific University
2005

Artículo AQUÍ

...it is important to match intensity of instruction with goals and expectations. If students are expected to learn to use a word effectively and appropriately, intensive instruction is necessary – but only a relatively small number of words can be covered with that level of intensity.

Esta parte es realmente importante. Recuerdo que en la U los profesores nos daban un texto, lo leíamos, tal vez contestabamos algunas preguntas, nos daban de tarea escribir algunas oraciones con el texto (casi nunca teníamos la oportunidad de revisar si estaban bien escritas) y luego la prueba pedían que uno escribiese una oración con la palabra. Indudablemente que esto requería trabajo personal extra, pero varios alumnos no lo entendían así...

References

Note: I have boldfaced those references I think might be of special practical usefulness because they contain detailed information about instructional practice, or provide a good recent overview of important issues in vocabulary instruction.

Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. York, Maine: Stenhouse.

Anderson, R. C. (1996). Research foundations to support wide reading. In V. Greaney (Ed.), Promoting reading in developing countries (pp. 55-077). Newark, DE: International Reading Association.

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.

Anderson, R. C., & Nagy, W. (1992). The vocabulary conundrum. American Educator, 16(4), 14-18, 44-47.

Anderson, R. C., Wilson, P., & Fielding, L. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285-303.

Anglin, J. M. (1993). Vocabulary development: A morphological analysis, Monographs of the Society of research in Child Development 58, Serial #238.

Armbruster, B., Lehr, F., & Osborn, J. (2001). Putting reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy (www.nifl.gov).

Baker, S. K., Simmons, D. C., Kame’enui, E.J. (1998). Vocabulary acquisition: Instruction and curricular basics and implications. In D.C. Simmons & E. J. Kame’enui (Eds.), What reading research tells us about children with diverse learning needs (pp. 219-238). Mahwah, NJ: Erlbaum.

Baker, S. K., Simmons, D. C., Kame’enui, E.J. (1998). Vocabulary acquisition: Research bases. In D.C. Simmons & E. J. Kame’enui (Eds.), What reading research tells us about children with diverse learning needs (pp. 183-217). Mahwah, NJ: Erlbaum.

Baumann, J. F., Edwards., E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students’ ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494.

Baumann, J. F. & Kame’enui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.),Handbook of research on teaching the English language arts (pp. 604-632). New York: Macmillan.

Baumann, J. F., & E. Kame’enui, E. J. (Eds.). (2004). Vocabulary instruction: Research to practice. New York: Guilford.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction(second edition). Upper Saddle River, NJ: Merrill.

Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Volume II (pp. 789-814). New York: Longman.

Beck, I., & McKeown, M. (2001). Text Talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.

Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. NY: Guilford.

Beck, I., McKeown, M., & Kucan, L. (2003). Taking delight in words: using oral language to build young children’s vocabularies. American Educator, 27(1), 36-41, 45-46.

Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

Biemiller, A. (1999). Language and Reading Success. Cambridge, MA: Brookline Books.

Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J. Baumann & E. Kame’enui (Eds.). Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

Blachowicz, C. L, & Fisher, P. (1996). Teaching vocabulary in all classrooms. Englewood Cliffs, NJ: Merrill/Prentice Hall.

Blachowicz, C., & Fisher, P. (2000). Vocabulary Instruction. In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of Reading Research, Volume III (pp.503-523).. Mahwah, NJ: Erlbaum.

Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.

Brabham, E., & Villaume, S. K. (2002). Vocabulary instruction: Concerns and visions. The Reading Teacher, 56(3), 264-268.

Brett, A., Rothlein, L, & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanation of target words. The Elementary School Journal, 96(4),415-422.

Buikema, J., & Graves, M. (1993). Teaching students to use context cues to infer word meanings. Journal of Reading, 36, 450-457.

Carlo, M., August, D., McLaughlin, B., Snow, C. Dressler, C., Lippman, D., Lively, T., & White, C. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.

Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.

Cunningham, A. E., & Stanovich, K. (1998). What reading does for the mind. American Educator, 22, 8-15.

Curtis, M., & Longo, A. (1999). When adolescents can’t read: Methods and materials that work. Cambridge, MA: Brookline Books.

Curtis, M.E., & Longo, A.M. (2001, November). Teaching vocabulary to adolescents to improve comprehension. Reading Online, 5(4). Available:http://www.readingonline.org/articles/art_index.asp?HREF=curtis/index.html

D'Anna, C.A., Zechmeister, E. B., & Hall, J. W. (1991). Toward a meaningful definition of vocabulary size. Journal of Reading Behavior, 23, 109-122.

De Temple, J., & Snow, C. (2003). Learning words from books. In A. van Kleeck, S. Stahl & E. Bauer (Eds.), On Reading Books to Children (pp. 16-36.). Mahwah, NJ: Erlbaum.

Dickinson D., & Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104-122.

