Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy
The aim of this sudy was to investigate cocabulary knowlede an growth across two diffrent language-learning in Hong Kong. The two programmes compares were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advanta...
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Murphy, Victoria A.
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hanu-http:--lib.hanu.vn-Opac-DmdInfo.aspx?dmd_id=407202020-07-03Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. MurphyYuen, Yi Lo.Murphy, Victoria A.Immersion programmes.Immersion programmes.Regular second- language programmes.Vocabulary learning.Hong Kong.Bilingual education.Regular second- language programmes.Vocabulary learning.Giáo dục.Immersion programmes.The aim of this sudy was to investigate cocabulary knowlede an growth across two diffrent language-learning in Hong Kong. The two programmes compares were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advantage to IM with respect to language development, comparatively little research on vocabulary development in IM has examined the potential interaction between different types of words ( in terms of frequency levels) and different types of vocabulary (passive versus active). Furthermore, very little work has compared these two specific education contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspect of vocabulary were measured; passive, controlled active and free active word knowledge at vocabulary, whereas student’ s writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overal, IM students outperform their vocabularry knowledge, espectially for the most frequent 2000 words and academic vocabulary. Such finding support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The result of the present study are discussed in terms of wider implicantions for vocabulary learning and the effectiveness of the IM programmes implemented in Hong KongMurphy, Victoria A. Murphy, Victoria A. texthttp://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=40720eng |
| institution |
Trường Đại học Hà Nội |
| collection |
KiposHANU |
| language |
eng |
| topic |
Immersion programmes. Immersion programmes. Regular second- language programmes. Vocabulary learning. Hong Kong. Bilingual education. Regular second- language programmes. Vocabulary learning. Giáo dục. Immersion programmes. |
| spellingShingle |
Immersion programmes. Immersion programmes. Regular second- language programmes. Vocabulary learning. Hong Kong. Bilingual education. Regular second- language programmes. Vocabulary learning. Giáo dục. Immersion programmes. Yuen, Yi Lo. Murphy, Victoria A. Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| description |
The aim of this sudy was to investigate cocabulary knowlede an growth across two diffrent language-learning in Hong Kong. The two programmes compares were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advantage to IM with respect to language development, comparatively little research on vocabulary development in IM has examined the potential interaction between different types of words ( in terms of frequency levels) and different types of vocabulary (passive versus active). Furthermore, very little work has compared these two specific education contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspect of vocabulary were measured; passive, controlled active and free active word knowledge at vocabulary, whereas student’ s writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overal, IM students outperform their vocabularry knowledge, espectially for the most frequent 2000 words and academic vocabulary. Such finding support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The result of the present study are discussed in terms of wider implicantions for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong |
| author2 |
Murphy, Victoria A. |
| author_facet |
Murphy, Victoria A. Yuen, Yi Lo. Murphy, Victoria A. |
| format |
text |
| author |
Yuen, Yi Lo. Murphy, Victoria A. |
| author_sort |
Yuen, Yi Lo. |
| title |
Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| title_short |
Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| title_full |
Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| title_fullStr |
Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| title_full_unstemmed |
Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong /Yuen Yi Lo; Victoria A. Murphy |
| title_sort |
vocabulary knowledge and growth in immersion and regular language-learning programmes in hong kong /yuen yi lo; victoria a. murphy |
| publisher |
Murphy, Victoria A. |
| url |
http://lib.hanu.vn/Opac/DmdInfo.aspx?dmd_id=40720 |
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