Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts / Cheah Kah Mun
Learning the vocabulary of a language is one of the essential components of learning of a second language (L2). In a language classroom, time factor prompts most of the teachers to conduct explicit vocabulary teaching which requires the learners to memorise a large amount of vocabulary (Alemi, Sa...
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my.um.stud.66572020-01-18T03:03:56Z Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts / Cheah Kah Mun Cheah, Kah Mun P Philology. Linguistics Learning the vocabulary of a language is one of the essential components of learning of a second language (L2). In a language classroom, time factor prompts most of the teachers to conduct explicit vocabulary teaching which requires the learners to memorise a large amount of vocabulary (Alemi, Sarab & Lari, 2012). But, according to Cervatiuc (2008), although the students try to recite the new vocabulary repeatedly, it is impossible to memorise a large amount of vocabulary. Thus, the negotiation of meaning is recognised as a good alternative method in learning vocabulary (Smith, 2003; Varonis and Gass, 1985). The mixed-method design (Creswell, 2014) in this study utilises the quantitative method to investigate the effectiveness of synchronous computer-mediated and face-to-face interactions in English vocabulary acquisition, whilst the qualitative method is used to explore the nature of negotiation of meaning in this study. The pretest, immediate and delayed post-tests were administered to 8 synchronous computermediated dyads and 8 face-to-face dyads of participants. The dyads negotiated in Facebook or face-to-face to complete information gap tasks. The results of the post-tests indicated that although both synchronous computer-mediated and face-to-face interactions facilitate vocabulary acquisition, the 3 weeks delayed post-test shows a downward trend in the face-to-face group. In terms of negotiation of meaning, the synchronous computer-mediated environment produces slightly higher production compared to the face-to-face environment. The discourse features employed by the synchronous computer-mediated group were different from the face-to-face group during the negotiation of meaning. The findings in this study provide helpful insights for educators in terms of vocabulary teaching when designing the interactive tasks. 2016 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/6657/7/kah_mun.pdf Cheah, Kah Mun (2016) Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts / Cheah Kah Mun. Masters thesis, University of Malaya. http://studentsrepo.um.edu.my/6657/ |
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P Philology. Linguistics Cheah, Kah Mun Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts / Cheah Kah Mun |
| description |
Learning the vocabulary of a language is one of the essential components of learning of
a second language (L2). In a language classroom, time factor prompts most of the
teachers to conduct explicit vocabulary teaching which requires the learners to
memorise a large amount of vocabulary (Alemi, Sarab & Lari, 2012). But, according to
Cervatiuc (2008), although the students try to recite the new vocabulary repeatedly, it is
impossible to memorise a large amount of vocabulary. Thus, the negotiation of meaning
is recognised as a good alternative method in learning vocabulary (Smith, 2003; Varonis
and Gass, 1985). The mixed-method design (Creswell, 2014) in this study utilises the
quantitative method to investigate the effectiveness of synchronous computer-mediated
and face-to-face interactions in English vocabulary acquisition, whilst the qualitative
method is used to explore the nature of negotiation of meaning in this study. The pretest,
immediate and delayed post-tests were administered to 8 synchronous computermediated
dyads and 8 face-to-face dyads of participants. The dyads negotiated in
Facebook or face-to-face to complete information gap tasks. The results of the post-tests
indicated that although both synchronous computer-mediated and face-to-face
interactions facilitate vocabulary acquisition, the 3 weeks delayed post-test shows a
downward trend in the face-to-face group. In terms of negotiation of meaning, the
synchronous computer-mediated environment produces slightly higher production
compared to the face-to-face environment. The discourse features employed by the
synchronous computer-mediated group were different from the face-to-face group
during the negotiation of meaning. The findings in this study provide helpful insights
for educators in terms of vocabulary teaching when designing the interactive tasks. |
| format |
Thesis |
| author |
Cheah, Kah Mun |
| author_facet |
Cheah, Kah Mun |
| author_sort |
Cheah, Kah Mun |
| title |
Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ Cheah Kah Mun |
| title_short |
Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ Cheah Kah Mun |
| title_full |
Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ Cheah Kah Mun |
| title_fullStr |
Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ Cheah Kah Mun |
| title_full_unstemmed |
Negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ Cheah Kah Mun |
| title_sort |
negotiation of meaning in l2 vocabulary acquisition in synchronous computer-mediated and face-to-face contexts
/ cheah kah mun |
| publishDate |
2016 |
| url |
http://studentsrepo.um.edu.my/6657/7/kah_mun.pdf http://studentsrepo.um.edu.my/6657/ |
| _version_ |
1738505941943320576 |
| score |
13.211869 |