Escolar Documentos
Profissional Documentos
Cultura Documentos
Writing Report
EDL 205
Requirement
Submitted by:
Marco D. Meduranda
Submitted to:
Prof. Lorenzo Orillos
College of Education
University of the Philippines
Diliman
Youngkyu, K. (2006). Effects of input
elaboration on vocabulary
acquisition through reading by
Korean learner of English as a
foreign language. TESOL Quarterly
40(2), 341-367
I. INTRODUCTION
proficiency. In order for learners to make rapid vocabulary gains, they will need to be
exposed to plenty of written texts. In this regard, reading plays a pivotal role because
it enables learners to attain much larger vocabulary as it gives more processing time
needed for focal attention in acquiring new lexis. However, naturally occurring
literatures or written input aimed for L2 learners lack reader-friendly features that
acquisition will not take place without comprehension of key elements in utterance
i.e. the vocabulary. With this in mind, researchers identify that for a reading input to
be supportive of vocabulary acquisition, the text must have explicit and salient
pedagogical context. This refers to clues that help L2 readers infer the meaning of
unknown words from context; thus, the need to modify native speaker text to suit the
need of L2 learners is necessary. Studies reveal that the richer the context that
surrounds unknown words in a text, the easier it is for students to guess what the
word means from the context and to retain the correctly guessed words.
reading materials. One type of it, text elaboration enriches L2 reading text by
attention-getting devices (e.g. bold facing, underlining and using a bigger font) with
it may have an inadequate role if original native speaker text is not made
The research looks into the impact of lexical elaboration (LE), typographical
vocabulary acquisition of 297 EFL learners from Korea. Experimental text that
contained 26 target lexical items was given for students to read. The study employed
a 2X3 MANOVA model with TE and LE as two independent variables and form-and-
comprised of two levels, enhanced and unenhanced, while the LE had three levels,
explicit, implicit and unelaborated. The outcomes were (a) LE alone did not aid form
vocabulary, (c) TE alone did not aid form and meaning recognition of vocabulary, (d)
LE and TE combined did not aid form recognition of vocabulary (e) both explicit and
implicit LE aided meaning recognition of vocabulary, (f) explicit and implicit LE did
not differ in their effect on form and meaning recognition of vocabulary, and (g)
whether a text was further enhanced in addition to either implicit or explicit LE did
not seem to affect the acquisition of the previously unknown words’ form and
III. REACTION
“lexical arsenal” will surely helps them succeed across the curriculum.
reading text that do not facilitate reading comprehension because of the lack of
explicit and salient text elaboration or context clues. I must be aware on how to
select, modify, and organize text material to accommodate the needs of my English
reading selections in the textbooks, some texts are really inherently difficult (like
Hence, I find it essential to pre-teach key unfamiliar vocabulary before they are
I also agree with the author when he pointed out that in order to increase the
acquirability of words, learners must have multiple exposures to the same words in
different contexts. This calls for a development of a reading program across the
learners meet both new ideas and the words by which they are represented in the
language. Thus, teachers must work together in order to come up with a consistent,
valid and reliable reading program that focus on meaningful acquisition, retention
or linguistic features are not observable in public school textbooks. This must be
another medium that can be harnessed in the light of second language acquisition is
the use of information technology. Reading and vocabulary learning become more
interactive and engaging when we provide our students with electronic or online
version of elaborated and enhanced reading text. Dynamic and interactive mode of
textual presentations in online reading texts further make “input” into “intake” as
and self-motivation. In this approach, teachers take the role of facilitators or guides
enabling learners to learn how to learn. The teachers accomplish this by providing
materials that give learners independence of what learning method they want to
in-charge of Self-Access Center (SAC)’s must first conduct a need analysis that will
identify the needs, objectives, interests, practical constraints and motivation of the
about the beliefs and attitudes of learner, teachers will be able to design effective
the second language is cultivated and learning how to learn is emphasized helping
II. SUMMARY
managed. Driven by the fact that few research has explored on this topic, the
researchers seek to determine the needs of the learners and to examine their
attitudes and motivation towards this learning approach. Data were collected from
interview.
learning English autonomously and helpful in equipping them essential skills needed
for their studies and future career. They also want more multi-media material as well
as facilities on speaking, listening and English for the workplace in the SAC.
use the self-access mode of learning. Furthermore, the study ascertained that
students who are eager to use the SAC possess stronger desire to improve their
English, have higher intrinsic motivation and more positive attitudes toward learning
the English.
