Search results for: vocabulary

Authors: Mengping Cheng, John Everatt, Alison Arrow, Amanda Denston

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Based on the available evidence, Chinese heritage language learners have a basic level of Chinese language proficiency with lower capability in literacy compared to speaking. Low levels of literacy are likely related to the lack of reading activities in current textbook-based pedagogy used in Chinese community schools. The present study aims to use Reading to Learn pedagogy which is a top-down language learning model and test the effectiveness of Reading to Learn on Chinese heritage learners’ written vocabulary acquisition. A quasi-experiment with the pre-test/post-test non-equivalent group design was conducted. The experimental group received Reading to Learn instructions and the control group had traditional textbook-based instructions. Participants were given Chinese characters tasks (a recognize-and-read task and a listen-and-point task), vocabulary tasks (a receptive vocabulary task and a productive vocabulary task) and a sentence cloze test in pre-tests and post-tests. Data collection is in progress and results will be available shortly. If the results show more improvement of Chinese written vocabulary in the experimental group than in the control group, it will be recommended that Reading to Learn pedagogy is valuable to be used to maintain and develop Chinese heritage language literacy.

Keywords: Chinese heritage language, experimental research, Reading to Learn pedagogy, vocabulary acquisition

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Authors: Nguyen Quynh Trang, Nguyễn Thị Hông Nhung

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The study aimed to identify the effectiveness of using the mind map technique to enhance students’ medical vocabulary retention among a group of students at a higher education institution - Thai Nguyen University of Medicine and Pharmacy during the first semester of the school year 2022-2023. The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. Almost teachers and students showed high preferences for the implementation of the mind map technique in language teaching and learning. Furthermore, results from the pre-and-post tests between the experimental group and control one pointed out that this technique brought back positive academic performance in teaching and learning English. The research findings revealed that there should be more supportive policies to evoke the use of the mind map technique in a pedagogical context. Aim of the Study: The purpose of this research was to investigate whether using mind mapping can help students to enhance nursing students’ medical vocabulary retention and to assess the students’ attitudes toward using mind mapping as a tool to improve their vocabulary. The methodology of the study: The research employed a quasi-experimental method, exploring primary sources such as questionnaires and the analyzed results of pre-and-post tests. The contribution of the study: The research contributed to the innovation of teaching vocabulary methods for English teachers at a higher education institution. Moreover, the research helped the English teachers and the administrators at a university evoke and maintain the motivation of students not only in English classes but also in other subjects. The findings of this research were beneficial to teachers, students, and researchers interested in using mind mapping to teach and learn English vocabulary. The research explored and proved the effectiveness of applying mind mapping in teaching and learning English vocabulary. Therefore, teaching and learning activities were conducted more and more effectively and helped students overcome challenges in remembering vocabulary and creating motivation to learn English vocabulary.

Keywords: medical vocabulary retention, mind map technique, nursing students, medical vocabulary

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Authors: Gaya Tridinanti

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Enhanching English vocabulary in early childhood is the main problem often faced by teachers. Thus, the purpose of this study was to determine the enhancement of children’s English vocabulary acquisition by using digital storytelling. This type of research was an action research. It consisted of a series of four activities done in repeated cycles: planning, implementation, observation, and reflection. The subject of the study consisted of 30 students of B group (5-6 years old) attending Happy Kids Kindergarten Palembang, Indonesia. This research was conducted in three cycles. The methods used for data collection were observation and documentation. Descriptive qualitative and quantitative methods were also used to analyse the data. The research showed that the digital storytelling learning activities could enhance the children’s English vocabulary acquisition. It is based on the data in which the enhancement in pre-cycle was 37% and 51% in Cycle I. In Cycle II it was 71% and in Cycle III it was 89.3%. The results showed an enhancement of about 14% from the pre-cycle to Cycle I, 20% from Cycle I to Cycle II, and enhancement of about 18.3% from Cycle II to Cycle III. The conclusion of this study suggests that digital storytelling learning method could enhance the English vocabulary acquisition of B group children at the Happy Kids Kindergarten Palembang. Therefore, digital storytelling can be considered as an alternative to improve English language learning in the classroom.

