A Comparison of computer-assisted vocabulary instruction and teacher-led vocabulary instruction

Abstract

ÖZET%ø/*ø6$<$5'(67(./ø.(/ø0(gö5(7ø0ø1ø19(gö5(70(17$5$),1'$1<$3,/$1.(/ø0(gö5(7ø0ø1ø1.$5ù,/$ù7,50$6,$/úH7RNDo<ÂNVHN/LVDQV<DEDQFÃ'LO2ODUDNøQJLOL]FHg÷UHWLPL%OÂPÂTez Yöneticisi: Dr. Susan JohnstonOrtak Tez Yöneticisi: Prof. Theodore RodgersTemmuz, 2005%XoDOÃúPDELOJLVD/DURUWDPÃQGDNHOLPH÷UHQHQYHWHNUDUHGHQ÷UHQFLOHULQVÃQÃIRUWDPÃQGD÷UHWPHQ/DUGÃPÃ/ODNHOLPH÷UHQHQYHWHNUDUHGHQ÷UHQFLOHUOHNDUúÃODúWÃUÃOGÃ÷ÃQGDNHOLPH÷UHQLPLQGHGDKDEDúDUÃOÃROXSROPDGÃ÷ÃQÃLQFHOHPLúWLU%XoDOÃúPDD/UÃFDELOJLVD/DUGHVWHNOLNHOLPH÷UHWLPLQLQJÂoOÂYH]D/ÃIQRNWDODUÃQÃGDLQFHOHPLúWLUdDOÃúPD/DÂoJUXSNDWÃOPÃúWÃU%LUJUXSNRQWUROJUXEXROPXúWXU'L÷HULNLJUXSGD÷UHWPHQJUXEXQXYHELOJLVD/DUJUXEXQXROXúWXUPXúWXUg÷UHWPHQJUXEXQGDNL÷UHQFLOHUKHGHINHOLPHOHULVÃQÃIRUWDPÃQGD÷UHWPHQOHUL/OHELUOLNWH÷UHQGLYHKHGHINHOLPHOHULD/UÃOPÃú-WHNUDU/QWHPL/OHWHNUDUHWWLOHUgWH/DQGDQELOJLVD/DUJUXEXQGDNL÷UHQFLOHUKHGHIyöntemiyle tekrarNHOLPHOHULELOJLVD/DURUWDPÃQGD÷UHQGLYHKHGHINHOLPHOHULD/UÃOPÃú-tekrarHWWLOHU.RQWUROJUXEXLVHKHGHINHOLPHOHULVÃQÃIRUWDPÃQGD÷UHWPHQ/DUGÃPÃ/OD÷UHQGLIDNDWhedef kelimeleri yekpare-tekrar yöntemiyle tekrar etti.*UXSODUÃQNHOLPHHGLQLPOHULQLEHOLUOHPHNLoLQELUNHOLPHKDWÃUODPDVÃQDYÃQWHVWYHVRQWHVWRODUDNEÂWÂQJUXSODUDX/JXODQGÃgQWHVWYHVRQWHVWVRQXoODUÃQGDQHOGHHGLOHQYHULOHUÂoedinimleriDGHW$129$WHVWLLOHDQDOL]HGLOGL*UXSODUDUDVÃDQDOL]EÂWÂQJUXSODUÃQNHlimeDUDVÃQGDLVWDWLVWLNVHODoÃGDQQHPOLELUIDUNÃQROPDGÃ÷ÃQÃJVWHUPLúWLU%X/Â]GHQELOJLVD/DUGHVWHNOLNHOLPH÷UHWLPLQLQ÷UHWPHQ/DUGÃPÃ/ODNHOLPH÷UHWLPLNDGDUHWNLOLROGX÷XJUÂOPÂúWÂU%LOJLVD/DUGHVWHNOLNHOLPH÷UHWLPLQLQJÂoOÂYH]D/ÃIQRNWDODUÃLOHLOJLOLRODUDNNHOLPH÷UHQPHSURJUDPÃQGDJUVHO÷HOHULQEXOXQPDVÃ÷UHQFLOHUWDUDIÃQGDQELOJLVD/DUGHVWHNOLNHOLPH÷UHQLPLQLHQHWNLOL]HOOL÷LRODUDNDOJÃODQPÃúWÃU%LOJLVD/DUGHVWHNOLNHOLPH÷UHWLPLQLQ]D/ÃIQRNWDODUÃLVHELOJLVD/DUWDUDIÃQGDQVD÷ODQDQJHULELOGLULPLQ/HWHUVL]OL÷LYH÷UHQFLOHULQ]DPDQODUÃQÃHWNLOLELUúHNLOGHNXOODQDPDPDODUÃRODUDNEHOLUOHQPLúWLU$QDKWDUNHOLPHOHU<DEDQFÃGLOGHNHOLPHHGLQLPLELOJLVD/DUGHVWHNOLGLO÷UHQLPLELOJLVD/DUGHVWHNOLNHOLPH÷UHWLPLD/UÃOPÃúWHNUDU

ABSTRACTA COMPARISON OF COMPUTER-ASSISTED VOCABULARY INSTRUCTIONANDTEACHER-LED VOCABULARY INSTRUCTIONAyse TokaçM.A., Department of Teaching English as a Foreign LanguageSupervisor: Dr. Susan JohnstonCo-Supervisor: Prof. Theodore RodgersJune 2005This study aims to determine whether the learning of foreign language vocabularywould be better for students who study and revise the vocabulary instruction material in acomputer environment compared to students who learn and revise the same vocabularyinstruction material in a classroom environment with their teachers. Additionally, the studyexplored the strengths and weaknesses of the computer-assisted vocabulary instruction.Three groups of students participated in this study. One group was the control group,other groups were the teacher-led vocabulary instruction group and the computer-assistedvocabulary instruction group. The teacher-led group learned and revised the target wordsusing spaced repetition via teacher instruction, the computer group learned and revised thetarget words using spaced repetition via computers, and the control group learned the targetwords via teacher instruction while they revised vocabulary massively at one time and did notuse spaced repetition.Key words: Vocabulary acquisition, Computer-assisted language learning, Computer-assistedvocabulary instruction, spaced repetition