Building Vocabulary Among English Language Learners Barbara Moyer Byer Action Research Presentation, April 11, 2015
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Building Vocabulary Among English Language Learners
Barbara Moyer ByerAction Research Presentation, April 11, 2015
Key PointsBackgroundRationaleResearch QuestionLiterature ReviewMethodologyResultsImplications for Future StudyCurrent and Future PlansWorks Cited
Background
ELL teacher at Eastern Mennonite School
curious about linguistics, cultural differences and vocabulary
English for International Students (EIS) class
Rationale
An ELL class at EMHS?
my studentstheir educational backgroundtheir strengths, their challenges
Research Question
In what ways can vocabulary instruction lead to increased knowledge and confidence of vocabulary usage among English Language Learners?
a quantitative study
Literature Review
Academic ConfidenceDefinition
Purdue’s PLaCE (2013)
Literature Review (cont.)
Vocabulary “The motivated learner is the engaged learner who has a personal sense of self-confidence in participating in learning activities, which is highly correlated with achievement in all areas of literacy, including vocabulary learning.” (Fisher & Bates, 2011)
Literature Review (cont.)
Jim Cummins’ CALP and BICS (1999)
Examples of CALP in General Academics = arrange, define, sequence, critique,
observe, changeMathematics = multiple, add, equals, triangle, angle, ratio,
average, sampleScience = hydrosphere, genetics, virus, acceleration,
thermal, formula
Literature Review (cont.)
Effective Approaches to Teaching Vocabulary calling attention to targeted words (Folse, 2006)
ginlpay thiw sdorw (Fisher & Bates, 2011)
the connection with words and (Cohen & Johnson, 2012)
using (Golding, Wasarhaley, & Fletcher, 2012)
Methodology
The ParticipantsThe Procedure: each week for 8 weeks
Monday Tuesday - Thursday Friday
cloze-style pretest on 20-25 new
vocabulary words
vocabulary activities cloze-style posttest
Example of Cloze-Type Test
The Answer Sheet
Example of Flashcards Handout
Example of Picture Words Activity
ResultsA Comparison of Each Student’s Average Pretest & Posttest Scores
Words with the Lowest Pretest Confidence Scores
Vocabulary word & ranking
Pretest mean CS
Pretest % correct
Posttest mean CS
Posttest % correct
#1 liberal 1.00 0 4.22 89
#2 magnitude 1.00 13 3.67 56
#3 bolster 1.00 0 4.00 100
#4 precaution 1.14 13 4.67 100
#5 warrant 1.14 0 3.33 56
Results (cont.)Voluntary vocabulary usage in writing“Scientists in this ship dreamed to get connect with the creators, but they found it was truly an absurd decision when they arrived in that planet.” --Student 2
“On the one hand, they enjoy their passion of abundant music. On the other hand, they want to help people to look at their own culture in a different way.” --Student 3
“We need to respect others during the dating. In fact, I had a boyfriend before. We always had kinds of quarrels.”--Student 6
Implications for Future Study
more attention needed for this area of studydifferent research avenues
teaching vocab in the context of phonicsELL versus non-ELL vocabulary teaching techniquesother vocab practices and strategiescomparing a student’s preferred learning style to research-
based practices
Limitations
no control grouppretests and posttestsparticipants’ attitudes
Current and Future Plans
presentationsEMS faculty, March 24, 2015Virginia Association of Independent Schools Conference,
Nov, 2015Mennonite Educators Conference, Feb., 2016
offer vocab support to co-teachers at EMScurriculum writing
Works CitedCohen, M. T., & Johnson, H. L. (2012). Improving the acquisition and retention of science material by fifth grade students through the use of image interventions. Instructional Science, 40(6), 925-955. doi:10.1007/s11251-011-9197-y
Confidence. (2014). In Merriam-Webster online. Retrieved from http://www.merriam- webster.com/dictionary/confidence
Cummins, J. (1991). BICS and CALP: Clarifying the distinction. Retrieved from http://files.eric.ed.gov/fulltext/ED438551.pdf
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.
Works Cited (cont.)Golding, J. M., Wasarhaley, N. E., & Fletcher, B. (2012). The use of flashcards in an Introduction to Psychology class [Abstract]. Teaching Of Psychology, 39(3), 199- 202. doi:10.1177/0098628312450436
Stevens, S. (2012). Chinese students in undergraduate programs: Understanding and overcoming the challenges. Wrap Up: A Resource for the Recruitment, Admissions and Preparation Knowledge Community, 9, 1-9. Retrieved from http://www.nafsa.org/uploadedfiles/NAFSA_Home/Resource_Library_Assets/ Networks/ACE/Chinese%20Students%20in%20Undergraduate%20Programs.pdf
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