Abstract
Reading comprehension relates strongly to vocabulary knowledge and is the core component of reading instruction. Having wide vocabulary knowledge helps learners to learn new knowledge and concepts quicker than those with less vocabulary. However, many learners do not achieve the goals of vocabulary learning. This could be due to the wrong technique used. Hence, by replicating Prince’s (Language Learning and Technology 16:103–120, 2012) study, this paper aims to investigate how narrative framework helps L2 learners understand and learn vocabulary. Twenty participants of the same proficiency level were involved in this study. The experiment conducted in this study intends to compare two different conditions: (1) a condition in which target words were embedded in a series of sentences within a narrative framework (story condition) and (2) a condition in which similar sentences have no connection to each other (unrelated condition). Throughout the study, the participants were required to answer a series of tests which were divided into four phases. The data collected were analysed by using analysis of variance (ANOVA). The results show that narrative framework appears to be an effective technique to participants in learning vocabulary as they are able to recall the vocabulary which are used in the experiment. Therefore, narrative framework may be seen as having a pedagogical implication in learning vocabulary.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Atay, D., & Ozbulgan, C. (2007). Memory strategy instruction, contextual learning and ESP vocabulary recall. English for Specific Purposes, 26, 39–51.
Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), 74–89.
Bower, G. H., & Clark, M. C. (1969). Narrative stories as mediators for serial learning. Psychonomic Science, 14, 181–182.
Cariana, R. B., & Lee, D. (2001). The effects of recognition and recall study tasks with feedback in a computer-based vocabulary lesson. Educational Technology Research & Development, 49(3), 23–36.
Chall, J. S., & Jacobs, V. A. (2003). Poor children’s fourth-grade slump. American Educator, 27(1), 14–15.
Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38–63. Retrieved from: http://llt.msu.edu/vol11num3/cobb/default.html.
Cohen, A. D. (1989) ‘Attrition in the productive lexicon of two Portuguese third language speakers’. Studies in Second Language Acquisition, 11, 135–149.
Cohen, A. D., & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221–236.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language reading classroom. New York: Cambridge University Press New.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Gazzaniga, M. S. (1970). The bisected brain. New York: Appleton-Century-Crofts.
Glover, J. A. (1989). The testing phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81(3), 392–399.
Graesser, A. C., Olde, B. A., & Klettke, B. (2002). How does the mind construct and represent stories? In M. Green, J. Strange & T. Brock (Eds.), Narrative impact: Social and cognitive foundations. Mahwah, NJ: Erlbaum.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. Arnaud & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113–125). London: Macmillan.
Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning: Theoretical considerations and pedagogical implications. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 203–224). Cambridge: Cambridge University Press.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539–558.
McDaniel, M. A., & Mason, M. E. J. (1985). Altering memory representations through retrieval. Journal of Experimental Psychology, Learning, Memory and Cognition, 11(2), 371–385.
McNamara, D. S., & Scott, J. L. (2001). Working memory capacity and strategy use. Memory and Cognition, 29, 10–17.
Olshtain, E. (1989). ‘Is second language attrition the reversal of second language acquisition?’. Studies in Second Language Acquisition, 11, 151–165.
Pressley, M., Levin, J. R., & Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61–91.
Prince, P. (2012). Towards an instructional programme for L2 vocabulary: Can a story help? Language Learning and Technology, 16(3), 103–120. Retrieved from http://llt.msu.edu/issues/october2012/prince.pdf
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 56, 282–307.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363.
Sedita, J. (2005). Effective vocabulary instruction. Insights on Learning Disabilities, 2(1), 33–45.
Thorndike, R. L. (1973). Reading as reasoning. Reading Research Quarterly, 1973–74, 9, 135–147.
Tulving, E. (1983). Elements of episodic memory. New York: Oxford University Press.
Tulving, E (2001). Episodic memory and common sense. How far apart? The Royal Society Publishing Philosophical Transactions of the Royal Society of London B: Biological Sciences, 356(1413), 1505–1515.
Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1–25.
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217–234.
Weltens, B. & Grendel, M. (1993). Attrition of vocabulary knowledge. In R. Schreuder & B. Weltens (eds.), The Bilingual Lexicon. Amsterdam: John Benjamins.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this paper
Cite this paper
Yusob, K.F., Jelani, A.N., Ismail, I.N., Baudin, N. (2016). The Use of Narrative Framework in Learning L2 Vocabulary Among Malaysian ESL Learners. In: Abdullah, M., Yahya, W., Ramli, N., Mohamed, S., Ahmad, B. (eds) Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014). Springer, Singapore. https://doi.org/10.1007/978-981-10-1458-1_80
Download citation
DOI: https://doi.org/10.1007/978-981-10-1458-1_80
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1456-7
Online ISBN: 978-981-10-1458-1
eBook Packages: Social SciencesSocial Sciences (R0)