Strategies for Making Social Studies Texts More Comprehensible for English-Language Learners

Brown, Clara Lee

doi:10.3200/tsss.98.5.185-188

Cited by 43 publications

(31 citation statements)

References 2 publications

(1 reference statement)

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“…Not only are many social studies textbooks written at the inappropriate grade levels, the text itself can be difficult to read, even for proficient readers, because insufficient background knowledge may be provided, complex sentence structures are used, and large amounts of content specific vocabulary are present (Brown 2007). New vocabulary and/or words that have subject specific meanings add to the complexity and confusion students may experience (Alexander-Shea 2011;Hall 2004;Underwood and Pearson 2004).…”

Section: Instruction In Content Area Classesmentioning

confidence: 97%

Integrating Comprehension Strategies into Social Studies Instruction

Hughes

Parker-Katz

2013

The Social Studies

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Section: Instruction In Content Area Classesmentioning

confidence: 97%

Integrating Comprehension Strategies into Social Studies Instruction

Hughes

Parker-Katz

2013

The Social Studies

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“…Birçok sosyal bilgiler ders kitabında sunulan kelimeler sosyal yaşamla ilişkili olmasına rağmen kavramlar genellikle soyut ve karmaşık olması nedeniyle gündelik konuşmalarda pek kullanılamamaktadır. Yapılan araştırmalarda sosyal bilgiler kitabında sunulan kelimelerin açıklanmasında eksiklikler bulunduğu saptanmıştır (Harmon, Hedrick ve Fox, 2000;Brown, 2007). Örneğin, Harmon ve Hedrick (2000) dördüncü sınıftan sekizinci sınıfa kadar olan tüm sosyal bilgiler ders kitaplarında sunulan kelimelerin öğretimi üzerinde yaptığı çalışmada, bu kaynakların çoğunluğunda çalışma yaprakları ve tanım eşleştirme gibi geleneksel yöntemleri temsil eden kelime öğretim faaliyetleriyle kavram kazanımını planlandığı ve kavram öğrenmeyi desteklemek için yüksek ve üretken öğretim etkinliklerinin ihmal edildiği görülmüştür.…”

Section: Kelime öğRetiminde Yaşanan Problemlerin Giderilmesinde Frayeunclassified

Sosyal Bilgilerde Kelime Hazinesinin Geliştirilmesinde Frayer Modelinin Etkisinin İncelenmesi

Ilter¹

2015

İlköğretim Online

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ABSTRACT. The purpose of the present study is to determine the effects of Frayer model on the development of vocabulary knowledge in social studies. A quasi-experimental nonequivalent control group design was used in the study. For the research, an experimental (N=19) and a control group (N=18) were randomly selected. While Frayer model as text based organizer was utilized on vocabulary instruction in the experimental group, the definitional and contextual approaches by integrating were used in the control group. This research was implemented at a state school with the 4 th grade students in Bayburt, in 2013-2014 academic season. The scale, which was developed by Wesche and Paribakht (1996) and validity and reliability of which were examined and adapted to Turkish by the researcher, was used to determine the students' vocabulary knowledge level. As for the results, it was found that the experimental group was more successful in vocabulary knowledge through the meanings of the target words by enlarging their vocabulary capacity in-depth. The data obtained from the study demonstrated that Frayer model facilitated the students to identify relevant, irrelevant attributes, examples and non-examples of the concepts and uncover the relationships and hierarchical structures between the concepts, thus guide to generate the meanings of terms by activating prior knowledge. Therefore, it helps to the students facilitate development of vocabulary knowledge and vocabulary acquisition. Keywords: Frayer model, vocabulary knowledge, social studies, vocabulary development, definitional and contextual approaches SUMMARY Purpose:The aim of the present study is to investigate the effect of Frayer model as graphic organizer on vocabulary knowledge in social studies. As a result of literature review, it was found that there were not enough studies on the vocabulary instruction about Frayer model in Turkey. However, when the international research studies in literature were examined, it was found that there were so many studies about Frayer model on issues of vocabulary acquisition, literacy skills, reading comprehension, and vocabulary development. In accordance with this purpose in the research, it is expected that the present study might strengthen the theoretical bases of vocabulary instruction in social studies in the light of experimental evidences and help to solve the problems faced in vocabulary development. It is also believed that the findings of this study might provide an inner vision for other studies carried out in vocabulary instruction.

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“…Concept or semantic maps is another good approach to teach LBs. Brown (2007) recommends the use of concept maps as a pre-reading activity as a way to introduce some LBs to students and to highlight how such patterns facilitate the comprehension of the text discourse structure. Such technique is also found to be effective as a post-reading activity, making a paraphrase or a summary of the arguments explained in the text they have just read.…”

Section: Alls 5(6):1-9 2014mentioning

confidence: 99%

Lexical Bundles and the Construction of an Academic Voice in Business Writing

Mhedhbi¹

2014

ALLS

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Most previous studies on disciplinary academic writing focused on the structures in research articles or linguistic realizations of each move (Lau, 2004; Hyland, 2000). Few have been conducted to address the interpersonal aspect of disciplinary discourse texts. The purpose of this study was to measure the effect of lexical bundles' (LBs) awareness on writing enhancement of high-intermediate ESP learners. To this aim, 16 male and female learners studying at Tunis Business School were selected. Their grades of previous academic years underlined the homogeneity of the participants. They were randomly divided into experimental and control groups. The control group was taught based on the conventional approaches of writing. The experimental group received a treatment of LBs awareness in the writing of a credible academic prose. The design of the study was based on four phases respectively a pre-test, a treatment, a posttest and a questionnaire. The pre-test was constituted of two short parts aiming at examining the rhetorical features of the participants' writings particularly their knowledge of LBs. Then the treatment phase which comprised three tasks in teaching LBs. After that, a post-test was administrated in an attempt to examine the effect of the treatment on the participants' output. Next, an 8-item evaluation questionnaire, including an open-ended question, was distributed to elicit information about the students' attitudes towards the techniques used to raise their awareness of LBs' use. The findings revealed that there was a significant difference between the writing scores and LBs' use among the participants in the control and experimental groups. The results of the questionnaire also demonstrated students' positive perceptions towards the usefulness of the LBs treatment tasks.

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Strategies for Making Social Studies Texts More Comprehensible for English-Language Learners

Cited by 43 publications

References 2 publications

Integrating Comprehension Strategies into Social Studies Instruction

Integrating Comprehension Strategies into Social Studies Instruction

Sosyal Bilgilerde Kelime Hazinesinin Geliştirilmesinde Frayer Modelinin Etkisinin İncelenmesi

Lexical Bundles and the Construction of an Academic Voice in Business Writing

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