Keywords: acquisition, enhancing, digital storytelling, English vocabulary

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Authors: Georgiana Ciobotaru

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The vocabulary that foreign students assimilate once they start studying the Romanian language must allow them to develop the linguistic competence of oral and written expression, but also the intercultural one, necessary for their integration into the new socio-cultural environment. Therefore, the familiarization courses with Romanian as a foreign language aim at fundamental language acquisitions in order to obtain the expected level of Romanian language. They also relate differently to the new culture and the new language they come in contact with, having a distinct way of expressing themselves. Foreign students want to continue their university and postgraduate studies at specialized faculties in the country; therefore, they need both a general language for their integration into society and for interaction with others, Romanians or students from countries other than their own, but also from a specialized language that facilitates didactic communication and professional development. The complexity of the vocabulary must thus cover the daily communication needs, but also the subsequent evolution of each one. This paper aims to illustrate the most important semantic fields that students must assimilate in order to crystallize a linguistic identity in the new context of their personal and professional development and to help them cope with the culture shock.

Keywords: integration, intercultural, language, linguistic, vocabulary

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Authors: Mustafa Gultekin

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It is believed that drama can be used in language classes to create a positive atmosphere for students to use the target language in an interactive way. Thus, drama has been extensively used in many settings in language classes. Although happening has been generally used as a performance art of theatre, this new kind of performance has not been widely known in language teaching area. Therefore, it can be an innovative idea to use happening in language classes, and thus a positive environment can be created for students to use the language in an interactive way. Happening can be defined as an art performance that puts emphasis on interaction in an audience. Because of its interactive feature, happening can also be used in language classes to motivate students to use the language in an interactive environment. The present study aims to explain how a happening performance can be applied to a learning environment to teach vocabulary in English. In line with this purpose, a learning environment was designed for a vocabulary presentation lesson. At the end of the performance, students were asked to compare the traditional way of teaching and happening performance in terms of effectiveness. It was found that happening performance provided the students with a more creative and interactive environment to use the language. Therefore, happening can be used in language classrooms as an innovative tool for education.

Keywords: English, happening, language learning, vocabulary teaching

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Authors: Robyn White, Juan Bornman, Ensa Johnson

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People with disabilities are at a high risk of becoming victims of crime. Individuals with little or no functional speech (LNFS) face an even higher risk. One way of reducing the risk of remaining a victim of crime is to face the alleged perpetrator in court as a witness – therefore it is important for a person with LNFS who has been a victim of crime to have the required vocabulary to testify in court. The aim of this study was to identify and describe the core and fringe legal vocabulary required by illiterate victims of crime, who have little or no functional speech, to testify in court as witnesses. A mixed-method, the exploratory sequential design consisting of two distinct phases was used to address the aim of the research. The first phase was of a qualitative nature and included two different data sources, namely in-depth semi-structured interviews and focus group discussions. The overall aim of this phase was to identify and describe core and fringe legal vocabulary and to develop a measurement instrument based on these results. Results from Phase 1 were used in Phase 2, the quantitative phase, during which the measurement instrument (a custom-designed questionnaire) was socially validated. The results produced six distinct vocabulary categories that represent the legal core vocabulary and 99 words that represent the legal fringe vocabulary. The findings suggested that communication boards should be individualised to the individual and the specific crime. It is believed that the vocabulary lists developed in this study act as a valid and reliable springboard from which communication boards can be developed. Recommendations were therefore made to develop an Alternative and Augmentative Communication Resource Tool Kit to assist the legal justice system.

