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TFM_Zhang_Lijun.pdf (599.21 KB)

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Master thesis

Publication date

2019

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cc-by-nc-nd (c) Zhang, 2019
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/172198

Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese

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Abstract

This study examined the effects of repeated reading (RR) and RR-based summarizing and the additive effect of written corrective feedback (WCF) on intentional vocabulary learning with one foreign language learner of Chinese. During three weeks, the participant received a different treatment for each week. Immediate and delayed post-tests were administered to assess the receptive and productive knowledge of the self-selected words. Results showed that a combination of unassisted RR and assisted RR was effective in acquiring receptive vocabulary knowledge and short-term productive vocabulary knowledge. The study also found that summarizing was not so effective in long-term vocabulary learning as in the short term. Moreover, the findings on the additive effect of WCF were inconclusive due to the limited data. Participant’s motivation is discussed as well.

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Màster de Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Curs: 2018-2019, Tutor: Raquel Serrano

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Ensenyament de llengües, Adquisició d'una segona llengua, Xinès, Treballs de fi de màster

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Language teaching, Second language acquisition, Chinese language, Master's theses

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Màster Oficial - Lingüística Aplicada i Adquisició de Llengües en Contextos Multilingües

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ZHANG, Lijun. Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese. [consulted: 13 of August of 2026]. Available at: https://hdl.handle.net/2445/172198

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