Should vocabulary instruction be integrated or isolated?
description
Transcript of Should vocabulary instruction be integrated or isolated?
ELIF GENÇSEZEN SAVAŞ
Should vocabulary instruction be integrated or isolated?
OutlineRecall of isolated and integrated
vocabulary instructionsOur studyResults of the studyDiscussionRecommendationLimitation
PURPOSEto elaborate on which type of FFI (Form
Focused Instruction) (isolated or integrated) is more effective for learning new vocabulary through reading.
to investigate the effectiveness of integrated and isolated vocabulary teaching
Types of form-focused instruction
In a reading lesson, form-focused instruction can be done in two ways:
integrated vocabulary instructionisolated vocabulary instruction
Integrated FFILearners first engage in meaning; then
explore some linguistic features
Occasional shift of attention to form
Linguistic features are explored in contexts
Isolated FFIPrimary attention to form
Most attention to form
Pre-selected in the syllabus
Forms are taught in isolation
Form-focus Instruction andReceptive & Productive
We assume that integrated vocabulary instruction develops receptive skills as students are not given enough time to use the words and produce sentences. They interpret the new words as a comprehensive aid.
As isolated vocabulary instruction provides learners additional time and opportunities for productive use, it offers greater depth of vocabulary learning. Therefore, it promotes better productive skills.
DEPEND (v)To need someone
or sth in order to happen.
dependence (n)dependent X
independent (adj)
Whether or not we go to Spain for our holiday depends on the cost.
Sentence production tasks taught and assigned
Our studyFive teachers prepared presentations for each
unit in Reading Explorer Intro.Some words-especially difficult ones- were
taught as isolated, while others as integrated. Target words were graded according to their
difficulties and frequency of their usage by these five instructors
The most difficult and also the least often used words were chosen.
Two tests were prepared for both isolated and integrated taught words as receptive and productive.
Our study
95 words were taught as isolated and 31 of them were asked in the test
135 words were taught as integrated and 31 of them were asked in the test
Tests were distributed to these five classes70 students answered the questions
The Test What meaning does this word
form signal?1. This new drug could be an important step
against cancer.A) The act of lifting one foot and putting it
down on a different part of ground.B) A stage in a process.C) One of the surfaces that you walk on when
you go up or down stairs.
Isolated- receptive
The Test What word form can be used to
express this meaning?Whole(n):
…………………………………………………….
Indeed(adv): ……………………………………………………
Integrated - productive
Analysis of the dataWe collected the tests from the students.We divided the tests into two groups as
isolated and integrated.At the first step, each of us checked one
group’s answers.As a second step, we changed the tests
and checked for the second time.
Analysis of the data
We prepared a chart to record the results.There were 8 parts in each of the tests. We recorded the correct answers for each
part.Finally, we got the total number of correct
answers as receptive and productive
ISOLATED RECEPTIVE TOTALPRODUCTIVE TOTAL
A (4) C(5) E (3) G (3) 230 B (4) D (5) F (4) H (3) 452
STUDENT 1 3 2 0 2 1 3 1
1 2 0 0 4 2 2 1
1 1 0 0 1 3 3 0
3 4 4 1 1 2 4 0
3 3 0 0 1 1 3 0
1 2 0 0 0 2 2 0
2 3 0 1 3 0 1 0
2 4 0 1 3 2 2 2
Results of The StudyThe type of vocabulary instruction
Isolated VI
The number of words taught in class
95
The number of words tested in tests
31
The type of the questions receptive productive
The number of questions in test type
15 16
The total of questions / the total of correct answer
1050 /330 1120 /452
Percentage 31 % 40 %
Isolated VIreceptive:31% productive:40%promoted productive vocabulary skills more
than receptive skillshelped students gain more detailed
knowledge of words (as they were better at word formation questions)
Results of the StudyThe type of vocabulary instruction
Integrated VI
The number of words taught in class
135
The number of words tested in tests
31
The type of the questions receptive productive
The number of questions in test type
15 16
The total of questions / the total of correct answer
1050 /501 1212 /253
Percentage 47 % 23 %
Integrated VIReceptive: 47 % productive: 23 %
resulted in better usage of receptive skills than productive ones.
Students were limited in the word-recognition level as they didn’t have the opportunity to practice the new learned words.
Discussion
Webb 2005Those producing a word in a sentence-production task acquired greater word knowledge than those doing the reading task.
The greater gains achieved in the isolated FFI than in the integrated FFI is thanks to these different types of processing tasks such asSentence production
Processing a word in tasks and using in a sentence may also help learners to understand morphosyntactic features of words.
Webb, 2005
Why not Integrated VI
.
RecommendationTo help students gain the most out of
vocabulary learning, instructional conditions that provide opportunities for a maximum amount of processing of the words should be arranged.
Language teachers need to invest their time in designing relevant vocabulary activities that can initiate students to interact and negotiate meaning.
RecommendationVocabulary instruction can be adapted to
the needs of the class.In integrated FFI,
They may reduce planning timeThey may not require additional materialThey can align instruction more closely to the
participants’ learning needs
RecommendationIn isolated FFI,
Teachers may help learners focus attention on vocabulary learning
They can teach more aspects of knowing a wordPronunciationSynonymsAntonymsLexicogrammatical featuresSpecific meaningCollocation etc…
Limitation
The tests were given at the end of the semester, so this may be a factor in the low success of the students’ test scores.
THANK YOU