Dickinson, D., & Tabors, P. (2001). Beginning Literacy with Language. Baltimore: Paul H. Brookes.

Dole, J., Sloan, C., & Trathen, W. (1995). Teaching vocabulary within the context of literature. Journal of Reading, 38(6) 452-460.

Duin, A. H., & Graves, M. F. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22(3), 311-330.

Duin, A. H., & Graves, M. F. (1988). Teaching vocabulary as a writing prompt. Journal of Reading, 22, 204-121.

Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.

Foorman, B., Seals, L, Anthony, J., & Pollard-Durodola, S. (2003). A vocabulary enrichment program for third and fourth grade African-American Students: Description, implementation and impact. In B. Foorman (Ed.), Preventing and Treating Reading Disabilities: Bringing Science to Scale (pp. 419-441). Timonium, MD: York Press.

Fukkink, R. G., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68(4), 450-469.

Goerss, B., Beck, I., & McKeown, M. (1999). Increasing remedial students’ ability to derive word meaning from context. Reading Psychology, 20, 151-175.

Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11, 341-363.

Graves, M. F. (1986). Vocabulary learning and instruction. In E. Z. Rothkopf & L.C. Ehri (Eds.), Review of research in education, Vol. 13 (pp. 49-89). Washington, DC: American Educational Research Association.

Graves, M. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. Taylor, M. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 116-135. Newark, DE: International Reading Association.

Graves, M., Juel, C., & Graves, B. (2004). Teaching Reading in the 21st Century (3^rd edition). Boston: Allyn & Bacon.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday lives of young American children. Baltimore: Paul H. Brookes Publishing Co.

Huckin, T., Haynes, M., & Coady, J. (1993) Second language reading and vocabulary learning. Norwood, NJ: Ablex.

Jiménez, R., García, G., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.

Jordon, G. E., Snow, C., & Porche, M. (2000). Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy Skills. Reading Research Quarterly, 35(4), 524-546.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 445-464.

Krashen, S. (1993). The power of reading: Insights from the research. Englewood, Colorado: Libraries Unlimited, Inc.

Kuhn, M. R., & Stahl, S. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, 119-138.

McKeown, M. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20, 482-496.

McKeown, M. (1993). Creating definitions for young word learners. Reading Research Quarterly, 28 (1), 16-33.

McKeown, M., & Beck, I. (2003). Taking advantage of read-alouds to help children make sense of decontextualized language. In A. van Kleeck, S. Stahl & E. Bauer (Eds.), On Reading Books to Children (pp. 159-176.). Mahwah, NJ: Erlbaum.

McKeown, M., Beck, I, Omanson, R., & Perfetti, C. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15(1), 3-18.

McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.

McKeown, M., & Curtis, E. (Eds.). (1987). The nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum.

Miller, G., & Gildea, P. (1987). How children learn words. Scientific American, 257(3), 94-99.

Morris, D., Bloodgood, J., Lomax, R., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38(3), 302-328.

Nagy, W. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: ERIC/RCS, NCTE & IRA.

Nagy, W., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal,24, 237‑270.

Nagy, W., García, G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1993). Spanish-English bilingual students' use of cognates in English reading. Journal of Reading Behavior, 25, 241-259.

Nagy, W., McClure, E., & Mir, M. (1997) Linguistic transfer and the use of context by Spanish-English bilinguals. Applied Psycholinguistics, 18, 431-452.

Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (Eds.), Handbook of Reading Research: Volume III (pp. 269-284). Mahwah, NJ: Erlbaum.

Nagy, W., Winsor, P., Osborn, J., & O'Flahavan, J. (1993). Structural analysis: Guidelines for instruction. In Lehr, F., & Osborn, J. (Eds.), Reading, language, and literacy: Instruction for the twenty-first century. Hillsdale, NJ: Erlbaum, 45-58.

Nation, I. S. P. (1990). Teaching and learning vocabulary. Florence, KY: Heinle & Heinle.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-33.

RAND Reading Study Group (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RANDEducation.

Richek, M. A. (2005). Words are wonderful: Interactive, time-efficient strategies to teach meaning vocabulary. The Reading Teacher, 58(5), 414-423.

Robbins, C., & Ehri, L. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.

Ruddell, M., & Shearer, B. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: middle school at-risk students become avid word learners with the Vocabulary Self-collection Strategy (VSS). Journal of Adolescent and Adult Literacy, 45(4), 352-363.

Schmitt, N., & McCarthy, M. (1998). Vocabulary: Description, acquisition, and pedagogy. Cambridge: Cambridge University Press.

Scott, J, & Nagy, W. (1997). Understanding the definitions of unfamiliar verbs. Reading research Quarterly, 32, 184-200.

Scott, J. A., & Nagy, W. (2004). Developing word consciousness. In J. Baumann & E. Kame’enui (Eds.). Vocabulary instruction: Research to practice (pp. 201-217). New York: Guilford.

