ERIC Number: ED369291
Record Type: RIE
Publication Date: 1994-Mar
Enhancing Vocabulary Acquisition through Reading: A Hierarchy of Text-Related Exercise Types.
Wesche, M.; Paribakht, T. Sima
This paper describes a classification scheme developed to examine the effects of extensive reading on primary and second language vocabulary acquisition and reports on an experiment undertaken to test the model scheme. The classification scheme represents a hypothesized hierarchy of the degree and type of mental processing required by various kinds of vocabulary exercises. These categories include: (1) selective attention; (2) recognition; (3) manipulation; (4) interpretation; and (5) production. This hierarchy was tested in an English-as-a-Second-Language (ESL) classroom by comparing the vocabulary gains of learners in a thematic reading program with those in the same reading program in which some readings were replaced by vocabulary enhancement activities. Results indicated that although both groups in the reading program experienced substantial gains in word knowledge, those performing vocabulary enhancement techniques along with reading activities learned more words and achieved greater depth in their knowledge of these words than those students exposed to extensive reading alone. Three appendixes provide copies of a vocabulary exercise analysis sheet, examples of vocabulary exercises, and vocabulary scoring categories. (Contains 30 references.) (MDM)
Descriptors: Classification, Classroom Techniques, College Students, Comparative Analysis, English (Second Language), Higher Education, Models, Program Effectiveness, Reading Instruction, Reading Programs, Second Language Instruction, Teaching Methods, Vocabulary, Vocabulary Development, Young Adults
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (Baltimore, MD, March 5-8, 1994).