The effectiveness of the utilization of objects, pictures, and mental imaging as components of French second-language vocabulary and reading instruction /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1989.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The study involved two classes of second-year French Language students from a four year high school in east Texas. The control and experimental groups received twenty vocabulary words per week over a three week period dealing with equal numbers of food items, articles of clothing, animals, and the home. The control group translated the nouns each week with the use of a bilingual dictionary. The experimental group received twenty of the terms through objects, twenty pictorially, and twenty through mental imaging. At the conclusion of each week, the groups received identical vocabulary and reading comprehension tests. A repeated measures analysis of covariance was performed on the vocabulary and reading comprehension test results using the reading portion of the Texas Assessment of Basic Skills test and the Betts QMI as covariates. Interviews were conducted at the conclusion of the study. For the vocabulary and reading comprehension variables, the test for covariance was not significant at the .05 level. However, in the repeated measures analysis for vocabulary, results were close to being statistically significant at the .076 level. Although not statistically significant, the vocabulary and reading comprehension test scores of the experimental group were consistently higher than those of the control group with smaller standard deviations. Interviews indicated that members of the experimental and control groups employed a variety of methods, including imaging, to store and retrieve vocabulary. Quantitatively, the consequence of employing objects, pictures, and mental imaging as opposed to dictionary translation to acquire French vocabulary was shown to be nominal. However, interviews with the control group indicated that the group was utilizing other methods to process and recall vocabulary in addition to the dictionary-translation technique. Qualitatively, there were educationally significant differences resulting from the manner in which vocabulary was assimilated. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | viii, 87 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |