Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon

The present study’s review on past studies in Malaysia reveals lexical paralysis as the main reason for students’ inability to master English as a second language. Notably, numerous studies found that direct vocabulary instruction is effective for increasing students’ vocabulary size while some stud...

Full description

Bibliographic Details
Main Author:	Subon, Frankie
Format:	Book Section
Language:	English
Published:	Institute of Graduate Studies, UiTM 2018
Subjects:	Learning. Learning strategies
Online Access:	http://ir.uitm.edu.my/id/eprint/20566/ http://ir.uitm.edu.my/id/eprint/20566/1/ABS_FRANKIE%20SUBON%20TDRA%20VOL%2013%20IGS%2018.pdf

id	uitm-20566
recordtype	eprints
spelling	uitm-205662018-07-05T10:17:22Z http://ir.uitm.edu.my/id/eprint/20566/ Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon Subon, Frankie Learning. Learning strategies The present study’s review on past studies in Malaysia reveals lexical paralysis as the main reason for students’ inability to master English as a second language. Notably, numerous studies found that direct vocabulary instruction is effective for increasing students’ vocabulary size while some studies found conflicting results. In addition, direct vocabulary instruction is not given serious attention and emphasis in a second language classroom. In view of all this, this study aimed to examine the impact of a rich, systematic, structured and principled Contextualised Word Family (CWF) Model of direct vocabulary instruction on students’ vocabulary size and guided essay writing test scores based on their proficiency levels. It also examined whether there was any significant difference in students’ vocabulary size before and after the treatment and significant difference between genders. Besides, the study also evaluated the relationships between students’ vocabulary size and their attitudes and perceived problems faced in vocabulary learning. This study employed a quasi-experimental design whereby the data collection was conducted in a normal classroom condition. 143 Form Two students from a secondary school in Samarahan district in Sarawak, Malaysia were selected as the respondents for this study using purposive and stratified random sampling… Institute of Graduate Studies, UiTM 2018 Book Section PeerReviewed text en http://ir.uitm.edu.my/id/eprint/20566/1/ABS_FRANKIE%20SUBON%20TDRA%20VOL%2013%20IGS%2018.pdf Subon, Frankie (2018) Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon. In: The Doctoral Research Abstracts. IGS Biannual Publication, 18 (18). Institute of Graduate Studies, UiTM, Shah Alam.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Learning. Learning strategies
spellingShingle	Learning. Learning strategies Subon, Frankie Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
description	The present study’s review on past studies in Malaysia reveals lexical paralysis as the main reason for students’ inability to master English as a second language. Notably, numerous studies found that direct vocabulary instruction is effective for increasing students’ vocabulary size while some studies found conflicting results. In addition, direct vocabulary instruction is not given serious attention and emphasis in a second language classroom. In view of all this, this study aimed to examine the impact of a rich, systematic, structured and principled Contextualised Word Family (CWF) Model of direct vocabulary instruction on students’ vocabulary size and guided essay writing test scores based on their proficiency levels. It also examined whether there was any significant difference in students’ vocabulary size before and after the treatment and significant difference between genders. Besides, the study also evaluated the relationships between students’ vocabulary size and their attitudes and perceived problems faced in vocabulary learning. This study employed a quasi-experimental design whereby the data collection was conducted in a normal classroom condition. 143 Form Two students from a secondary school in Samarahan district in Sarawak, Malaysia were selected as the respondents for this study using purposive and stratified random sampling…
format	Book Section
author	Subon, Frankie
author_facet	Subon, Frankie
author_sort	Subon, Frankie
title	Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
title_short	Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
title_full	Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
title_fullStr	Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
title_full_unstemmed	Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon
title_sort	direct vocabulary instruction: the effects of contextualised word families on students’ vocabulary acquisition / frankie subon
publisher	Institute of Graduate Studies, UiTM
publishDate	2018
url	http://ir.uitm.edu.my/id/eprint/20566/ http://ir.uitm.edu.my/id/eprint/20566/1/ABS_FRANKIE%20SUBON%20TDRA%20VOL%2013%20IGS%2018.pdf
first_indexed	2023-09-18T23:04:51Z
last_indexed	2023-09-18T23:04:51Z
_version_	1777418414781890560

Direct vocabulary instruction: The effects of contextualised word families on students’ vocabulary acquisition / Frankie Subon

Similar Items