lexical quality of esl learners: effects of focused training on encoding susan dunlap, benjamin...
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Lexical Quality of ESL Learners:Effects of Focused Training on Encoding
Susan Dunlap, Benjamin Friedline, Alan Juffs, & Charles A. Perfetti
University of Pittsburgh
Jeanine SunWashington University in St. Louis
Background
• ESL encoding task (of RSAs)• Arab L1 seem to make more spelling errors
than Korean, Chinese, and Spanish L1
• Differences cannot necessarily be accounted for by L1 writing system, L1 orthographic depth, L2 vocabulary knowledge, or L2 fluency
Previous Research
• Arab L1 have more problems with prelexical word identification; Japanese L1 have more problems with online word integration (Fender, 2003)
Previous Research
• Reading skill better than L1 as a predictor of L2 spelling accuracy in school-aged children (Wade-Woolley & Siegel, 1997)
Theoretical Framework
• Lexical Quality Hypothesis – (Perfetti & Hart, 2001) in L1– orthography, phonology, meaning– plus don’t forget: syntax and morphology
• L1 affects L2 learning of grammar, spelling, vocabulary, etc.– (MacWhinney, 2005)
Connection to PSLC Framework
• Robust Learning– Retention (of trained words)– Transfer (to new words)– Accelerated future learning (faster decrease in
error rates across ESL years)
• Assistance dilemma
• Explicit vs. implicit instruction
Hypotheses/Predictions
• Intervention with focused encoding and meaning-based encoding task will increase quality of lexical representations– Retention
• improved lexical quality (of trained words)
– Transfer• improved lexical quality (of new/untrained words)
– Accelerated future learning• faster decrease in error rates (steeper slope)
Method
• Two-phase approach– Phase 1: Knowledge Component Analysis– Phase 2: Focused Intervention
Method
• Phase 1 – Knowledge Component Analysis– in-depth coding of RSA transcription data– aka data mining
Coding• Correct
– AWL K1-5 (e.g., accumulation, techniques)
– acceptable (e.g., blog, otolaryngology, falafel)
• Typing (form)– capitalization (e.g., english)
– punctuation (e.g., couldnt)
– spacing (e.g., myfriend)
• Errors– encoding errors
Error Types• Consonant
– Missing conect (spa4)– Extra fittness (kor3)– Substitution afternoom (kor4)
• Vowel– Missing tuch (chi4)– Extra aabout (ara4)– Substitution becose (kor3)
• Multiple C/V errors voleyboll (spa3)• Transpositions afetr (ara3), becuase (kor5)• Lexical/morphological
– Plural, tense, affixes truthable (kor4); laught (tai3)• Garble cabegle (chi4); thr (ara4)
Preliminary FindingsProportions of All Attempted Items
0%
20%
40%
60%
80%
100%
3 4 5 3 4 5 3 4 5 3 4 5 3 4
ARABIC CHINESE KOREAN SPANISH TAIWAINESE
AWL K1-5
ACCEPTABLE
TYPING ERROR
TRANSPOSITION
ENCODING ERROR
Preliminary FindingsProportions of Error Types
0%
20%
40%
60%
80%
100%
3 4 5 3 4 5 3 4 5 3 4 5 3 4
Arabic Chinese Korean Spanish Taiwanese
Garble
Lexical
Transposition
Multiple
Consonant
Vowel
Preliminary FindingsProportions of Correct Items from Academic Word List
0%
20%
40%
60%
80%
100%
3 4 5 3 4 5 3 4 5 3 4 5 3 4
Arabic Chinese Korean Spanish Taiwanese
AWL K5
AWL K4
AWL K3
AWL K2
AWL K1
Summary of Preliminary Findings
• For all L1 groups, errors decrease from Level 3 to Level 5
• Arab L1 group makes more errors compared to other L1 groups, this difference persists through Level 5
• Arab L1 seem to be attempting more “advanced” words (fewer AWL1 words)
• Vowel errors most prevalent for Arab L1• Consonant errors most prevalent for Spanish L1
Method
• Phase 2 – Intervention– Fall 2008– In vivo ESL LearnLab– Designed to focus attention to form-meaning
mappings
Implementation• Participants
– Pilot in Fall 2008 (Level 5 students)– Data collection in Spring 2009, weeks 1-15– ESL 3, 4, and 5 writing classes
• Exercises– Required but not graded– Done in language lab (CL G-17)– Overseen by researcher on site for weekly scheduled
lab times• Programmed in Revolution (or Flash?)• Separate from REAP-based vocabulary study
Groups A and B
Group A
(one half of the students)
Group B
(other half of students)
Spelling Recognition
Sublexical Quiz
Spelling Recognition
Attitudes Assessment
Attitudes Assessment
Sublexical Quiz
Intervention - Whole Word
Intervention - Sublexical
Intervention - Sublexical
Intervention - Whole Word
Spelling Attitudes Assessment
Spelling Recognition Pre-test and Post-test
Select the correctly spelled word:
opportunity oportunitiy oportunity opportuintiy
Select the correctly spelled word:
actualy actully achually actually
How important is it to be good at spelling in English?
0 1 2 3 4 5 6 7 8 9 10 not important extremely important
How important is it to communicate your ideas clearly in written communication for school or for work?
0 1 2 3 4 5 6 7 8 9 10
not important extremely important
How often do you rely on computerized spell-checking to proofread your written correspondence?
0 1 2 3 4 5 6 7 8 9 10
never always
Intervention
Presentation – Whole Word Condition
Presentation – Sublexical Condition
Prompt
Study the spelling of the word.
Click to proceed
BELIEVE (v. to accept as true)
Type the complete and correct form of the previous word.
OK
Study the spelling of the word.
Click to proceed
BEL_EVE (v. to accept as true)
Feedback
CORRECT
Correct form: BELIEVE
Your response: BELIEVE
Proceed to the next item.
INCORRECT
Correct form: BELIEVE
Your response: BELEEVE
Study the item and try one more time.
Fill-in-the-Blank Meaning Task
Sublexical Quiz
Type the word that best completes this sentence:
I really do _ _ _ _ _ _ _ that Lisa is telling the truth.
Select the letter that correctly completes the word:
CHOO_E (v. to select, to make a choice)
C S Z H
Predicted Results
• L1 x Level x Focus (whole word/sublexical)– Retention
• improved lexical quality (of trained words)
– Transfer• improved lexical quality (of new/untrained words)
– Accelerated future learning• faster decrease in error rates (steeper slope)
Acknowledgments
• Sally J. Andrews, Michael Nugent, Claire Bradin Siskin• PSLC ESL LearnLab, funded by NSF award number SBE-0354420
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