The effect of explicit vocabulary teaching on vocabulary acquisition and attitude towards reading

dc.creator	Leyla Hasbún Hasbún
dc.date	2005
dc.date.accessioned	2022-03-29T14:20:30Z
dc.date.available	2022-03-29T14:20:30Z
dc.identifier	http://www.redalyc.org/articulo.oa?id=44750203
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/145198
dc.description	This study examines the effects of explicit vocabulary teaching on vocabulary acquisition and on attitude towards reading in an EFL class. Vocabulary exercises following the Lexical Approach (Lewis, 1993, 1997, 2000) were designed to supplement a college reading comprehension course, and several reading strategies were systematically practiced. Statistical analyses revealed that the students acquired the vocabulary. In addition, at the end of the term, learners claimed that knowing more words had made them better readers, and the final evaluation of the course showed that their attitude towards reading had greatly improved.
dc.format	application/pdf
dc.language	en
dc.publisher	Universidad de Costa Rica
dc.relation	http://www.redalyc.org/revista.oa?id=447
dc.rights	Revista Electrónica "Actualidades Investigativas en Educación"
dc.source	Revista Electrónica "Actualidades Investigativas en Educación" (Costa Rica) Num.2 Vol.5
dc.subject	Educación
dc.subject	reading comprehension/ vocabulary teaching/ vocabulary acquisition/ learning strategies/
dc.title	The effect of explicit vocabulary teaching on vocabulary acquisition and attitude towards reading
dc.type	artículo científico