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Vocabulary Mediation in the Second Language Classroom

Title: Vocabulary Mediation in the Second Language Classroom: An Exploratory Study.
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Name(s): Walter, Brett, author
Galeano, Rebecca A., professor directing dissertation
Cappuccio, Brenda, university representative
Jakubowski, Elizabeth M., committee member
Southerland, Sherry A., committee member
Florida State University, degree granting institution
College of Education, degree granting college
School of Teacher Education, degree granting department
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2016
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (114 pages)
Language(s): English
Abstract/Description: This mixed-methods study investigated the use of different types of instructional techniques as mediational tools for developing student vocabulary development and retention in the Japanese classroom. The experimental treatment, designed to introduce vocabulary through its components in a more interactive, visual manner, was implemented during regular subject-matter instruction over the course of one semester, covering vocabulary of four chapters from the textbook used in the curriculum. A total of 34 participants were divided into two classes. One class, composed of 19 of the total participants, received three types of explicit instruction using mediation through three different experimental treatments. The remaining 15 participants in the other class were part of the control, receiving no instruction beyond what is typically found in the curriculum. All participants in the experimental treatment class were also given questionnaires for the qualitative portion of the study. Analysis of the data revealed that there was no statistical significance between those participants who received explicit vocabulary instruction and those in the control group. Further, there was no statistical significance found upon analysis of the students' grades in the experimental treatment group across both the posttest and delayed posttest. Results suggest that the length of time given for each type of mediation was not sufficient for participants in the experimental treatment group to focus on the mediational tools being presented to them, whereas students in the control group gradually showed improvement possibly due to consistent use of the same technique for acquiring the vocabulary throughout the four chapters. The study then makes a number of recommendations for future studies using a similar methodology.
Identifier: FSU_2016SP_Walter_fsu_0071E_12746 (IID)
Submitted Note: A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of Philosophy.
Degree Awarded: Spring Semester 2016.
Date of Defense: March 31, 2016.
Keywords: Explicit Instruction, Mediation, Vocabulary Strategies
Bibliography Note: Includes bibliographical references.
Advisory Committee: Rebecca Morgan, Professor Directing Dissertation; Brenda Cappuccio, University Representative; Elizabeth Jakubowski, Committee Member; Sherry Southerland, Committee Member.
Subject(s): Education
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_2016SP_Walter_fsu_0071E_12746
Owner Institution: FSU

Choose the citation style.
Walter, B. (2016). Vocabulary Mediation in the Second Language Classroom: An Exploratory Study. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Walter_fsu_0071E_12746