A thesis submitted in partial fulfilment of - Queen Margaret University

new words. Qualitative data suggests that C1 may characteristically make
phonemic errors but self-correct articulation errors accurately.
5.5.1.4 Rehearsal and consolidation of learning
C1 used the full 30 minutes of independent learning time to rehearse the new
vocabulary. During this time she completed practise assessments and played
the audio recording a number of times. She also practised writing the details of
each creature and could be heard practising under her breath.
5.5.2 Demonstration of learning the new vocabulary
C1’s performance on each assessment task is presented in Table 5.9 below and
her ability to learn the new vocabulary is summarised for both immediate and
delayed recall assessments.
5.5.2.1 Immediate recall
Table 5.9
C1’s detailed performance on learning new vocabulary
Assessment (type) Raw score Assessment (type) Raw score
IR DR IR DR
CR – NAME (S) 20 14 Read aloud (R) 19 20
CR – NAME (W) 20 14 W-P match – NAME (L) 20 20
CR – SKILL (S/W) 19 12.5 W-P match – NAME (R) 20 20
CR – HABITAT (S/W) 20 13 W-P match – SKILL (L) 20 20
CR – FOOD (S/W) 20 13 W-P match – SKILL (R) 20 20
Recognition (L) 20 20 Categorisation–
20 12
HABITAT/FOOD (P)
Recognition (R) 20 20 Categorisation–
20 6
HABITAT/FOOD (R)
P-S match (P) 20 19
Syllable completion (R) 20 20 TOTAL SCORE 318 263.5
C1 recalled all 20 of the new words in spoken form and did not require any cues
to aid recall (see Table 5.9). She made five phonemic errors for spoken recall
(e.g. fËtaÄd instead of fËtaÄg; fitøkam instead of fitøkEl) and there were very long
pauses between her responses. C1 also made phonemic errors on already
familiar words (e.g. kakøs instead of kaktøs). C1 also recalled all 20 words in
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