Snow, C. (1994). What is so hard about learning to read? A pragmatic analysis. In J. Duchan, L. Hewitt, & R. Sonnenmeier (Eds.), Pragmatics: From Theory to Practice (pp. 164-184). Englewood Cliffs, NJ: Prentice-Hall.

Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington: National Academy Press.

Stahl, S. (1986). Three principles of effective vocabulary instruction. Journal of Reading 29(7), 662-668.

Stahl, S. (1999). Vocabulary Development. Volume 2 in the series From Reading Research to Practice. Cambridge, MA: Brookline Books.

Stahl, S., Burdge, J., Machuga, M., & Stecyk, S. (1992). The effects of semantic grouping on learning word meaning. Reading Psychology, 13(1), 19-35.

Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.

Stahl, S., & Nagy, W. (2005). Teaching word meanings. Mahwah, NJ: Erlbaum.

Stanovich, K. (1993). Does reading make you smarter? Literacy and the development of verbal intelligence. In H. Reese (Ed.) Advances in child development and behavior (Vol. 24, pp. 133-180). San Diego, CA: Academic Press.

Swanborn, M. S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69(3), 261-285.

Tovani, C. (2000). I read it, but I don’t get it: comprehension strategies for adolescent readers. Portland, ME: Stenhouse.

van Kleeck, A., Stahl, S., & Bauer, E. (Eds.) (2003). On reading books to children. Mahwah, NJ: Erlbaum.

Watts, S. M. (1995). Vocabulary instruction during reading lessons in six classrooms. Journal of Reading Behavior, 27(3), 399-424.

White, T., Graves, M.,, & Slater, W. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology 82, 281-290.

White, T., Power, M., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.

White, T., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.

On the role of context in first- and second-language vocabulary learning (1995)

William E. Nagy website
Technical Report Nr. 627
Center for the Study of Reading
University of Illinois at Urbana-Champaign


Bajar pdf AQUÍ

Nagy, W. (1995). On the role of context in first-and second-language vocabulary learning.

ABSTRACT

The importance of context in vocabulary learning is evident from two common-sense observations: what a word means often depends on the context in which it is used, and people pick up much of their vocabulary knowledge from context, apart from explicit instruction.

Available evidence supports a relatively strong version of each of these observations.

Research in learning words from context reveals significant limitations of "guessing meanings from context" as a means of learning words. A single encounter with an unfamiliar word in context seldom reveals more than a fraction of the word's meaning.

However, evidence can also be found that shows the limitations of decontextualized forms of vocabulary learning.

Though wide reading cannot be viewed as a panacea, there is good reason to consider it a necessary condition for the development of a large reading vocabulary.

Although the limits of contextual guessing must be recognized, context remains an important source of information.

And although learning from context is demonstrably more difficult in a second language, second-language readers gain significant word knowledge simply from reading, and increasing their volume of reading produces significant gains in vocabulary knowledge and other aspects of linguistic proficiency.

Effective use of context to disambiguate words, or to infer the meanings of unfamiliar words, depends on a variety of types of knowledge--world knowledge, linguistic knowledge, and strategic knowledge.

To some extent, world knowledge and strategic knowledge can help compensate for limitations in second-language learners' linguistic knowledge.

Vocabulary: description, acquisition and pedagogy (1997)

Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.


Vista previa GoogleBooks

The influence of English language and Spanish language captions on foreign language listening/reading comprehension (2003)

Paul Markham, Website

Lizette Peter, Website

Markham, P., Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.

ABSTRACT (De paga así que no hay más que el abstract Ver Aquí)

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension.

El propósito de este estudio fueinvestigar los efectos del uso de una pista de audio en español con captions en español, captions en inglés o sin captions, en la comprensión auditiva/lectora de estudiantes universitarios de nivel intermedio de español como lengua extranjera.

A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission.

The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test.

The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test.

The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

The Natural Approach: Language Acquisition in the Classroom (1983)

Krashen, S. Terrel, T.(1983). The natural approach. San Francisco: Alemany Press.

ABSTRACT

The theory and methods of the natural approach to language acquisition in the classroom are described. The natural approach is based on the theory that language acquisition occurs only when students receive comprehensible input. The emphasis is on reading and listening comprehension for beginning students.

The seven chapters cover 

(1) language teaching approaches, 

(2) second language acquisition theory, 

(3) classroom implications of the theory, 

(4) how to begin using the natural approach, 

(5) oral communication development through acquisition activities, 

(6) additional sources of input for acquisition, and 

(7) testing and classroom management. 

Curriculum organization, classroom activities, management of classroom activities, the role of reading in the natural approach, homework, vocabulary, and error correction are also discussed. (RW)

The Natural Approach

Este enfoque fue desarrollado por Tracy Terrell y Stephen Krashen a partir del año 1977.  Ha sido bastante influyente en la enseñanza del idioma inglés como segunda lengua en Estados Unidos y como lengua extranjera en el resto del mundo.

