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‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg

Tess Fitzpatrick Orcid Logo, Steve Morris Orcid Logo

Gwerddon, Volume: 38, Pages: 22 - 76

Swansea University Authors: Tess Fitzpatrick Orcid Logo, Steve Morris Orcid Logo

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DOI (Published version): 10.61257/heoy7440

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Mae’r erthygl hon yn amlinellu ymchwil a gynhaliwyd ymhlith dysgwyr Cymraeg sy’n ddechreuwyr wrth iddynt gaffael geirfa Gymraeg a ddefnyddir yn aml. Gofynnwyd i 23 chyfranogwr ddysgu 300 gair cynnwys dros 50 diwrnod (10 munud y dydd) gan ddefnyddio cardiau fflach. Rhoddwyd gwybodaeth am dechnegau i...

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Published in: Gwerddon
ISSN: 1741-4261
Published: Coleg Cymraeg Cenedlaethol 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa68395
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spelling 2025-02-27T12:03:26.1084746 v2 68395 2024-11-29 ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg 9597ef45279e137ada70fc75832a45de 0000-0003-0715-9009 Tess Fitzpatrick Tess Fitzpatrick true false c696b0282208e9edd88c35b049a8c8d8 0000-0003-3789-1233 Steve Morris Steve Morris true false 2024-11-29 CACS Mae’r erthygl hon yn amlinellu ymchwil a gynhaliwyd ymhlith dysgwyr Cymraeg sy’n ddechreuwyr wrth iddynt gaffael geirfa Gymraeg a ddefnyddir yn aml. Gofynnwyd i 23 chyfranogwr ddysgu 300 gair cynnwys dros 50 diwrnod (10 munud y dydd) gan ddefnyddio cardiau fflach. Rhoddwyd gwybodaeth am dechnegau i gefnogi eu dysgu, fel y dull allweddeiriau a rhoi sylw i rannau o eiriau. Datgelodd profion yn syth ar ôl dysgu a phrofion wedi’u hoedi wahaniaethau sylweddol rhwng ‘dysgadwyedd’ a dargadwedd (retention) y geiriau targed. Cafwyd gwybodaeth fanwl am brofiad dysgu’r cyfranogwyr trwy holiadur ar ddiwedd yr astudiaeth, a gwelwyd bod y dysgwyr mwyaf llwyddiannus yn defnyddio dulliau systematig iawn er mwyn dethol ac adolygu geiriau, ac yn defnyddio techneg allweddeiriau. Ar sail hyn, defnyddir rhestr o eiriau wedi’u trefnu yn ôl ‘dysgadwyedd’, ac mae sylwadau ar dechnegau dysgu gan gyfranogwyr a gafodd sgôr uchel yn darparu gwybodaeth ar gyfer adolygu deunyddiau dysgu.This article outlines research carried out among beginner Welsh learners as they acquire frequently used Welsh vocabulary. 23 participants were asked to learn 300 content words over 50 days (10 minutes per day) using flash cards. Information was given about techniques to support their learning, such as the keyword method and paying attention to parts of words. Tests immediately after learning and delayed tests revealed significant differences between 'learnability' and retention (retention) of the target words. Detailed information was obtained about the learning experience of the participants through a questionnaire at the end of the study, and it was seen that the most successful learners used very systematic methods in order to select and review words, and used a keyword technique. Based on this, a list of words arranged according to 'learnability' is used, and comments on learning techniques from participants who scored highly provide information for revising learning materials. Journal Article Gwerddon 38 22 76 Coleg Cymraeg Cenedlaethol 1741-4261 Caffael geirfa, dysgu Cymraeg, dysgu ac addysgu ieithoedd, ieithyddiaeth gymhwysol, dysgadwyedd geiriau, baich dysgu, cardiau fflach geirfa, dull allweddeiriau/ Vocabulary acquisition, learning Welsh, learning and teaching languages, applied linguistics, learnability of words, learning burden, vocabulary flash cards, keyword method 25 11 2024 2024-11-25 10.61257/heoy7440 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Not Required Cydariannwyd yr astudiaeth yr adroddir arni yn yr erthygl hon gan y Ganolfan Dysgu Cymraeg Genedlaethol a Dyfarniad Cyflymu Traweffaith yr AHRC (Cyngor Ymchwil y Celfyddydau a’r Dyniaethau). 2025-02-27T12:03:26.1084746 2024-11-29T12:39:18.6835897 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Tess Fitzpatrick 0000-0003-0715-9009 1 Steve Morris 0000-0003-3789-1233 2 68395__33298__0bb64631f5724d4e9aac71543c55ae9f.pdf 68395.VoR.pdf 2025-01-13T13:33:10.7772771 Output 1931850 application/pdf Version of Record true true cym 293
title ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
spellingShingle ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
Tess Fitzpatrick
Steve Morris
title_short ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
title_full ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
title_fullStr ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
title_full_unstemmed ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
title_sort ‘O sero i dri chant’: technegau caffael dwys ar gyfer y 300 gair cynnwys a ddefnyddir amlaf yn y Gymraeg
author_id_str_mv 9597ef45279e137ada70fc75832a45de
c696b0282208e9edd88c35b049a8c8d8
author_id_fullname_str_mv 9597ef45279e137ada70fc75832a45de_***_Tess Fitzpatrick
c696b0282208e9edd88c35b049a8c8d8_***_Steve Morris
author Tess Fitzpatrick
Steve Morris
author2 Tess Fitzpatrick
Steve Morris
format Journal article
container_title Gwerddon
container_volume 38
container_start_page 22
publishDate 2024
institution Swansea University
issn 1741-4261
doi_str_mv 10.61257/heoy7440
publisher Coleg Cymraeg Cenedlaethol
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
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description Mae’r erthygl hon yn amlinellu ymchwil a gynhaliwyd ymhlith dysgwyr Cymraeg sy’n ddechreuwyr wrth iddynt gaffael geirfa Gymraeg a ddefnyddir yn aml. Gofynnwyd i 23 chyfranogwr ddysgu 300 gair cynnwys dros 50 diwrnod (10 munud y dydd) gan ddefnyddio cardiau fflach. Rhoddwyd gwybodaeth am dechnegau i gefnogi eu dysgu, fel y dull allweddeiriau a rhoi sylw i rannau o eiriau. Datgelodd profion yn syth ar ôl dysgu a phrofion wedi’u hoedi wahaniaethau sylweddol rhwng ‘dysgadwyedd’ a dargadwedd (retention) y geiriau targed. Cafwyd gwybodaeth fanwl am brofiad dysgu’r cyfranogwyr trwy holiadur ar ddiwedd yr astudiaeth, a gwelwyd bod y dysgwyr mwyaf llwyddiannus yn defnyddio dulliau systematig iawn er mwyn dethol ac adolygu geiriau, ac yn defnyddio techneg allweddeiriau. Ar sail hyn, defnyddir rhestr o eiriau wedi’u trefnu yn ôl ‘dysgadwyedd’, ac mae sylwadau ar dechnegau dysgu gan gyfranogwyr a gafodd sgôr uchel yn darparu gwybodaeth ar gyfer adolygu deunyddiau dysgu.This article outlines research carried out among beginner Welsh learners as they acquire frequently used Welsh vocabulary. 23 participants were asked to learn 300 content words over 50 days (10 minutes per day) using flash cards. Information was given about techniques to support their learning, such as the keyword method and paying attention to parts of words. Tests immediately after learning and delayed tests revealed significant differences between 'learnability' and retention (retention) of the target words. Detailed information was obtained about the learning experience of the participants through a questionnaire at the end of the study, and it was seen that the most successful learners used very systematic methods in order to select and review words, and used a keyword technique. Based on this, a list of words arranged according to 'learnability' is used, and comments on learning techniques from participants who scored highly provide information for revising learning materials.
published_date 2024-11-25T08:21:16Z
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