Memorization Versus Semantic Mapping in L2 Vocabulary Acquisition (IV)
Both groups studied the same textbook, focusing on reading comprehension during the four-month treatment period. The classes were held twice a week,...>>详细Both groups studied the same textbook, focusing on reading comprehension during the four-month treatment period. The classes were held twice a week, for 90 minutes each session. The book consisted of eight units, six of which were taught during the semester. After the reading of each unit, the students in Experimental Group 1 used the remaining time for doing the related comprehension exercises in the class. Then they were given a word list containing 50 of the difficult or new words appearing in the reading text along with their English equivalents to memorize at home. In Experimental Group 2, first the semantic mapping strategy was explained to the participants and then the class was divided into small groups, each group working on one part of the central concept. After reading each passage, a central theme was written on the board and the students were encouraged to brainstorm the related words and connect the suggested words to the main topic with lines. The teacher also interacted with the students in preparing the semantic maps. The students of this group did the related reading exercises at home, but were not required to memorize the new words through rote learning. Both groups were required to do the vocabulary exercises, which were limited to some fill-in-the-blank sentences, in their coursebooks at home. Every three sessions, a multiple-choice quiz on some of the new words of each unit was given to both classes. The papers were corrected by the researchers and returned to the students through their teacher.
comprehension、students、words、central、through、strategy、working、connect、limited、english
G4(教育)
2022-11-02（万方平台首次上网日期，不代表论文的发表时间）
共5页
29-33