Detrás de esta visión se encuentra un enfoque comunicativo de la enseñanza de idiomas.  Se presta un énfasis particular al lenguaje como un conjunto de mensajes que se pueden comprender.

Respecto del la teoría del aprendizaje que subyace a este enfoque, el Natural Approach se basa en las siguientes premisas:

1) La adquisición de una lengua (un proceso inconsciente desarrollado a través del uso del lenguaje de manera significativa) difiere del aprendizaje de una lengua (el aprendizaje consciente o el descubrimiento de reglas acerca de una lengua). Solo a través de la adquisición de una lengua es que se logra la competencia (hipótesis de la adquisición/aprendizaje)

2) El aprendizaje consciente opera solo como un monitor o editor que chequea o repara el output de lo que se ha adquirido (hipótesis del monitor)

3) Las estructuras gramaticales se adquieren en un orden predecible.  No da resultados tratar de aprenderlas en un orden diferente (hipótesis del orden natural).

4)Las personas adquieren el lenguaje de mejor manera al interactuar [*] con mensajes que se encuentran un tanto más allá de su estado actual de competencia (hipótesis del input).

5) El estado emocional del aprendiente actua como filtro que impide o bloquea el input necesario para la adquisición (hipótesis del filtro afectivo).

Traducción libre. Original AQUÍ 

Teaching lexis to EFL students: a review of current perspectives and methods (2004)

Lee, S. (2004). Teaching lexis to EFL students: a review of current perspectives and methods. ARECLS E-Journal, 1(1).

Artículo AQUÍ

ABSTRACT

EFL learners spend a significant time learning lexis. However, it is difficult to utilise vocabulary in authentic situations since textbooks are unable to offer sufficient information on usage. The literature reviewed here proposes a new approach to content and methodology, which claims to be crucially relevant to both teachers and textbook writers. After briefly reviewing some of the reasons for placing emphasis on lexis over grammar, pedagogical implications for L2 vocabulary teaching will be discussed in terms of content and methodologies. For textbook writers and teachers, it is important to not only present those lexical elements which are essential for accurate and fluent use of the language, such as fixed expressions and lexical patterns (thus answering the question of what lexis to teach?), but also to attempt to design some activities that raise learners' consciousness (thus offering suggestions as to 'how to teach lexis'). By doing so, they encourage learners to realise that lexical items can work as useful tools to help produce more accurate and fluent utterances in authentic situations.

Closed-captioned television: A new tool for reading instruction (1985)

Koskinen, P., Wilson, R., Jensema, C. (1985). Closed-captioned television: A new tool for reading instruction. Reading World, 24, 1-7.


ABSTRACT

A brief narrative description of the journal article, document, or resource. Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers.

Captioned television and the vocabulary acquisition of adult second language correctional facility residents (1996)

Koskinen, P, Knable, J., Markham, P., Jensema, C., & Kane, K. (1996). Captioned television and the vocabulary acquisition of adult second language correctional facility residents. Journal of Educational Technology Systems, 24, 359-373.


ABSTRACT

The purpose of this study was to examine the effects of captioned television on the incidental vocabulary acquisition of seventy-two inmates of a Pennsylvania correctional facility. Participants viewed nine science information segments over a period of nine weeks. They were randomly assigned to one of two groups. One group of inmates was exposed to the science video segments with captions and the other group viewed the same science video material without captions. No definitions or explanations of the target science words were given during the brief science orientation sessions that took place on a weekly basis. Three posttests were administered to assess the participants' acquisition of the targeted vocabulary words. The tests consisted of word recognition, sentence anomaly, and word meaning measures. A brief television viewing questionnaire was also developed to assess the participants' perception of knowledge gained via the science videos and their opinion of the use of captions with such material. The results revealed no significant differences between the two groups on the word recognition and ...

Current research and practice in teaching vocabulary (1998)

Hunt, A., & Beglar, D. (1998) Current research and practice in teaching vocabulary. The Language Teacher Online, 22(1), 1-9.

Artículo AQUÍ

Vocabulary learning in an automated graded reading program (2007)

Huang, H., & Liou, H. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64-82.

Bajar pdf AQUÍ

ABSTRACT

Adult L2 learners are often encouraged to acquire new words through reading in order to promote language proficiency. Yet preparing suitable reading texts is often a challenge for teachers because the chosen texts must have a high percentage of words familiar to specific groups of learners in order to allow the inference of word meanings from context. With the help of word lists research and advances in quantitative corpus analyses using word frequency computer programs, this study selected sixteen articles from the computer corpus of a local Chinese-English magazine and used them to construct an online English extensive reading program. A preliminary assessment of the reading program was conducted with 38 college students over twelve weeks based upon vocabulary gains from a pretest to a posttest. The results showed that learners improved their vocabulary scores after using the reading program. The online extensive reading syllabus demonstrated that such a design for a reading program is technically feasible and pedagogically beneficial and provides value in both vocabulary gains and learner satisfaction.

