國立虎尾科技大學 |

Comprehensible Input for Second Language Vocabulary Acquisition.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comprehensible Input for Second Language Vocabulary Acquisition./
作者:	Spitzer, David A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	165 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Foreign language instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30636106
ISBN:	9798380612227

Comprehensible Input for Second Language Vocabulary Acquisition.
Spitzer, David A.

Comprehensible Input for Second Language Vocabulary Acquisition. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 165 p.

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--Northcentral University, 2023.

This item must not be sold to any third party vendors.

Foreign language instructional methodologies have not changed significantly in the United States over the past few decades. This experimental quantitative study measured the efficacy of comprehensible input techniques compared with rote memorization for learning vocabulary words in Japanese. Comprehensible input is a theory of second language acquisition developed by the linguist Stephen Krashen, while rote memorization relies on repeating translated word pairs. Four hundred and forty-six English-speaking participants with little to no exposure to the Japanese language were randomly assigned to a learning group. Using Brainscape, an online platform, both groups practiced 50 Japanese nouns for two weeks. Learning was measured online using Phonic an online survey tool capable of recording spoken responses. The results were scored, resulting in an aggregate score and two derived scores: acquisition speed and acquisition fidelity. Aggregate scores ranged from 0-100 (each word scored 0=no recall, 1=imperfect recall, 2=perfect recall, and summed). Speed scores were calculated based on the number of words recalled during the test, both mispronounced but understandable or pronounced perfectly (scored a 1 or 2), and fidelity scores reflected the number of words recalled with perfect pronunciation (score of 2). A Wilcoxon signed-ranks test indicated that the mean comprehensible input scores for acquisition speed (M = 38.61) were statistically significantly higher than the mean rote-memorization scores (M = 35.08) Z = 3.471, p < .001, r = .232. A second Wilcoxon signed-ranks test indicated that the mean comprehensible input scores for fidelity (M = 29.49) were statistically significantly higher than the mean rote-memorization scores (M = 24.74) Z = 3.729, p < .001, r = .250. Future research is needed to investigate comprehensible input techniques beyond vocabulary such as grammar and other components of language learning.

ISBN: 9798380612227Subjects--Topical Terms:

1241370
Foreign language instruction.
Subjects--Index Terms:

Comprehensible

Comprehensible Input for Second Language Vocabulary Acquisition.
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500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Ackerman, Michelle.
502 $a Thesis (Ph.D.)--Northcentral University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Foreign language instructional methodologies have not changed significantly in the United States over the past few decades. This experimental quantitative study measured the efficacy of comprehensible input techniques compared with rote memorization for learning vocabulary words in Japanese. Comprehensible input is a theory of second language acquisition developed by the linguist Stephen Krashen, while rote memorization relies on repeating translated word pairs. Four hundred and forty-six English-speaking participants with little to no exposure to the Japanese language were randomly assigned to a learning group. Using Brainscape, an online platform, both groups practiced 50 Japanese nouns for two weeks. Learning was measured online using Phonic an online survey tool capable of recording spoken responses. The results were scored, resulting in an aggregate score and two derived scores: acquisition speed and acquisition fidelity. Aggregate scores ranged from 0-100 (each word scored 0=no recall, 1=imperfect recall, 2=perfect recall, and summed). Speed scores were calculated based on the number of words recalled during the test, both mispronounced but understandable or pronounced perfectly (scored a 1 or 2), and fidelity scores reflected the number of words recalled with perfect pronunciation (score of 2). A Wilcoxon signed-ranks test indicated that the mean comprehensible input scores for acquisition speed (M = 38.61) were statistically significantly higher than the mean rote-memorization scores (M = 35.08) Z = 3.471, p < .001, r = .232. A second Wilcoxon signed-ranks test indicated that the mean comprehensible input scores for fidelity (M = 29.49) were statistically significantly higher than the mean rote-memorization scores (M = 24.74) Z = 3.729, p < .001, r = .250. Future research is needed to investigate comprehensible input techniques beyond vocabulary such as grammar and other components of language learning.
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