Comparing three different vocabulary teaching techniques for retention


Creative Commons License

Punar-Özçelik N., Uzun L.

in: Advances in Global Education and Research, Dr. Waynne B. James,Dr. Cihan Cobanoglu,Dr. Muhi!in Cavusoglu, Editor, USF M3 Publishing, Florida, pp.1-10, 2021

  • Publication Type: Book Chapter / Chapter Research Book
  • Publication Date: 2021
  • Publisher: USF M3 Publishing
  • City: Florida
  • Page Numbers: pp.1-10
  • Editors: Dr. Waynne B. James,Dr. Cihan Cobanoglu,Dr. Muhi!in Cavusoglu, Editor

Abstract

In relation to all languages, communication is the key concept, so vocabulary and grammar are the basis of communication. There have been conducted some studies considering the effect of different techniques on vocabulary retention. However, these studies are mostly limited not to integrate skill-based activities to language teaching techniques for effective vocabulary retention. Based on this gap, the present study aimed to discover the differences among three vocabulary learning and teaching techniques integrated with skill-based activities (reading only, pictured reading with writing, and video watching with speaking) for vocabulary retention. Pre-experimental research was carried out, and the treatment based on two children's books lasted 10 weeks in total. The results of the data analysis showed there was a significant difference between reading with pictures combined with a writing activity and the other two techniques in terms of vocabulary retention. The target vocabulary from pictured reading and writing was retained more than the other two techniques, and the least effective one was found as video watching. The detailed results were discussed. In relation to all languages, communication is the key concept, so vocabulary and grammar are the basis of communication. There have been conducted some studies considering the effect of different techniques on vocabulary retention. However, these studies are mostly limited not to integrate skill-based activities to language teaching techniques for effective vocabulary retention. Based on this gap, the present study aimed to discover the differences among three vocabulary learning and teaching techniques integrated with skill-based activities (reading only, pictured reading with writing, and video watching with speaking) for vocabulary retention. Pre-experimental research was carried out, and the treatment based on two children's books lasted 10 weeks in total. The results of the data analysis showed there was a significant difference between reading with pictures combined with a writing activity and the other two techniques in terms of vocabulary retention. The target vocabulary from pictured reading and writing was retained more than the other two techniques, and the least effective one was found as video watching. The detailed results were discussed.