The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students (2000)

Hsin-Chuan Huang and David E. Eskey


Huang, H., & Eskey, D. (2000). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students. Educational Technology Systems, 28, 75-96.

Abstract:

This study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. Since vocabulary/phrase acquisition and comprehension are main factors that influence the success/failure of listening comprehension, this research also examined the effects of CCTV on these two subscales. The correlations between the listening comprehension and other factors--starting age of ESL instruction, length of time in the United States, length of ESL instruction, length of time in private language schools, length of time with tutors, and length of time traveling in English speaking countries-- were inspected as well. Subjects perceptions of the effects of CCTV on ESL learning were also covered in the study. The results of the research showed that CCTV helped ESL students general comprehension, vocabulary acquisition, and listening comprehension. However, all other factors examined in the study, such as age of starting ESL instruction, length of ESL instruction, etc., did not correlate with the listening comprehension test.

Subtitling and Translation

Beyond a Clockwork Orange: Acquiring second language vocabulary through reading (1998)

Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-223.

Artículo AQUÍ

ABSTRACT

This replication study demonstrates that second language learners recognized the meanings of new words and built associations between them as a result of comprehension-focused extensive reading. A carefully controlled book-length reading treatment resulted in more incidental word learning and a higher pick-up rate than previous studies with shorter tasks. The longer text also made it possible to explain incidental learning growth in terms of frequency of occurrence of words in the text. But the general frequency of a word was not found to make the word more learnable. Findings also suggested that subjects with larger L2 vocabulary sizes had greater incidental word learning gains. Implications for incidental acquisition as a strategy for vocabulary growth are discussed.

Reading with closed-captioned TV

Goldman, M., & Goldman, S. (1988). Reading with closed-captioned TV. Journal of Reading, 31, 458-461.


Abstract

Describes the use of close-captioned television to motivate high school remedial readers, who must read the captions in order to understand the story.

THE EFFECT OF MULTIMEDIA ANNOTATION MODES ON L2 VOCABULARY ACQUISITION: A COMPARATIVE STUDY.
Language, Learning & Technology
| January 01, 2001 | Al-Seghayer, Khalid

http://llt.msu.edu/vol5num1/alseghayer/default.pdf

ABSTRACT

One aspect of second language teaching via multimedia to have received attention over the past few years is the impact of glossing individual vocabulary words through different modalities. This study examines which of the image modalities -- dynamic video or still picture -- is more effective in aiding vocabulary acquisition. The participants, 30 ESL students, were introduced to a hypermedia-learning program, designed by the researcher for reading comprehension. The program provides users reading a narrative English text with a variety of glosses or annotations for words in the form of printed text, graphics, video, and sound, all of which are intended to aid in the understanding and learning of unknown words. A within-subject design was used in this study with 30 participants being measured under three conditions: printed text definition alone, printed text definition coupled with still pictures, and printed text definition coupled with video clips. In order to assess the efficacy of each mode, a vocabulary test was designed and administered to participants after they had read the English narrative. Two types of tests were administered: recognition and production. In addition, a face-to-face interview was conducted, and questionnaires were distributed. Results of the both tests were analyzed using analysis of variance procedures. The investigation has yielded the conclusion that a video clip is more effective in teaching unknown vocabulary words than a still picture. Among the suggested factors that explain such a result are that video better builds a mental image, better creates curiosity leading to increased concentration, and embodies an advantageous combination of modalities (vivid or dynamic image, sound, and printed text).

INTRODUCTION

In the realm of second language acquisition (SLA), the most recent effort to enhance the process of language learning has involved computer technology. In this regard, Garrett (1989) points out that the adoption of computer technology in foreign language education is part of a larger phenomenon known as the "new humanism" and "represents one of the most exciting developments coming out of the participation of advanced technology in education." Garrett contends that "new humanism" is an attitude whereby technology helps to integrate the efforts of researchers from different fields. Technology enables the humanists to investigate traditional concerns in novel approaches, exploiting technology potential to build on the values of a given sphere and to create " principled connections" among the discipline of the humanities (p. 104).

Since the initial introduction of computers into the field of second/foreign language education, a large number of practitioners have concurred that this technology holds great potential for language learning (Levy, 1997; Muyskens, 1997; Pennington, 1996; Warschauer, 1996; Warschauer & Healey, 1998). This belief leads to what is known as Computer-Assisted Language Learning, more commonly referred to as CALL. Even though the field is still young, many language educators are endorsing its use as an essential component in language teaching. Embracing the use of computers seems to be due to the fact that computers are capable of performing multiple tasks and thus are more than simply text processors. The computer can organize, select, and present multiple sensory components.