Keywords: augmentative and alternative communication, person with little or no functional speech, sexual crimes, testifying in court, victim of crime, witness competency

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Authors: Sabitha Rahim

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In the context of teaching vocabulary of English as Foreign Language (EFL), the confluence of memory and retention is one of the most significant factors in students' language acquisition. The progress of students engaged in foreign language acquisition is often stymied by vocabulary attrition, which leads to learners' lack of confidence and motivation. However, among other factors, little research has investigated the importance of neuroplasticity in Foreign Language acquisition and how underused neural pathways lead to the loss of plasticity, thereby affecting the learners’ vocabulary retention and motivation. This research explored the effect of enhancing vocabulary acquisition of EFL students in the Foundation Year at King Abdulaziz University through various methods and neuroplasticity exercises that reinforced their attention, motivation, and engagement. It analyzed the results to determine if stimulating the brain of EFL learners by various physical and mental activities led to the improvement in short and long term memory in vocabulary retention. The main data collection methods were student surveys, assessment records of teachers, student achievement test results, and students' follow-up interviews. A key implication of this research is for the institutions to consider having multiple varieties of student activities promoting brain plasticity within the classrooms as an effective tool for foreign language acquisition. Building awareness among the faculty and adapting the curriculum to include activities that promote brain plasticity ensures an enhanced learning environment and effective language acquisition in EFL classrooms.

Keywords: language acquisition, neural paths, neuroplasticity, vocabulary attrition

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Authors: Sharjeel Aslam, Vassil Vassilev, Karim Ouazzane

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Ontologies and various semantic repositories became a convenient approach for implementing model-driven architectures of distributed systems on the Web. SPARQL is the standard query language for querying such. However, although SPARQL is well-established standard for querying semantic repositories in RDF and OWL format and there are commonly used APIs which supports it, like Jena for Java, its parallel option is not incorporated in them. This article presents a complete framework consisting of an object algebra for parallel RDF and an index-based implementation of the parallel query engine capable of dealing with the distributed RDF ontologies which share common vocabulary. It has been implemented in Java, and for validation of the algorithms has been applied to the problem of organizing virtual exhibitions on the Web.

Keywords: distributed ontologies, parallel querying, semantic indexing, shared vocabulary, SPARQL

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Authors: Eyup Bayram Guzel, Osman Tunc

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People have been fairly interested in what technology offers to them around a scope of human necessities and it has become a part of human life. In this study, experimental studies were reviewed for the purpose of how technology helps language learners improve their phonemic awareness, reading comprehension and vocabulary development skills. As a conclusion, experimental studies demonstrated that students showed significant improvements up to 70% in phonological awareness, while they demonstrated up to 76% of improvements in reading comprehension and up to 77% in vocabulary development. The use of computer-assisted technologies and its positive outcomes were encouraged to be used more widely in order to meet the diverse needs of students.

Keywords: technology, phonemic awareness, reading comprehension, vocabulary development

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Authors: Henry R. Troy

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Corpora are becoming more prevalent in the language classroom, especially in the development of dictionaries and course materials. Nevertheless, corpora are still perceived by many educators as difficult to use directly in the classroom, a process which is also known as “data-driven learning” (DDL). Action research has been identified as a method by which DDL’s efficiency can be increased, but it is also an approach few studies on DDL have employed. Studies into the effectiveness of DDL in language education in Japan are also rare, and investigations focused more on student and teacher reactions rather than pre and post-test scores are rarer still. This study investigates the student and teacher reactions to the use of SkELL, a free online corpus designed to be user-friendly, for vocabulary learning at a university in Japan. Action research is utilized to refine the teaching methodology, with changes to the method based on student and teacher feedback received via surveys submitted after each of the four implementations of DDL. After some training, the students used tablets to study the target vocabulary autonomously in pairs and groups, with the teacher acting as facilitator. The results show that the students enjoyed using SkELL and felt it was effective for vocabulary learning, while the teaching methodology grew in efficiency throughout the course. These findings suggest that action research can be a successful method for increasing the efficacy of DDL in the language classroom, especially with teachers and students who are new to the practice.

