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Article: Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong

TitleVocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong
Authors
KeywordsBilingual Education
Hong Kong
Immersion Programmes
Regular Second-Language Programmes
Vocabulary Learning
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rlae20#.VMvkR_ldVPM
Citation
Language And Education, 2010, v. 24 n. 3, p. 215-238 How to Cite?
AbstractThe aim of this study was to investigate vocabulary knowledge and growth across two different language-learning programmes in Hong Kong. The two programmes compared 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 educational contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspects of vocabulary were measured: passive, controlled active and free active word knowledge at different word-frequency levels in grade 7 and grade 9 students in both IM and RL2. The Vocabulary Levels Tests measured students' knowledge of passive and controlled active vocabulary, whereas students' writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overall, IM students outperform their counterparts in RL2 concerning their knowledge of different types of vocabulary at various frequency levels. IM students also experience a more rapid growth in their vocabulary knowledge, especially for the most frequent 2000 words and academic vocabulary. Such findings support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The results of the present study are discussed in terms of wider implications for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong. © 2010 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/161268
ISSN
2015 Impact Factor: 0.921
2015 SCImago Journal Rankings: 0.644
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLo, YYen_US
dc.contributor.authorMurphy, VAen_US
dc.date.accessioned2012-08-24T08:28:54Z-
dc.date.available2012-08-24T08:28:54Z-
dc.date.issued2010en_US
dc.identifier.citationLanguage And Education, 2010, v. 24 n. 3, p. 215-238en_US
dc.identifier.issn0950-0782en_US
dc.identifier.urihttp://hdl.handle.net/10722/161268-
dc.description.abstractThe aim of this study was to investigate vocabulary knowledge and growth across two different language-learning programmes in Hong Kong. The two programmes compared 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 educational contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspects of vocabulary were measured: passive, controlled active and free active word knowledge at different word-frequency levels in grade 7 and grade 9 students in both IM and RL2. The Vocabulary Levels Tests measured students' knowledge of passive and controlled active vocabulary, whereas students' writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overall, IM students outperform their counterparts in RL2 concerning their knowledge of different types of vocabulary at various frequency levels. IM students also experience a more rapid growth in their vocabulary knowledge, especially for the most frequent 2000 words and academic vocabulary. Such findings support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The results of the present study are discussed in terms of wider implications for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong. © 2010 Taylor & Francis.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rlae20#.VMvkR_ldVPMen_US
dc.relation.ispartofLanguage and Educationen_US
dc.subjectBilingual Educationen_US
dc.subjectHong Kongen_US
dc.subjectImmersion Programmesen_US
dc.subjectRegular Second-Language Programmesen_US
dc.subjectVocabulary Learningen_US
dc.titleVocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailLo, YY:yuenyilo@hku.hken_US
dc.identifier.authorityLo, YY=rp01635en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/09500780903576125en_US
dc.identifier.scopuseid_2-s2.0-77951293940en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77951293940&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume24en_US
dc.identifier.issue3en_US
dc.identifier.spage215en_US
dc.identifier.epage238en_US
dc.identifier.eissn1747-7581-
dc.identifier.isiWOS:000282032300003-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLo, YY=35868087400en_US
dc.identifier.scopusauthoridMurphy, VA=8651542800en_US

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