Among the concerns often raised in the domain of CALL is how to use the potential of a computer to enhance the language learning process and how to use different media types in teaching and learning. The concern has been narrowed to the investigation of the efficacy of presenting information using multiple modalities, such as text, audio, still picture, and dynamic videos in the field of SLA. An area that has recently received attention is the impact of glossing individual vocabulary via annotations embodied by different modes and media. Researchers were inspired by the premise that a variety of glosses for words in various modalities, such as printed text, graphics, dynamic video, and sound, might have differing capacities to facilitate vocabulary acquisition and retention. (Chun & Plass, 1996; Davis & Lyman-Hager, 1997; Lyman-Hager, Davis, Burnett, & Chennault,1993; Martinez-Lage, 1997).

In the context of second language vocabulary acquisition, this study investigates the relative efficacy of two different annotation modes in a multimedia environment: the printed text definition coupled with a still picture,and the printed text definition coupled with a dynamic video clip. The study's focal issue is to determine which mode of imagery -- still picture or dynamic video -- is more effective in aiding vocabulary acquisition.

A comparison of vocabulary acquisition in audio and video contexts

Duquette, L., & Painchaud, G. (1996). A comparison of vocabulary acquisition in audio and video contexts. The Canadian Modern Language Review, 53 (1), 143-172.



Abstract

Examines the effects of different kinds of rich contexts for vocabulary learning based on second language oral input. The article compares the number and kinds of words learned through exposure to a dialogue or video, or by first listening to an oral account of the dialogue situation and then hearing the audio soundtrack without visual support.

The use of video as an audio-visual material in foreign language teaching classroom (2006)

Çakır, İ. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology- TOJET, 5(4), article 9.



ABSTRACT

In recent years, a great tendency towards the use of technology and its integration into the curriculum has gained a great importance. Particularly, the use of video as an audio-visual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language. Keeping all this in mind, the purpose of this article was to provide the required information for foreign language teachers (FLT) so that they can make use of video efficiently in the classroom. Reasons for video implication in FLT classroom and teacher’s role in this process have been revealed along with some practical techniques for video implication.

Descargar artículo AQUÍ

Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment (2007)

Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology- TOJET, 6(1), article 5. Retrieved January 1, 2009.

ABSTRACT

Factors predicting vocabulary learning and reading comprehension of advanced language learners of English in a linear multimedia text were investigated in the current study.

Predictor variables of interest were multimedia type, reading proficiency, learning styles, topic interest and background knowledge about the topic. The outcome variables of interest were vocabulary and reading comprehension scores.

Participants were 69 undergraduates enrolled at the foreign language teaching department of a Turkish university. Participants were randomly assigned to three different forms of an authentic electronic text, which differed from each other based on the type of multimedia: (a) definition of words, (b) definitions coupled with pictures, and (c) definitions coupled with short movies. The participants were given the text to read for general comprehension and were given an unannounced vocabulary test along with a reading comprehension test.

Multiple regression analyses with vocabulary scores and reading scores as the criterion variables and the independent variables as the predictors served to reveal whether a relationship existed between the independent and dependent variables.

Findings suggest that annotation type, reading ability and prior topical knowledge are important variables contributing to vocabulary learning whilst reading ability and learning styles (visual score) are important variables contributing to reading comprehension in a hypermedia environment.

Variables Predicting Foreign Language Reding Comprehension and Vocab Acquisition in a Linear Hypermedia Env...

The nature of vocabulary acquisition

M.G. McKeown & M.E. Curtis, (Eds), The nature of vocabulary acquisition, (89–105). Hillsdale, NJ: Lawrence Erlbaum.



Preview:

http://www.questia.com/PM.qst?a=o&d=51228746

Assessing second language vocabulary knowledge: Depth versus breadth (1996)

Wesche, M. & Paribakht, T.S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53 (1), 13-40.

Abstract

Provides a detailed analysis of techniques used for second language vocabulary assessment and the implied assumptions about the underlying construct of vocabulary knowledge. The article notes that existing measures of vocabulary size are uninformative as to the depth of knowledge that learners have about particular words. (56 references) (Author/CK)

Improving vocabulary acquisition by designing a storytelling robot.

Wu, C., Chang, C., Liu, B., & Chen, G. (2008). Improving vocabulary acquisition by designing a storytelling robot. Advanced Learning Technologies, 498-500.


Abstract

From the review of many literatures, it is considered that there are still prevailing obstacles for second language learners due to insufficient vocabulary. Fortunately, there is a way to increase one’s vocabulary by means of extensive reading realizing stories. The research tries to utilize robot as a medium to design a pressure-free and intriguing learning system. It is a learning method imitating TPRS that enables learners to design a personal storytelling robot. The learners proceed with extensive reading during the process of designing a storytelling robot and achieve vocabulary acquisition through designing the movements of robots corresponded to the vocabulary by themselves. Our research is in a preliminary stage of realizing users’ responses. Ten learners from graduate school students of National Central University Department of Computer Science and Information Engineering, the result of tests and interviews will be the basis of further mass amount experiments and improvement.

Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency (2005)

Zareva, A. (2005). Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System, 33(4), 547-562.


