Examinando por Autor "Cerda, Daniela"

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    The correlation between explicit vocabulary instruction and the rate of improvement regarding vocabulary size and vocabulary depth knowledge
    (Universidad Andrés Bello, 2017) Arce, Consuelo; Cea, Cecilia; Cerda, Daniela; Gómez Merino, Carol; Facultad de Educación; Escuela de Pedagogía en Inglés
    This quantitative-correlational study researched on 115 English teachers in preparation from the English Teaching Training Program at Universidad Nacional Andrés Bello, Chile. The main purpose of this study was to determine the correlation between explicit vocabulary iristruction and students' rate of improvement regarding vocabulary size and vocabulary depth knowledge. For the purpose of the study, we applied The Vocabulary Leveis Test to measure Students' Vocabulary Size, and the Vocabulary Knowledge Scale Test to measure students' Vocabulary Depth Knowledge. The students belonged to different leveis of the English language course which are: Language 1, Language III, Language V, and Language Vil, being Language VII the only course that had already experienced explicit vocabulary instruction. In order to see the effects of explicit vocabulary instruction over these twa dimension of vocabuiary, the second aim of the study was to discover if the rate of improvement was significantly different/higher from language V to VII in comparison to Language 1 to III, and III to V. The data evidenced that the improvement made from Language V to Language VII was not significantly higher than the improvement made from Language 1 to Language lii and from Language III to Language V. Therefore, there was no significant correlation between explicit vocabulary instruction and students' rate of improvement regarding vocabulary size and vocabulary depth knowledge.