Observed classroom vocabulary teaching in the studied Tamil Nadu government school was a partial embedded method with minimal importance given to vocabulary and no intentional learning environment¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Observation of Session One showed the teacher gave meanings for only six of the fifteen prescribed words, with no awareness created that learners were learning new words. → Vincy 2018

Evidence¶

Vincy 2018¶

Vincy, R. I. (2018). The impact of explicit instruction and intentional learning in the reception of vocabulary: An experimental study. i-manager's Journal on English Language Teaching, 8(2). doi:10.26634/jelt.8.2.14155

q1 · i? · causal · r1

Qualitative classroom observation of the class teacher teaching the Unit 1 prose lesson, analysed against Henriksen's framework. The researcher "called it a 'partial' embedded teaching methods because not all words were taught except for the six words out of the prescribed fifteen words."

"The above observations showed that vocabulary was taught by partial embedded teaching method and minimum importance for vocabulary was given."

Discussion¶

Related Claims¶

• Explicit instruction combined with an intentional learning environment produced higher self-reported receptive knowledge of target vocabulary in fifth-grade ESL learners than the same lesson taught by another teacher — related
• After regular instruction on Unit 1, the class's receptive knowledge of the prescribed vocabulary was partial, averaging 14.23 out of 40 on the VKS — related