ERIC Number: ED227679
Record Type: Non-Journal
Publication Date: 1982-Nov
Reference Count: N/A
Studies of Vocabulary Development Techniques in the United States of America and the Republic of China. Program Report 83-4.
Johnson, Dale D.; And Others
A collaborative research effort to investigate the relative strengths of selected vocabulary development techniques was conducted by the Wisconsin Center for Education Research and the Taiwan Provincial Institute for Elementary School Teachers' Inservice Education. Parallel studies of children in grades 4 through 6 compared the two prior knowledge strategies, semantic mapping and semantic feature analysis, with the method traditionally used in each country, contextual analysis (for the United States) and the general method (for China). The effect of test format on vocabulary test scores, and retention of vocabulary words were also explored. In the United States, the two prior knowledge approaches were more effective than the traditional contextual analysis method. In Taiwan, the traditional method was more effective, a result which may be attributed to the nature of written Chinese. The effects of test format on performance also differed in the two countries, with U.S. children performing better on the contextual analysis assessment format and Taiwanese children not showing differential performance levels. Finally, teaching strategy appeared to influence the degree of word retention in the United States but not in Taiwan. (Author/RW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers - Location: Taiwan; Wisconsin