Abstract

The study presented in this paper was conducted within the theoretical framework of the three-dimensional global-trait model of lexical knowledge proposed by [Henrikson, B. 1999. Three dimensions of vocabulary development. Studies in Second Language Acquisition 21, pp. 303–317], consisting of breadth, depth, and receptive-productive dimensions. The experiment empirically tested the practical effectiveness of the framework to account for differences in the vocabulary knowledge of three groups of participants: NSs of English (n = 30), L2 advanced (n = 17) and intermediate learners (n = 17). In addition, it was of interest to find out the degree to which five commonly used predictors of lexical competence, i.e., self-reported knowledge of words, vocabulary size, knowledge of words from various frequency bands, native-like commonality of associations, and number of associations, could help explain the greatest amount of variance in participants’ actual knowledge of words. The expectation was that such an analysis would also allow for identifying the smallest and practically most efficient set of predictors of both NSs’ and L2 learners’ overall state of the lexicon and, respectively, of their lexical development with an increase in proficiency. To address the research questions, two statistical procedures were used: multiple regression analysis, which is frequently employed for predictive purposes, and all possible regressions, which is one of several procedures used for identifying the most efficient predictors from a pool of variables. The regression analysis pointed to a statistically significant relationship between participants’ actual knowledge of words and the five predictors. All possible regressions revealed that the smallest “best” set of predictors of lexical knowledge across the three groups was a two-predictor model consisting of verifiable self-report and vocabulary size. The implications of the research findings are discussed from the practical perspective of using discrete item tests for vocabulary knowledge assessment of L2 learners at higher levels of proficiency.

Evaluating the use of captioned video materials in advanced foreign language learning (1991)

Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24 (3), 239–250.

ABSTRACT

As increasing numbers of foreign language programs begin to integrate video materials into their curricula, more attention is being focused on ways and means to optimize the student's comprehension of the language of film and television segments. This article reports on the results of research conducted to evaluate the use of captioning (on-screen target language subtitles) as a pedagogical aid to facilitate the use of authentic video materials in the foreign language classroom, especially in advanced or upper-level courses. Using Russian and ESL as target languages, the data collected strongly support a positive correlation between the presence of captions and increased comprehension of the linguistic content of the video material, suggesting the use of captions to bridge the gap between the learner's competence in reading and listening. The paper includes a detailed description of the research methodology, implementation, data analysis, and conclusions. A discussion of the results and suggestions for further research are also included.

Reversed subtitling and dual coding theory: New directions for foreign language instruction (1992)

Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497–527.





ABSTRACT

The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). The beginning and intermediate French college students selected for the study were tested on vocabulary recall after watching a five-minute video excerpt of French in Action. The success of reversed subtitling, which proved to be the most beneficial condition, can be explained by the way translation facilitates foreign language encoding. Retrieval is also enhanced by the multiple memory paths created by the visual and bilingual input (Paivio's bilingual dual coding model, 1986). Dual processing in the bimodal input condition also gave positive results. Based on the results of this study, a model integrating both reversed subtitling and bimodal input into a complete curriculum is advocated.

Practical aspects of using video in the foreign language (2002)

Wilson, C. C. (2002). Practical aspects of using video in the foreign language classroom. The TESL Journal, 5 (11).

El artículo completo AQUÍ

The value of teletext subtitling in language learning.

Vanderplank, R. (1988). The value of teletext subtitling in language learning. ELT Journal, 42, 272-281.

ABSTRACT

In this study, fifteen European learners of English, between high-intermediate and post-proficiency level, watched nine hour-long sessions of BBC general output television programmes with CEEFAX English language subtitles. The aim of the study was to investigate the potential benefits to be gained in terms of language learning from watching sub-titled programmes. The subjects provided detailed feedback on language gained from the programmes, on their reactions to the sub-titles, on strategies used in exploiting the sub-titles, on levels of anxiety, on the comprehensibility of the sound and text, and on the programmes themselves. The subjects also undertook a limited number of language-oriented activities connected with the programmes. Subjects reported that they found the sub-titles useful and beneficial to their language development and that they were able to develop strategies and techniques for using sub-titles flexibly and according to need. The findings suggested that sub-titled programmes may be of limited value for low-level learners, but may provide large amounts of comprehensible input for post-intermediate-level learners. The findings also indicated that sub-titles promote a low affective filter, encourage conscious language learning in ‘literate’ learners, and, paradoxically, release spare language-processing capacity.

Gains to language learners from viewing target language closed-captioned films (2004)

Stewart, M. A., & I. Pertusa. (2004). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, 37 (3), 438-447

ABSTRACT

In an effort to facilitate students' understanding of films in the target language, many instructors turn to films with English subtitles. Viewing films subtitled in English does not encourage learners to use their previously acquired listening skills, but rather allows them to rely on reading English instead of making the extra effort required to follow what they hear in the target language.Current DVD technology offers another option: watching foreign language films closed-captioned in the target language, which provides visual reinforcement of what students are hearing. In a comparison study of gains in vocabulary recognition made by students in intermediate Spanish conversation classes viewing films with English subtitles and others watching the same films with Spanish closed captioning we found slight differences. However, surveys of student reactions pointed to a number of possible benefits for language learners of watching closed-captioned films in the target language. These merit further investigation.

