ELIF GEN

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Should vocabulary instruction be integrated or
isolated?

• ELIF GENÇ
• SEZEN SAVAS

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Outline

• Recall of isolated and integrated vocabulary
  instructions
• Our study
• Results of the study
• Discussion
• Recommendation
• Limitation

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PURPOSE

• to elaborate on which type of FFI (Form Focused
  Instruction) (isolated or integrated) is more
  effective for learning new vocabulary through
  reading.
• to investigate the effectiveness of integrated
  and isolated vocabulary teaching

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Types of form-focused instruction

• In a reading lesson, form-focused instruction
  can be done in two ways
• integrated vocabulary instruction
• isolated vocabulary instruction

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Integrated FFI

• Learners first engage in meaning then explore
  some linguistic features
• Occasional shift of attention to form
• Linguistic features are explored in contexts

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Isolated FFI

• Primary attention to form
• Most attention to form
• Pre-selected in the syllabus
• Forms are taught in isolation

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Form-focus Instruction andReceptive Productive

• We assume that integrated vocabulary instruction
  develops receptive skills as students are not
  given enough time to use the words and produce
  sentences. They interpret the new words as a
  comprehensive aid.

• As isolated vocabulary instruction provides
  learners additional time and opportunities for
  productive use, it offers greater depth of
  vocabulary learning. Therefore, it promotes
  better productive skills.

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• DEPEND (v)
• To need someone or sth in order to happen.
• dependence (n)
• dependent X independent (adj)
• Whether or not we go to Spain for our holiday
  depends on the cost.
• Sentence production tasks taught and assigned

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Our study

• Five teachers prepared presentations for each
  unit in Reading Explorer Intro.
• Some words-especially difficult ones- were taught
  as isolated, while others as integrated.
• Target words were graded according to their
  difficulties and frequency of their usage by
  these five instructors
• The most difficult and also the least often used
  words were chosen.
• Two tests were prepared for both isolated and
  integrated taught words as receptive and
  productive.

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Our study

• 95 words were taught as isolated and 31 of them
  were asked in the test
• 135 words were taught as integrated and 31 of
  them were asked in the test
• Tests were distributed to these five classes
• 70 students answered the questions

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The Test What meaning does this word form signal?

• 1. This new drug could be an important step
  against cancer.
• A) The act of lifting one foot and putting it
  down on a different part of ground.
• B) A stage in a process.
• C) One of the surfaces that you walk on when you
  go up or down stairs.
• Isolated- receptive

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The Test What word form can be used to express
this meaning?

• Whole(n) .
• Indeed(adv)
• Integrated - productive

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Analysis of the data

• We collected the tests from the students.
• We divided the tests into two groups as isolated
  and integrated.
• At the first step, each of us checked one groups
  answers.
• As a second step, we changed the tests and
  checked for the second time.

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Analysis of the data

• We prepared a chart to record the results.
• There were 8 parts in each of the tests.
• We recorded the correct answers for each part.
• Finally, we got the total number of correct
  answers as receptive and productive

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ISOLATED   RECEPTIVE     TOTAL PRODUCTIVE       TOTAL
  A (4) C(5) E (3) G (3) 230 B (4) D (5) F (4) H (3) 452
STUDENT 1  3 2 0   2 1 3 1  
  1  2 0 0   4 2 2 1  
  1  1 0 0   1 3 3 0  
  3  4 4 1   1 2 4 0  
  3  3 0 0   1 1 3 0  
  1  2 0 0   0 2 2 0  
  2  3 0 1   3 0 1 0  
  2  4 0 1   3 2 2 2  
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Results of The Study
The type of vocabulary instruction Isolated VI Isolated VI
The number of words taught in class 95 95
The number of words tested in tests 31 31
The type of the questions receptive productive
The number of questions in test type 15 16
The total of questions / the total of correct answer 1050 /330 1120 /452
Percentage 31 40
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Isolated VI

• receptive31 productive40
• promoted productive vocabulary skills more than
  receptive skills
• helped students gain more detailed knowledge of
  words (as they were better at word formation
  questions)

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Results of the Study
The type of vocabulary instruction Integrated VI Integrated VI
The number of words taught in class 135 135
The number of words tested in tests 31 31
The type of the questions receptive productive
The number of questions in test type 15 16
The total of questions / the total of correct answer 1050 /501 1212 /253
Percentage 47 23
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Integrated VI

• Receptive 47 productive 23
• resulted in better usage of receptive skills than
  productive ones.
• Students were limited in the word-recognition
  level as they didnt have the opportunity to
  practice the new learned words.

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Discussion

• Webb 2005
• Those producing a word in a sentence-production
  task acquired greater word knowledge than those
  doing the reading task.

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• The greater gains achieved in the isolated FFI
  than in the integrated FFI is thanks to these
  different types of processing tasks such as
• Sentence production
• Processing a word in tasks and using in a
  sentence may also help learners to understand
  morphosyntactic features of words.
• Webb, 2005

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Why not Integrated VI

• new vocabulary gained from a reading activity
  does not automatically transfer into productive
  vocabulary and teachers need to provide
  opportunities for learners to use recognition and
  new vocabulary in a contextually related writing
  task.
• S. H. Lee 2003

.
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Recommendation

• To help students gain the most out of vocabulary
  learning, instructional conditions that provide
  opportunities for a maximum amount of processing
  of the words should be arranged.
• Language teachers need to invest their time in
  designing relevant vocabulary activities that can
  initiate students to interact and negotiate
  meaning.

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Recommendation

• Vocabulary instruction can be adapted to the
  needs of the class.
• In integrated FFI,
• They may reduce planning time
• They may not require additional material
• They can align instruction more closely to the
  participants learning needs

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Recommendation

• In isolated FFI,
• Teachers may help learners focus attention on
  vocabulary learning
• They can teach more aspects of knowing a word
• Pronunciation
• Synonyms
• Antonyms
• Lexicogrammatical features
• Specific meaning
• Collocation etc

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Limitation

• The tests were given at the end of the semester,
  so this may be a factor in the low success of the
  students test scores.

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THANK YOU ?