Participants: I need at least 60-75 of 10th graders. 20-25 for each of my three group. They are senior high school students in PCSH. Almost all of them do not know K.K. phonetics. So they use some other techniques to memorize newr words.
Test time(C, E1, E2):
|C||2 min||10 min||8 min||20 min|
|E1||2 min||10 min||8 min||20 min|
|E2||2 min||10 min||8 min||20 min|
Tell the participants the story about a real case about illusion of learning from my student (He can not distinguish “country” from “culture” becuase his way of memorizing words is so poor. He simply look at them and observe their initials and Chinese translations, then tell me he had done the memorization. He does not do the spelling or memorization at all!)
Since they are all 10th graders and freshmen of PCSH, we could anticipate they have very similar English proficiency and word knowledge base.
Our pretest is simple: we take the word for them in the stage of explanation, then ask them to do the multiple choice directly. We will check the answer afterward (in the end of the stage of practicing).
This is the table for our Pre-test
Material (for teaching):
Word list for each comic strips are listed below
There are 4 comic strips in total. Each of them has a different theme.
|1. heartline app||2. Spiderman||3. Skype||4. shopping||5. mission|
|depression||爪子 claw||nervous||小喇叭褲 flares/bell-bottoms||helmet|
|hopeless||章魚 Octopus||approach||直筒褲 straight jeans ||belly|
|feel disconnected||捆綁 bind||guilty||牛仔短裙 Denim skirt||ambush|
|be remind of||倉皇逃跑 flee||program||羅馬涼鞋 Roman sandals||helicopter|
|alone||搏鬥 fight||include||七分褲 Cropped pants||chopper|
|suffer from||高架鐵軌high railway||soon-to-be father||Chinese bob cut||boots|
|system||蜂擁而出 swarm out/ rush our||in real time||ammo|
The following samples are the comic strips I will use in class.
Teaching the class (the precise process on how to instruct them)
I cancel the grouping and group discussion since it will consume more of my precious borrowed time. Also, it is more natural to assume EFL student to acquire new vocabulary from the setting of independent reading. So it’s perfectly alright to design my instruction in this way.
Material (for testing):
These comic strips could be different from the previous ones we used in teaching stage. However, they need to cover similar ideas and key words within the pictures.
I’d provide these pictures, and ask them to recall their meanings (and plot). This time, no words would be presented on the pictures.
*issues: the conrol group shall be provided with some supportive texts/scripts of the pictures. The text would be a substitution for the comic strips. So that we can make sure the control group also receive enough information from context in a literal way rather than via visual linkage.
To save time, I would just give them the multiple choice as the mid-test.
Mid-Test (C, E1, E2)
Basically, I would only use multiple choice questions to test their retention. The rest of the test items would be saved for the next day’s post-test.
|1||John lives alone in the big city. He often feel _____ when he returns to his apartment.||(a) connected (b) disconnected (c) supportive (d) guilty|
|2||Last Saturday, Mary registered a fitness ______ in nearby the gym.||(a) system (b) real-time (c) program (d)ambush|
The post-test would be done in the 2nd day.
The Post-test is more difficult then all the previous tests. Participants would be required to do the following types of tests to show how good the newly acquired words have incorporated into their own knowledge system.
*Issues: the the stage of word-recognition test, target words would be addressed in a different scenario. We want to know if it is possible to make the participants recall from a different settings, yet the meanings carried by the words would still be the same. The content of the post-test would be completely different from the mid and pre-test.
|story recall test||y||y|
Here are some samples for the post-test
|C, E1, E2||Write down your answers here|
|story recall test|
|multiple choice||The hummingbird ____ above the flowers.||(a)coach (b)ambush (c ) hover (d) parachute|
https://www.coursera.org/course/learning (learning how to learn; chunking skill; illusions of learning)