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A Study Of Frame-based Vocabulary Instruction On Senior High School Students’ Vocabulary Learning

Posted on:2014-07-15Degree:MasterType:Thesis
Country:ChinaCandidate:X X GuoFull Text:PDF
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This study investigates, within the cognitive framework for student-centered vocabulary learning, the effect of the Frame-based Vocabulary Instruction (FVI) on Chinese rural senior high school EFL learners’ vocabulary learning. In addition, the effects of FVI on learners’ affective aspects of vocabulary learning, such as interest, attitude and strategy use in vocabulary learning, are investigated.112Senior Two students in a senior high school participated in the study. They were randomly divided into two groups:an experimental group (EG)(N=56) and a control group (CG)(N=56). In order to identify the students’spare time spent on English, vocabulary learning interest and, attitude and strategy they often used, a pre-questionnaire was distributed to both groups. To identify the students’specific frame-based topic-related vocabulary size, general vocabulary size, frame-based topic-related basic writing performance and English proficiency, five pre-tests were carried out. And then the experiment began with EG taught under the direction of FVI and CG in the normal instructional method. The experiment lasted for a duration of two months. A post-questionnaire and five post-tests were carried out and administered, and results of EG were compared with those of CG. These results were analyzed from quantitative and qualitative perspectives.The findings show that FVI enlarged the subjects’specific frame-based topic-related vocabulary size and general vocabulary size, improved their frame-based topic-related basic writing performance and English proficiency. Specifically, the EG significantly outperformed the CG in the post-questionnaire and five post-tests. The main factor that caused the improved performance was FVI, which influenced the subjects’vocabulary learning process. It was also discovered that FVI enhanced the subjects’awareness of strategy use. The subjects in the EG employed more efficient strategies that they should or could use during the experiment process, thus taking on greater responsibility for their own vocabulary learning. FVI was also found to be effective in increasing the subjects’interest and confidence in vocabulary learning. The majority of them held a positive attitude toward the instruction.These findings imply that FVI has a facilitative effect on Chinese rural senior high school EFL learners’ vocabulary learning, which functions as a foundation for foreign language learning, both linguistically and extra-linguistically, and that FVI is effective and practical.
Keywords/Search Tags:frame, frame semantics, senior high school students, vocabulary learning, association
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