III. REACTION
access mode of language learning, but it is quite not feasible in the Philippine public
facilities like libraries or computer rooms can be further enhanced and turned into
self-access like centers with English teachers acting as facilitators of the learning
experience letting students to explore on their own and to choose materials that suit
Though sometimes some mentors find it difficult to cede control over learning,
going out on their own, drawing upon resources outside the classroom.
the school library. They will then share their insights in the class.
Meanwhile, teachers also must ensure that low proficiency students who may
find it difficult to engage in independent learning are given extra guidance and are
not left behind. There should be gradual transfer of responsibility to this kind of
students. In addition, mentors must be supportive and patient as they build the self-
esteem of low-proficient learners, yet at the same time maintain a firm, positive
I also agree with the authors’ suggestion that students should be motivated to
learn English for intrinsic reasons. When learners are intrinsically motivated, they are
driven to learn the language for its own sake because it brings them a feeling of
process of studying and utilizing the language can be in itself interesting and
fulfilling.
Finally, teachers should also incorporate learning strategies to language
effectively, organize and evaluate their own learning, work cooperatively with peers
in problem solving and manage their emotions in order to reduce anxiety and
increase personal competency. And so, as students learn how to succeed in second
language learning, they gain the tools they need to become lifelong learners.
Jie, L. & Xiaoqing, Q. (2006).
Language learning styles
and learning strategies of
tertiary level English
learners in China. RELC 37
(1), 67-90.
I. INTRODUCTION
ESL and EFL researchers are now having an increasing interest to the role of
The term learning style is used to encompass four aspects of the person:
attitudes and interests that affect what an individual will pay most attention to in a
learning situation; a tendency to seek situations compatible with one's own learning
patterns; and a tendency to use certain learning strategies and avoid others.
On the other hand, language learning strategies are the often conscious steps
retention, recall, and use of new information. Most successful learners tend to use
learning strategies that are appropriate to the material, to the task, and to their own
goals, needs, and stage of learning. Furthermore, more proficient learners appear to
proficient learners.
techniques for organizing, focusing, and evaluating one's own learning; affective
strategies for handling emotions or attitudes; social strategies for cooperating with
others in the learning process; cognitive strategies for linking new information with
existing schemata and for analyzing and classifying it; memory strategies for
entering new information into memory storage and for retrieving it when needed; and
and strategies, but even at this stage in our understanding we can state that
teachers need to become more aware of both learning styles and learning strategies
through appropriate teacher training. Teachers can help their students by designing
instruction that meets the needs of individuals with different stylistic preferences and
interviews, or other means; helping individual students discern which strategies are
most relevant to their learning styles, tasks, and goals; and aiding students in
II. SUMMARY
strategies in the EFL context in China, the study presents quantitative and qualitative
data. Comprising the participants of the quantitative study were 187 second-year
college students. The researchers employed two-self rated inventories in the study:
the Chinese version of the MBTI-G for examining student’s learning styles and a
questionnaire on the use of learning strategies adapted from O’Malley and Chamot’s
classification system.
Findings reveal that learning styles have a significant impact on learners
learning strategy. Correlating positively with seven sets of learning strategy, the
Judging scale occurs to be the primary learning style variable affecting learners’
III.REACTIONS
autonomy, I agree that teachers should help students determine and get familiar with
their own learning styles in order to help them become self-aware learners. This can
output such as projects can also help in ascertaining individual learning styles. When
students know their learning strengths and weaknesses, they would be able to
develop the flexibilities to cope with different learning contexts and eventually
In my case, every start of the academic year in our school, we subject our
learning strategies.
diagnose our own learning style choices so that we can better understand ourselves
as teachers. We should also teach with two modalities as possible; for example
learner differences.
teachers to adopt appropriate teaching methods which best cater for the learning
include the explicit training of certain language learning strategies in the class in
with learning tasks, I deem important that students need to be aware of the
strategies that led to their success and that they should recognize the value of using
them again. I think by devoting class time to learning strategies, we, language
teachers, reiterate and highlight their importance and value. Moreover, I also agree
that by equipping our students with strategies for language learning, they can take
more responsibility for improving their language abilities and their learning
processes.