of the words was calculated. Each group could get a maximum score of 104 for each post
test. Figures 7.11 and 7.12 present the results for both sets of questions.
Figure 7.11 Total number of correct responses in the “categorisation questions” by
group across testing
I I Control LJ PhO-ControI
I Oste-Definition H Lex-Contrast
і j Definition
Figure 7.12 Total number of correct responses in the “world knowledge” questions by
group across testing
Posttestl Post test 2 Post test 3
I I Control Fl Pho-Control
S Oste-Deflnltion H Lex-Contrast
I___: Definition
The previous figures show the same pattern as that shown in Table 7.11, nevertheless, to a
lower degree. In addition, comparison between the two sets of questions revealed that the
children performed significantly better in the “world knowledge" than the “categorisation"
questions across testing (Wilcoxon, Pl: Z=5.8, p<.0000; P2: Z= 4.7, p<.0000; P3: Z=8.1,
p<.0000).
Is there a differential impact of the type of exposure to new lexical items that the children
receive on their performance in the short questions task ?
Categorisation questions
Three separate One Way Analyses of Variance were carried out with group as the
independent variable and score in the categorisation questions as the dependent variables.
227
More intriguing information
1. The name is absent2. Consumption Behaviour in Zambia: The Link to Poverty Alleviation?
3. The name is absent
4. Learning and Endogenous Business Cycles in a Standard Growth Model
5. Improving the Impact of Market Reform on Agricultural Productivity in Africa: How Institutional Design Makes a Difference
6. Delayed Manifestation of T ransurethral Syndrome as a Complication of T ransurethral Prostatic Resection
7. The name is absent
8. The name is absent
9. 5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan
10. Transfer from primary school to secondary school