Keywords: action research, corpus linguistics, data-driven learning, vocabulary learning

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Authors: Amirreza Karami, Hawraa Nafea Hameed Alzouwain, Freddie A. Bowles

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This study investigates the effects of watching text-relevant video segments with/without subtitles on vocabulary development of Arabic as a Foreign Language (AFL) learners. The participants of the study were assigned to two groups: one control group and one experimental group. The control group received no video-based instruction while the experimental group watched a text-relevant video segment in three stages: pre, while, and post-instruction. The preliminary results of the pre-test and post-test show that watching text-relevant video segments through following a pre-while-post procedure can help the vocabulary development of AFL learners more than non-video-based instruction.

Keywords: text-relevant video segments, vocabulary development, Arabic as a Foreign Language, AFL, pre-while-post instruction

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Authors: Abdullah Khuwaileh

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While teaching and translating vocabulary is no longer a neglected area in ELT in general and in translation in particular, the psychology of its acquisition has been a neglected area. Our paper aims at exploring some of the learning and translating conditions under which vocabulary is acquired and translated properly. To achieve this objective, two teaching methods (experiments) were applied on 4 translators to measure their acquisition of a number of transparent vocabulary items. Some of these items were knowingly chosen from 'deceptively transparent words'. All the data, sample, etc., were taken from Jordan University of Science and Technology (JUST) and Yarmouk University, where the researcher is employed. The study showed that translators might translate transparent words inaccurately, particularly if these words are uncontextualised. It was also shown that the morphological structures of words may lead translators or even EFL learners to misinterpretations of meaning.

Keywords: english, transparent, word, processing, translation

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Authors: Chan Kwong Tung

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Since Baddeley and Hitch’s seminal research in 1974 on working memory (WM), this topic has been of great interest to language educators. Although there are some variations in the definitions of WM, recent findings in WM have contributed vastly to our understanding of language learning, especially its effects on second language acquisition (SLA). For example, the phonological component of WM (PWM) and the executive component of WM (EWM) have been found to be positively correlated with language learning. This paper discusses two general, yet highly relevant WM findings that could directly affect the effectiveness of Chinese Language (CL) vocabulary teaching and learning, as well as the quality of its assessment. First, PWM is found to be critical for the long-term learning of phonological forms of new words. Second, EWM is heavily involved in interpreting the semantic characteristics of new words, which consequently affects the quality of learners’ reading comprehension. These two ideas are hardly discussed in the Chinese literature, both conceptual and empirical. While past vocabulary acquisition studies have mainly focused on the cognitive-processing approach, active processing, ‘elaborate processing’ (or lexical elaboration) and other effective learning tasks and strategies, it is high time to balance the spotlight to the WM (particularly PWM and EWM) to ensure an optimum control on the teaching and learning effectiveness of such approaches, as well as the validity of this language assessment. Given the unique phonological, orthographical and morphological properties of the CL, this discussion will shed some light on the vocabulary acquisition of this Sino-Tibetan language family member. Together, these two WM concepts could have crucial implications for the design, development, and planning of vocabularies and ultimately reading comprehension teaching and assessment in language education. Hopefully, this will raise an awareness and trigger a dialogue about the meaning of these findings for future language teaching, learning, and assessment.

Keywords: Chinese Language, working memory, vocabulary assessment, vocabulary teaching

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Authors: Theodorou Kyriaki, Ypsilantis George

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Vocabulary learning has attracted a lot of attention in recent years, contrary to the neglected part of the past. Along with the interest in finding successful vocabulary teaching strategies, many scholars focused on locating learning strategies used by language learners. As a result, more and more studies in the area of language pedagogy have been investigating the use of strategies in vocabulary learning by different types of learners. A common instrument in this field is the questionnaire, a tool of work that was enriched by questions involving current technology, and it was further implemented to a sample of 300 Greek students whose age varied from 9 and 17 years. Strategies located were grouped into the three categories of memory, cognitive, and compensatory type and associations between these dependent variables were investigated. In addition, relations between dependent and independent variables (such as age, sex, type of school, cultural background, and grade in English) were pursued to investigate the impact on strategy selection. Finally, results were compared to findings of other studies in the same field to contribute to a hypothesis of ethnic differences in strategy selection. Results initially discuss preferred strategies of all participants and further indicate that: a) technology affects strategy selection while b) differences between ethnic groups are not statistically significant. A number of successful strategies are presented, resulting from correlations of strategy selection and final school grade in English.

