The Effect of Keyword Pedagogy on the Acquisition of English Vocabulary by Elementary School Low Achievers

• Main Authors: Hsiang-chun Chen, 陳香君
• Other Authors: Hsiao-tzu Yang
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/84090173564061402483

碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 101 === This study aims to investigate the effect of keyword pedagogy on word recognition and English learning motivation of the elementary school low achievers. The participants were fourteen sixth-grade low achievers (N= 7 boys and 7 girls). The keyword pedagogy course was eight weeks in length including twelve class meetings, implemented after three weeks of the phonics instruction. The quasi-experiment with one group pretest-post-test design was adopted in this study. Besides, the semi-structured interview was used to further explore the students’ responses to the given instruction. Also, the data from the classroom observation was collected as the supplements to the study. Accordingly, this study gathered quantitative and qualitative data to explore the effect of the keyword pedagogy. The results of study were as follows: 1.There was little improvement on low achievers when learning vocabulary with the keyword pedagogy according to the comparison between the pre- and post-tests. 2.The keyword pedagogy has motivated low achievers to learn English based on the questionnaires, classroom observation, and interviews. 3.The keyword pedagogy appeared appealing to the low achievers, making them feel confident of learning English. 4.There were only very few applications of the keyword pedagogy created by the low achievers. Further implications and suggestions for future research were proposed.