Thai French Language Learners’ Problems in Vocabulary Cloze Test
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Published:
Dec 31, 2018
Keywords:
Lexical acquisition Vocabulary Comprehension Lexical Competences French as a Foreign Languag Lexical Practice
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Abstract
The cloze test is one of the exercise that can demotivate learners. As the teacher of French, the researcher would like to avoid this negative attitude. This study was for investigating the cognitive domain for learners to select words to fill in the cloze test exercise. The sample included 40 undergraduate students whose French levels were in A2 and B1. Each level comprised 20 students. They were given two cloze test exercises to complete. They need to translate from French to Thai to check whether they understand the meaning correctly. Errors in translation would help researcher to understand learners’ problems and analyse the cause. Moreover, metacognitive strategy was used to collect the data. The students were asked to explain their thought. The results showed that two groups of the sample had the same problems, (a) misunder-standing the context, (b) lack of analytical skill, (c) lack of vocabulary knowledges, (d) lack of linguistic abilities, and (e) unreasonable guess.
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References
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Batteson, T.-J., Tormey, R., & Ritchie, T.-D. (2014). Approches to learning, metacognition and personality: an exploratory and confirmatory factor analysis. Social and Behavioral Sciences, 116, 2561-2567.
Brown, A.-L. (1978). Knowing when, where and how to remember: A problem of metacognition. In R. Glaser (Ed.) Advances in instructional psychology 1. NJ: Hillsdale.
Brown, A.-L. (1980). Metacognitive development and reading. In R.-J. Spiro, B. Bruce et W.-F. Brewer (Eds.) Theoretical issues in reading comprehension. NJ: Hillsdale.
Brown, A.-L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F.-E. Weinert et R.-H. Kluwe (dir.) Metacognition, Motivation and Understanding. NJ: Hillsdale.
Conseil de l’Europe. (2005). Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer. Paris: Didier.
Cyr, P. (1998). Les stratégies d’apprentissage. Paris: CLE.
Fathima, M.-P., Sasikumar, N., & Roja, M.-P. (2014). Enhancing teaching competency of graduate teacher trainees through metacognitive intervention strategies. American Journal of Applied Psychology, 2(1), 27-32.
Flavell, J.-H. (1976). Metacognitive aspects of problem solving. In L.-B. Resnick (Ed.), The nature of intelligence, Hillsdale, NJ: Erlbaum, 231-236.
Flavell, J.-H. (1981). Cognitive monitoring. In W.-P. Dickson (Ed.) Children’s oral communication skills. NY: Academic Press.
Flavell, J.-H. (1985). Developpement cognitif. In J. Bideaud et M. Richelle (dir.) Phychologie développementale. Bruxelles: Mardaga.
Flavell, J.-H. (1987). Speculation about the nature and development of metacognition. In F.-E. Weinert et R.-H. Kluwe (dir.) Metacognition, Motivation and Understanding. NJ: Hillsdale.
Goigoux, R. et Cèbe, S. (2013). Lectorino & Lectorinette. Paris: Retz.
Holec, H. (1994). Lexique et didactique du français langue étrangère. Cahier de l’ASDIFLE, Actes des 13e et 14e Rencontres, Paris, janvier-septembre 1994 [http://fle.asso.free.fr/asdifle/Cahiers/Asdifle_Cahier6_Holec.pdf], consulté le 06.12.2015.
Jiang, Y., Ma, L., & Gao, L. (2016). Assessing teachers’ metacognition in teaching: The teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403-413.
Lafortune, L., & St-Pierre, L. (1996). Affectivité et métacognition dans la classe. Montréal: les éditions Logiques.
Lehmann, A., & Martin-Berthet, F. (2008). Introduction à la lexicologie. Paris: Armand Colin.
McCormick, C.-B. (2003). Metacognition and learning. In I.-B. Weiner, W.-M. Reynolds et G.-E. Miller (Eds.) Educational psychology, 7, 79-102.
Noël, B. (1991). La métacognition. Bruxelles : De Boeck.
Picoche, J. (1992). Précis de lexicologie française. L’étude et l’enseignement du vocabulaire. Paris: Nathan
Polguère, A. (2003). Lexicologie et sémantique lexicale: Notions fondamentales. Montréal: Presses universitaires de Montréal.
Rasekh, Z.-E., & Ranjibary, R. (2003). Metacognitive strategy training for vocabulary learning. TESL-EJ, 7, 1-17.
Ryan, R.-M., & Deci, E.-L. (2000A). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67.
Ryan, R.-M., & Deci, E.-L. (2000B). Self-Determination Theory and the Facilitation of Intrinsic Motivation. Social Development, and Well-Being. American Psychologist. 55(1), 68-78.
Safari, Y., & Meskini, H. (2015). The effect of metacognitive instruction on problem solving skills in iranian students of health sciences. Global Journal of Health Science, 8(1), 150-156.
Tarricone, P. (2011). The taxonomy of metacognition. Hove: Psychology Press.
Tréville, M.C., & Duquette, L. (1996). Enseigner le vocabulaire en classe de langue. Paris: Hachette.
Yerdelen-Damar, S., Özdemir, O.-F., & Ünal, C. (2015). Pre-service Physics Teachers’ Metacognitive Knowledge about Their Instructional Practices. Eurasia Journal of Mathematics. Science & Technology Education, 11(5), 1009-1026.
Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Social and Behavioral Science, 228, 595-600.