||A Case Study of the Effects of the Language Experience Approach as a Remedial Program on an EFL Elementary Low Achiever’s Vocabulary Power
||Department of English
Language Experience Approach (LEA)
low achieving student
|| This study adopted the Language Experience Approach (LEA) as a remedial program to investigate whether or not there would be improvement of a slow learner’s English vocabulary size after she finished the program. This research focused on the three types of vocabulary knowledge, the meanings, the written form, and the spoken form of words out of the eight items a person needs before he or she claims a word is mastered, which was listed by Nation (1990).
The subject in the study was an eleven-year-old low achieving six grader in an elementary school in Taipei, who had only a small size English vocabulary. The study was a twelve-week session of the Language Experience Approach as a remedial program. The total hours were 25. The program included five learner-created stories on different topics. The teacher translated the student’s stories into English, and used them as teaching materials. A vocabulary pretest was given to the subject before the program, a posttest right after, and a delayed posttest one month after.
Results of the pretest, posttest and delayed posttest were compared, and indicated the vocabulary power of the subject significantly increased after the three-month LEA treatment. The subject showed an increase of 85.93 percent in her posttest score, and demonstrated even a better score in her delayed posttest. Compared with the pretest, the delayed posttest score was increased by 107.81 percent.
There were six reasons inducted for the subject’s increased vocabulary power: materials connecting to real life, topics and words that interest the learner, self-created stories as the materials, repeatedly reading, stress less learning environment and personalized learning.
The LEA is still a new concept of English instruction in Taiwan. More positive research findings are required to further prove that the LEA could be a great opportunity for all the teachers and students who crave for some change in language learning.
||TABLE OF CONTENTS
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
I INTRODUCTION 1
1.1 BACKGROUND 1
1.2 HISTORY OF METHODOLOGIES IN TEACHING VOCABULARY 3
1.3 CURRENT PRACTICE OF EFL IN TAIWAN 5
1.4 SIGNIFICANCE OF THE STUDY 8
II LITERATURE REVIEW 9
2.1 WHOLE LANGUAGE 9
2.2 LANGUAGE EXPERIENCE 11
III METHODOLOGY 20
3.1 RESEARCH QUESTIONS 20
3.2 SUBJECT 20
3.3 PROCEDURE 21
3.3.1 Pretest 21
3.3.2 Standard procedure 23
3.3.3 Posttest 25
3.3.4 Delayed posttest 25
3.3.5 Pilot study 26
3.4 PILOT RESULTS 26
3.5 INSTRUMENT 30
3.6 DATA ANALYSIA 33
IV RESULTS 34
V DISCUSSION 46
VI CONCLUSION 35
6.1 CONCLUSION 65
6.2 LIMITATIONS 67
6.3 EDUCATIONAL IMPLICATIONS 68
6.4 RESEARCH RECOMMENDATIONS 70
APPENDIX 1 78
APPENDIX 2 84
APPENDIX 3 85
APPENDIX 4 86
APPENDIX 5 87
APPENDIX 6 88
APPENDIX 7 91
LIST OF TABLES
TABLE 1: PILOT STUDY RESULTS FROM THE STUDENT WITH LOW ENGLISH PROFICIENCY 26
TABLE 2: PILOT STUDY RESULTS FROM THE STUDENT WITH INTERMEDIATE ENGLISH PROFICIENCY 27
TABLE 3: PILOT STUDY RESULTS FROM THE STUDENT WITH ADVANCED ENGLISH PROFICIENCY 27
TABLE 4: TEST RESULTS OF THE SUBJECT 35
TABLE 5: QUIZ RESULTS AND ENGLISH-CHINESE WORD RATIOS IN THE STORIES 42
LIST OF FIGURES
FIGURE 1 TOTAL SCORES COMPARISON 35
FIGURE 2 COMPARISON OF EACH TEST CATEGORY IN THREE TESTS 36
FIGURE 3 RESULTS OF RECITING (WORDS) 36
FIGURE 4 RESULTS OF ENGLISH TO CHINESE TRANSLATION 37
FIGURE 5 RESULTS OF CHINESE TO ENGLISH TRANSLATION 39
FIGURE 6 RESULTS OF SPELLING 40
FIGURE 7 RESULTS OF CLOZE TESTS 41
FIGURE 8 QUIZ RESULTS 43
FIGURE 9 COMPARISON OF ENGLISH AND CHINESE WORDS USED 44
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