Keywords: acquisition of English, internet technology, research among Greek students, vocabulary learning strategies

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Authors: Umar Bello

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Literature has become an invaluable subject which has added a great value and contribution to the teaching of English language and the discovery of many other developed ideas. Literature produces an exhilarating impulse that imprints a lasting picture on the mind of a learner. Many researchers have devised various means and approaches to language Teaching methods which remain unconvinging and which yield little result, but it has remained unconvincing because it has only produced little results. Devicing a method that eliminates monotony and boredome to learners is a good factor that enhances students’ motivation to learning. In this sense, literature and language become unavoidable components that aid intellectual development. This study examines the indispensability of literature as a means of English Language teaching to secondary school classes. The researcher has developed many instructive activities which are believed will help students to improve their study in grammar and vocabulary. The researcher has used quasi-experimental approach using experimental group and control group to find out how literature enhances the students grammar as well as their vocabulary. The findings revealed a positive performance in the experimental group doing better than the control group using simple percentage. The results make it clear that literature allows learners to pay more attention and develop more interest to their studies. In giving a perspicacious linguistic development, literature therefore remains an essential tool for language teaching classrooms, thereby enhancing their grammatical and vocabulary usage.

Keywords: teaching vocabulary, integration, poetry, classroom

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Authors: M. Hadavi, Z. Hashemi

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Learning strategies play an important role in the development of language skills. Vocabulary learning strategies as the backbone of these strategies have become a major part of English language teaching. This study is a comparative analysis of Vocabulary Learning Strategies (VLS) use and preference among freshmen and senior EFL medical sciences students with different fields of study. 449 students (236 freshman and 213 seniors) participated in the study. 64.6% were female and 35.4% were male. The instrument utilized in this research was a questionnaire consisting of 41 items related to the students’ approach to vocabulary learning. The items were classified under eight sections as dictionary strategies, guessing strategies, study preferences, memory strategies, autonomy, note- taking strategies, selective attention, and social strategies. The participants were asked to answer each item with a 5-point Likert-style frequency scale as follows:1) I never or almost never do this, 2) I don’t usually do this, 3) I sometimes do this, 4) I usually do this, and 5)I always or almost always do this. The results indicated that freshmen students and particularly surgical technology students used more strategies compared to the seniors. Overall guessing and dictionary strategies were the most frequently used strategies among all the learners (p=0/000). The mean and standard deviation of using VLS in the students who had no previous history of participating in the private English language classes was less than the students who had attended these type of classes (p=0/000). Female students tended to use social and study preference strategies whereas male students used mostly guessing and dictionary strategies. It can be concluded that the senior students under instruction from the university have learned to rely on themselves and choose the autonomous strategies more, while freshmen students use more strategies that are related to the study preferences.

Keywords: vocabulary leaning strategies, medical sciences, students, linguistics

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Authors: Leila Anjomshoa, Firooz Sadighi

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This study investigated the effects of three types of pre-reading activities (vocabulary definitions, text summary and pre-passage questions) on EFL learners’ English reading comprehension. On the basis of the results of a placement test administered to two hundred and thirty English students at Kerman Azad University, 200 subjects (one hundred intermediate and one hundred advanced) were selected.Four texts, two of them at intermediate level and two of them at advanced level were chosen. The data gathered was subjected to the statistical procedures of ANOVA. A close examination of the results through Tukey’s HSD showed the fact that the experimental groups performed better than the control group, highlighting the effect of the treatment on them. Also, the experimental group C (text summary), performed remarkably better than the other three groups (both experimental & control). Group B subjects, vocabulary definitions, performed better than groups A and D. The pre-passage questions group’s (D) performance showed higher scores than the control condition.

