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Using Communicative Activities to Teach EFL Children English Vocabulary /

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20200922154128.0

008		200922s2020 ch a bm 000 0 eng d
040		\|aPVY\|beng\|cPVY\|dPVY
082		\|a080E
095		\|d080E\|eY18\|pBOOK
100	1	\|aYao, Pin Chi.
245	10	\|aUsing Communicative Activities to Teach EFL Children English Vocabulary /\|cby Yao, Pin Chi.
246	33	\|a運用溝通式教學活動教英語為外語兒童英文字彙
260		\|aTaichung, Taiwan :\|bThe author,\|c2020.
300		\|ax, 86 leaves :\|billustrations ;\|c30 cm.
500		\|aAdvisor:Luo, Chun Lin, Ph.D.
502		\|aThesis (M.A.)--Providence University, Graduate Program of the Department of English Language, Literature and Linguistics, Taichung, Taiwan, 2019.
504		\|aIncludes bibliographical references.
520	3	\|aThe purpose of the study was to find if it is effective to use communicative activity to teach students English vocabulary and the student’s learning motivation toward the approach. The methods applied included quantitative pretests and posttests, and qualitative interview with the teacher. The students who joined the project were in the third and fourth grade. All of the students passed “STYLE” English test level 3(about 600 word level). The 20 students were divided into two groups. One group was taught by the traditional way, and the other group was taught by the communicative activity. In order to understand if communicative activities can help the students increase their English vocabulary ability, pretests and posttests are provided. The results of the pretests and posttests of both groups were analyzed with t test using Statistical Package of Social Sciences (SPSS). The results of the performance showed that most of the students improved their vocabulary ability; in particular, the group of students learning by communicative activity improved more than the traditional text group. There is a significant difference between the posttest of two groups. The results of the motivation scale indicated that most of the students in the communicative activity group improved their motivation after the lessons, while students in traditional text group did not. In the interview, the teacher claimed that students in group A (communicative activities) had more motivation than students in group B. Most of the students in group A were involved in class and were willing to do the activities..
650	0	\|aEnglish language\|xStudy and teaching (Early childhood)\|xForeign speakers.
650	0	\|aLanguage acquisition.
700	1	\|aLuo, Chun-lin.
710	2	\|aProvidence University.\|bGraduate Program of the Department of English Language, Literature and Linguistics.
710	2	\|a靜宜大學\|b英國語文研究所\|b碩士班.
740	0	\|a運用溝通式教學活動教英語為外語兒童英文字彙
856	7	\|uhttps://handle.ncl.edu.tw/11296/d4k2g8\|z電子資源\|2http
910		\|a20200922

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Using Communicative Activities to Teach EFL Children English Vocabulary /

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