Эффективность объяснения лексики для улучшения словарного запаса и навыков письма изучающих английский язык как неродной
Аннотация
Считается, что объем словарного запаса тесно связан с языковыми навыками учащихся, пониманием прочитанного, приобретением знаний и академической успеваемостью. В Малайзии недостаточность словарного запаса была признана одной из причин неспособности учащихся овладеть иностранным языком. В данном полуэкспериментальном исследовании изучалось влияние применения модели контекстуализированных родственных слов (КРС) для прямого обучения лексике на объем словарного запаса и навыков письма среди учащихся средней школы с учетом трех уровней владения языком. Методом целевой выборки было отобрано 143 учащихся 8 класса, которые были разделены на три группы по уровню владения языком и которым была предложена одинаковая схема родственных слов в контексте. Для измерения объема словарного запаса участников использовался тест на определение уровня активного словарного запаса. Для подсчета баллов до и после тестирования использовались контрольные задания по написанию эссе. Результаты показали положительный эффект от использования модели КРС на расширение словарного запаса и развитие навыков письма у студентов. После десятинедельного курса большинство студентов из групп с низким, средним и высоким уровнем владения языком смогли увеличить свой словарный запас с менее чем 1000 слов до 1000-2000 слов. Также во всех трех группах увеличилось количество студентов, которые смогли достичь уровня словарного запаса в 2000 слов. Результаты данного исследования подтвердили положительный эффект от использования модели КРС для увеличения не только объема словарного запаса, но и навыков письма у студентов с высоким и средним уровнем владения языком. В тестах по письму студенты с высоким уровнем владения языком показали значительный прогресс, в то время как у студентов со средним уровнем владения языком результаты тестов по письму увеличились незначительно, но это было несущественно. Удивительно, но после курса обучения у студентов с низким уровнем знаний значительно снизились результаты письменного теста, несмотря на увеличение словарного запаса. В будущих исследованиях рекомендуется применять подлинно экспериментальный метод с более длительным периодом обучения, особенно для изучения эффективности модели в отношении навыков письма у учащихся.
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