A comparison between the effect of reading-based and writing-based vocabulary instruction on college students' writing in Taiwan
The current study examines the effect of two methods of vocabulary instruction on writing: reading-based vocabulary instruction and writing-based vocabulary instruction. The two methods were compared on their impact on Taiwanese college students' writing quality, number of target words used, receptive vocabulary knowledge and productive vocabulary knowledge. Participants were 84 first-year ) technological college students, who were taught 75 target words over five weeks, receiving either writing-based or reading-based instruction. Reading-based instruction, learning vocabulary from a receptive approach, consisted of receptive learning activities including copying words, translation activities from L2 to L l , choosing and matching activities. Writing-based instruction, learning vocabulary from a productive approach, consisted of learning vocabulary through word pairs, translation activities from Ll to L2, sentence writing and story writing activities. Outcomes were measured on task of writing quality on pre and post picture-based story writing which was scored using two kinds of writing rubrics, number of target words used in post picture-based story writing tasks, receptive vocabulary knowledge as assessed
Tai, Feng-Chen
A comparison between the effect of reading-based and writing-based vocabulary instruction on college students' writing in Taiwan. The current study examines the effect of two methods of vocabulary instruction on writing: reading-based vocabulary instruction and writing-based vocabulary instruction. The two methods were compared on their impact on Taiwanese college students' writing quality, number of target words used, receptive vocabulary knowledge and productive vocabulary knowledge. Participants were 84 first-year ) technological college students, who were taught 75 target words over five weeks, receiving either writing-based or reading-based instruction. Reading-based instruction, learning vocabulary from a receptive approach, consisted of receptive learning activities including copying words, translation activities from L2 to L l , choosing and matching activities. Writing-based instruction, learning vocabulary from a productive approach, consisted of learning vocabulary through word pairs, translation activities from Ll to L2, sentence writing and story writing activities. Outcomes were measured on task of writing quality on pre and post picture-based story writing which was scored using two kinds of writing rubrics, number of target words used in post picture-based story writing tasks, receptive vocabulary knowledge as assessed
comparison effect reading based writing based vocabulary instruction college student write taiwan current study_examines effect method vocabulary instruction writing reading based vocabulary instruction writing based vocabulary instruction method compare impact taiwanese college student write quality number target_word use receptive vocabulary_knowledge productive vocabulary_knowledge participants technological college student teach target_word receive either writing based reading based_instruction reading based_instruction learn vocabulary receptive consist receptive learning activity include copying word translation activity choose matching activity writing based_instruction learn vocabulary productive consist learn vocabulary word pair translation activity sentence write story write activity outcomes measure task write quality pre post picture based story writing score use two_kind write rubric number target_word use post picture based story write task receptive vocabulary_knowledge assess