Vocabulary teaching v3

Participants: Some 17 year-old night time schoolers. All of them are male, working in a gas station with me.

Materials :

1. 字彙來源是三民版本的高一上課本。
2. 不會直接採用跟加油站有相關的事物，原因是受試者也不想，且用途太過侷限。
3. 單字片語手冊（遠東）
4. Vocabulary 2001~4000 （三民）

tags: learning style, vocabulary, Gestalt theory, recall

unsolved issues:

1. Most Gestalt test (MPD) are for elementary children (Bender-Gestalt test, functioning IQ, WAIS IQ test)
2. I did not find as much Gestalt papers as I thought I would.

 

fix:我的三民課本丟掉了，而我有個打算。因為課本裡面每一課灌水的單字（重要性不高，或是專有名詞）有些多。我打算用2000-4000這種單字書來作連環圖片，加上單字群組可能都是同個字母開頭的，更能凸顯用單字書學習的困難和不合人性。

有兩種辦法：我自己畫，或是讓他們看著這些字來畫。

但是根據我的實驗設計，使用Gestalt theory可能是用前者比較適合，因為我可以確保我的連環圖片符合這些字的真實使用場景正確。目前我有兩個方式，隨意找出A-Z裡任何單元的單字來畫圖，或是先拿A字部的unit 1。

 

pre-exercise (pre-test)（拿我們上課用的跑步漫畫）：

圖片在此，解釋規則

words	class	meanings
starter	n.	鳴槍員
starting line	n.	起跑線
track	n.	跑道
running shoes	n.	跑鞋
shorts	n.	短褲
competitor	n.	競爭者
runner	n.	跑者
stadium	n.	體育館
spectator	n.	觀眾
startled	a.	驚訝的
get ready	phr.	準備好
run a race	phr.	參加賽跑
fire a gun	phr.	鳴槍
start a race	phr.	開始（一場）比賽
cheer a person on	phr.	為（某人）加油

(TABLE.1)

 

exercise (test)

	controlled	experimental 1	experimental 2
word list	provided. As in table.1	No (hinted first, later guiding them to describe the words  needed)	yes. As in controlled group
pictures	no	yes	yes
importance rating (by students)	not necessary	yes	yes
importance rating (by instructor)	yes	yes	yes
testing the “top 10” words	yes	yes	yes
recall word spealling scoring	yes	yes	yes

 

post-test

	controlled	experimental
spelling recall test	y	y
story recall test	y	y

 

Reference:

1. Nilsen, A., & Nilsen, D. F. (2003). A new spin on teaching vocabulary: A source-based approach. Reading Teacher, 56(5), 436-439. 本記錄固定連結 (固定連結): http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507807028&lang=zh-tw&site=ehost-live （這才是我要的東西，學單字不應該是字母排列的）
2. http://www.familycenterweb.org/images/downloads/RLAC110614-v073014.pdf
3. http://www.uisd.net/wp-content/uploads/2009/10/the-road-to-reading-success-elementary-school-years.pdf
4. Aaronson, B. S., & Welsh, G. S. (1953). On a relation between Bender-gestalt recall and Shipley-Hartford scores. Journal Of Clinical Psychology, 988. doi:10.1002/1097-4679(195301)9:1<85::AID-JCLP2270090130>3.0.CO;2-6    本記錄固定連結 (固定連結): http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520126680&lang=zh-tw&site=ehost-live （常見的Bender test無法被證實和IQ有關系，但應該可提供線索給其他未知因素）
5. Gross, A. G. (2008). The Brains in Brain: The Coevolution of Localization and its Images. Journal Of The History Of The Neurosciences, 17(3), 380-392. doi:10.1080/09647040701423705  本記錄固定連結 (固定連結): http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=33158258&lang=zh-tw&site=ehost-live
6. Sczechowicz, E., & Hinrichsen, J. J. (1980). Effects of Instructional Set on Bender Recall Performance of Learning Disabled and Normal Children. Journal Of Personality Assessment, 44(5), 465-69.   本記錄固定連結 (固定連結): http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ237848&lang=zh-tw&site=ehost-live （測試「好的記憶能力」和IQ之間的關係）
7. Armentrout, J. (1976). Bender Gestalt recall: memory measure or intelligence estimate. Journal Of Clinical Psychology, 32(4), 832-834.   本記錄固定連結 (固定連結): http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=977749&lang=zh-tw&site=ehost-live （這篇應該比較適合，有詳細的各方面能力如字彙和數字能力測定）