Selecting, Speaking and Saving: Applying Vocabulary Self-Collection Strategy in ESL Classroom at Intermediate Level at NUML

Tahira Sameen, Amina Ayaz
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Abstract

This particular research was conducted under the light of Martha Rapp Haggard’s vocabulary approach known as Vocabulary Self-Collection Strategy (VSS). The aim of this particular research was to enhance the active usage of vocabulary in learners with the help of VSS.  Moreover, the current study was based on the role of VSS in an English language learning classroom at intermediate level. A diagnostic pre-test was conducted on the ‘vocabulary self-collection group’ and the ‘controlled group’. The two groups were enrolled in two sections of the same reading and writing course of this diploma course. The learners who belonged to ‘vocabulary self-collection group’ were asked to self-collect words to improve their vocabulary, whereas the ‘controlled group’ was taught the vocabulary in usual manner. After two weeks of practice, the unseen post-test was administered from both the groups. The performance of both groups in the post-test was statistically analyzed and the results were quite optimistic, as vocabulary self-collection group outperformed the controlled group. The participants of this research were the researchers and the students of the intermediate level, from diploma classes at NUML. This particular research was based on qualitative and quantitative data. The quantitative data was gathered through the pre-test and the post-test and the qualitative data was attained by the observation of the researcher who analyzed the scores. The research tools were lesson plans, pre-test, and post-test. The current study material used in this course were five illustrated texts for intermediate level and vocabulary journals of the students. The sample size included 46 students of diploma level from National University of Modern Languages, Islamabad. The implementation of this particular strategy led to several improvements. Firstly, vocabulary of the learners improved and also it became a part of their active memory. Furthermore, it helped learners to define the words properly that were not known to them before, based on the context of the given text. Finally, group discussion activity improved ‘student-student interaction’ and ‘student-teacher interaction’ in the class. Keywords: active, vocabulary, vocabulary self-collection strategy, VSS  
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选择、说、存:词汇自我收集策略在南京外国语大学中级英语课堂中的应用
这项特殊的研究是在玛莎·拉普·哈格德的词汇方法——词汇自我收集策略(VSS)的指导下进行的。本研究的目的是在VSS的帮助下提高学习者对词汇的主动使用。此外,本研究是基于VSS在中级英语课堂学习中的作用。对“词汇自我收集组”和“对照组”进行诊断性预测试。这两组学生分别参加了本文凭课程的同一阅读和写作课程的两个部分。属于“词汇自我收集组”的学习者被要求自我收集词汇来提高他们的词汇量,而“对照组”的学习者则以常规的方式学习词汇。经过两周的练习,两组都进行了看不见的后测。对两组的后测成绩进行统计分析,结果均较为乐观,词汇自我收集组的表现优于对照组。本研究的参与者是南京师范大学毕业班的研究人员和中级水平的学生。这项研究是基于定性和定量的数据。定量数据通过前测和后测收集,定性数据通过分析分数的研究者的观察获得。研究工具是课程计划、测试前和测试后。本课程目前使用的学习材料是五篇中级水平的图文课文和学生的词汇日志。样本包括来自伊斯兰堡国立现代语言大学的46名文凭水平的学生。这一特殊战略的实施带来了几项改进。首先,学习者的词汇量得到了提高,并成为他们主动记忆的一部分。此外,它还帮助学习者根据给定文本的上下文正确地定义以前不知道的单词。最后,小组讨论活动提高了课堂上的“学生与学生互动”和“学生与老师互动”。关键词:主动词汇自我收集策略VSS
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28 weeks
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