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What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge? / THOMAS CATON

Swansea University Author: THOMAS CATON

DOI (Published version): 10.23889/SUthesis.64893

Abstract

This thesis describes a study which tracks longitudinal changes in vocabularyknowledge during a short-term Study Abroad (SA) experience. A test ofproductive vocabulary knowledge, Lex30 (Meara & Fitzpatrick, 2000),requiring the production of word association responses, is used to elicit vocabular...

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Published: Swansea, Wales, UK 2023
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Fitzpatrick, Tess. and Barbieri, Federica.
URI: https://cronfa.swan.ac.uk/Record/cronfa64893
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spelling v2 64893 2023-11-01 What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge? 7a6f0d32d3cf3e378fe35c2429f21a3e THOMAS CATON THOMAS CATON true false 2023-11-01 This thesis describes a study which tracks longitudinal changes in vocabularyknowledge during a short-term Study Abroad (SA) experience. A test ofproductive vocabulary knowledge, Lex30 (Meara & Fitzpatrick, 2000),requiring the production of word association responses, is used to elicit vocabulary from 38 Japanese L1 learners of English at four test times at equal intervals before and after an SA experience. The study starts by investigating whether there are changes in both the total number of words and in the number of less frequently occurring words produced by SA participants. Three additional ways of measuring the development of lexical knowledge over time are then proposed. The first examines changes in the ability of participants of different proficiency levels in producing collocates in response to Lex30 cue words. The second tracks changes in spelling accuracy to measure if improvements take place over time. The third analysis uses an online measuring instrument (Wmatrix; Rayson, 2009) to explore if there are any changes in the mastery of specific semantic domains. The results show that there is significant growth in the productive use of less frequent vocabulary knowledge during the SA period. There is also an increase in collocation production with lower proficiency participants and evidence of some improvement in the way certain vocabulary items are spelled. The tendency for SA learners to produce more words from semantic groups related to SA experiences is also demonstrated. Post-SA tests show that while some knowledge attrition occurs it does not decline to pre-SA levels. The studyshows how short-term SA programmes can be evaluated using a word association test, contributing to a better understanding of how vocabularydevelops during intensive language learning experiences. It also demonstrates the gradual shift of productive vocabulary knowledge from partial word knowledge to a more complete state of productive mastery. E-Thesis Swansea, Wales, UK Vocabulary, study abroad, testing, collocation, orthography, psycholinguistics 4 10 2023 2023-10-04 10.23889/SUthesis.64893 COLLEGE NANME COLLEGE CODE Swansea University Fitzpatrick, Tess. and Barbieri, Federica. Doctoral Ph.D 2023-11-01T11:33:05.7770241 2023-11-01T11:23:39.3666505 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics THOMAS CATON 1 64893__28907__cf5d3f5b71ae4b93af37232dea6cd25b.pdf 2023_Caton_T.final.64893.pdf 2023-11-01T11:28:35.3440623 Output 5575467 application/pdf E-Thesis – open access true Copyright: The Author, Thomas Caton, 2023 true eng
title What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
spellingShingle What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
THOMAS CATON
title_short What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
title_full What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
title_fullStr What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
title_full_unstemmed What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
title_sort What effect does short term Study Abroad (SA) have on learners’ vocabulary knowledge?
author_id_str_mv 7a6f0d32d3cf3e378fe35c2429f21a3e
author_id_fullname_str_mv 7a6f0d32d3cf3e378fe35c2429f21a3e_***_THOMAS CATON
author THOMAS CATON
author2 THOMAS CATON
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publishDate 2023
institution Swansea University
doi_str_mv 10.23889/SUthesis.64893
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
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description This thesis describes a study which tracks longitudinal changes in vocabularyknowledge during a short-term Study Abroad (SA) experience. A test ofproductive vocabulary knowledge, Lex30 (Meara & Fitzpatrick, 2000),requiring the production of word association responses, is used to elicit vocabulary from 38 Japanese L1 learners of English at four test times at equal intervals before and after an SA experience. The study starts by investigating whether there are changes in both the total number of words and in the number of less frequently occurring words produced by SA participants. Three additional ways of measuring the development of lexical knowledge over time are then proposed. The first examines changes in the ability of participants of different proficiency levels in producing collocates in response to Lex30 cue words. The second tracks changes in spelling accuracy to measure if improvements take place over time. The third analysis uses an online measuring instrument (Wmatrix; Rayson, 2009) to explore if there are any changes in the mastery of specific semantic domains. The results show that there is significant growth in the productive use of less frequent vocabulary knowledge during the SA period. There is also an increase in collocation production with lower proficiency participants and evidence of some improvement in the way certain vocabulary items are spelled. The tendency for SA learners to produce more words from semantic groups related to SA experiences is also demonstrated. Post-SA tests show that while some knowledge attrition occurs it does not decline to pre-SA levels. The studyshows how short-term SA programmes can be evaluated using a word association test, contributing to a better understanding of how vocabularydevelops during intensive language learning experiences. It also demonstrates the gradual shift of productive vocabulary knowledge from partial word knowledge to a more complete state of productive mastery.
published_date 2023-10-04T11:33:05Z
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score 11.012678

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