Nonverbatim captioning in Dutch television programs: A text linguistic approach (2005)

Schilperoord, J., V. Groot & N.V. Son (2005). Nonverbatim captioning in Dutch television programs: A text linguistic approach. Journal of Deaf Studies and Deaf Education, 10, 402-416.

Bajar pdf AQUÍ

Lessons from television: Children's word learning when viewing (1988)

Rice, M.L., & L. Woodsmall. (1988). Lessons from television: Children's word learning when viewing. Child Development, 59, 420 – 429.

ABSTRACT

This study investigated whether or not preschoolers can learn novel words when viewing television. A total of 61 preschool children, ages 3 and 5, were assigned to either an experimental or control group. A 15-minute television program was prepared with two different voice-over narrations. The experimental version featured 20 different novel words, five each in the four categories of object, action, attribute, and affective state words. The control version was the same except that familiar words were substituted for the novel words. Subjects viewed the program on two occasions. Comprehension was tested before and after viewing. The Peabody Picture Vocabulary Test - Revised (PPVT-R) was administered prior to viewing as an index of general vocabulary learning ability. Results indicated that, when pre-test comprehension and PPVT-R scores were controlled, the experimental group performed better than the controls on the total post-viewing comprehension score. Group differences were apparent for object, action, and attribute words. The 5 year olds were more accurate than the 3 year olds on the total score and object and attribute words. The easiest words to learn were object and attribute words. Generally, findings confirm the everyday observation that preschoolers can "pick up" new words with a minimum of exposure and a minimum of tutorial assistance.

Captioning effects on television news learning (1987)

Reese, S.D., & W.R. Davie. (1987). Captioning effects on television news learning. Paper presented to the Radio-Television Journalism of the Association for Education in Journalism and Mass Communication Annual Conderence, San Antonio,Texas. Retrieved (2008)

Bajar pdf AQUÍ

Visual-verbal redundancy effects on television news learning (1984)

Reese, S. D. (1984). Visual-verbal redundancy effects on television news learning. Journal of Broadcasting, 28, 79-87.

Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students (1992)

Neuman, S. B, & P. Koskinen. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 95 – 106.

Bajar pdf AQUÍ

Captioned videotapes and second language listening word recognition (1999)

Markham, P. (1999). Captioned videotapes and second language listening word recognition. Foreign Language Annals, 32 (3), 321 – 328.

ABSTRACT

The purpose of this study was to examine the effects of captioned videotapes on advanced, university-level ESL students' listening word recognition. A total of 118 ESL students participated in the study. The videotaped materials consisted of episodes from two separate educational television programs concerning whales and the civil rights movement. The results for both passages revealed that the availability of captions significantly improved the ESL students' ability to recognize words on the videotapes that also appeared on the subsequent listening-only (listening stems and alternatives) multiple-choice tests. Recommendations for using captions to enhance second language student listening and reading comprehension are included.

Subtitled movie DVDs in foreign language learning.

Kusumarasdyati (2005). Subtitled movie DVDs in foreign language learning. KUS06105. Retrieved (2008)

Bajar pdf AQUÍ

The Effectiveness of Television Captioning on Comprehension and Preference (1995)

Kirkland, C. E., et al. (1995). American Educational Research Association, San franncisco. Retrieved (2008)

Bajar pdf AQUÍ

Using DVD feature films in the EFL classroom (2002)

King, J. (2002).

Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15 (5), 509-523.

Memory processes in media effects (1985)

Kellerman, K. (1985). Memory processes in media effects. Communication Research, 12, 83-131.

Click en la foto para ingresar.

Help options and multimedia listening: students' use of subtitles and the transcript (2007)

Grgurovic, M. & V. Hegelheimer. (2007). Help options and multimedia listening: students' use of subtitles and the transcript. Language Learning and Technology, 11
(1), 45-66

Bajar pdf AQUÍ

The effect of subtitles on film understanding (2005)

Grignon, P. , J. M. Lavaur & N. Blanc. (2005). The effect of subtitles on film understanding.

Bajar pdf AQUÍ

Fragments of reality: an experiment with news and TV visuals. Swedish Broadcasting Corporation, Audience and Programme Research Department (1976)

Findahl, O. & B. Hoijer. (1976). Fragments of reality: an experiment with news and TV visuals. Swedish Broadcasting Corporation, Audience and Programme Research Department.

Studies of news from the perspective of human comprehension (1981)

Findahl, O. & B. Hoijer. (1981). Studies of news from the perspective of human comprehension.


Language in the age of satellite television ...