Keywords: pre-reading activities, text summary, vocabulary definition, and pre-passage questions, reading comprehension

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Authors: Ekaterina Lukianchenko

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The present article addresses the nuances of teaching English vocabulary to Russian-speaking students. The experiment involving 39 participants aged 17 to 21 proves that the key to understanding spoken coinages is not only the knowledge of their constituents, but rather the understanding of the context and co-text. The volunteers who took part knew the constituents, but did not know the meaning of the words. The assumption of the authors consists in the fact that the structure of the concept has a direct relation with the form of the particular vocabulary unit, but its form is secondary to its meaning, if the word is a spoken coinage, which is partly proved by the fact that in modern slang words have multiple meanings, as well as one notion can have various embodiments that have virtually nothing in common. The choice of vocabulary items that youngsters use is not exactly arbitrary, but, even if complex nominals are taken into consideration, whose meaning seems clear, as it looks like a sum of their constituents’ meanings, they are still impossible to understand without any context or co-text, as a lot of them are idiomatic, non-transparent. It is further explained what methods might be effective in teaching students how to deal with new words they encounter in real-life situations and how student’s knowledge of vocabulary might be enhanced.

Keywords: spoken language, cognitive linguistics, complex nominals, nominals with the incorporated object, concept, EFL, communicative language teaching

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Authors: Eniola Akande

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Introduction: English vocabulary and reading comprehension are core to academic achievement in many school subjects. Deficiency in both accounts for dismal performance in internal and external examinations among primary school pupils in Ibadan Metropolis, Nigeria. Previous studies largely focused on factors influencing pupils’ achievement in English vocabulary and reading comprehension. In spite of what literature has shown, the problem still persists, implying the need for other kinds of intervention. This study was therefore carried out to determine the effect of two transactional strategies Picture Walk (PW) and Know-Want to Learn-Learnt (KWL) on primary four pupils’ achievement in English vocabulary and reading comprehension in Ibadan Metropolis. The moderating effects of gender and learning style were also examined. Methodology: The study was anchored on Rosenblatt’s Transactional Reading and Piaget’s Cognitive Development theories; pretest-posttest control group quasi-experimental design with 3x2x3 factorial matrix was adopted. Six public primary schools were purposively selected based on the availability of qualified English language teachers in Primary Education Studies. Six intact classes (one per school) with a total of 101 primary four pupils (48 males and 53 females) participated. The intact classes were randomly assigned to PW (27), KWL (44) and conventional (30) groups. Instruments used were English Vocabulary (r=0.83), Reading Comprehension (r=0.84) achievement tests, Pupils’ Learning Style Preference Scale (r=0.93) and instructional guides. Treatment lasted six weeks. Data were analysed using the Descriptive statistics, Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. The mean age was 8.86±0.84 years. Result: Treatment had a significant main effect on pupils’ reading comprehension (F(2,82)=3.17), but not on English vocabulary. Participants in KWL obtained the highest post achievement means score in reading comprehension (8.93), followed by PW (8.06) and control (7.21) groups. Pupils’ learning style had a significant main effect on pupils’ achievement in reading comprehension (F(2,82)=4.41), but not on English vocabulary. Pupils with preference for tactile learning style had the highest post achievement mean score in reading comprehension (9.40), followed by the auditory (7.43) and the visual learning style (7.37) groups. Gender had no significant main effect on English vocabulary and reading comprehension. There was no significant two-way interaction effect of treatment and gender on pupils’ achievement in English vocabulary and reading comprehension. The two-way interaction effect of treatment and learning style on pupils’ achievement in reading comprehension was significant (F(4,82)=3.37), in favour of pupils with tactile learning style in PW group. There was no significant two-way interaction effect of gender and learning style on pupils’ achievement in English vocabulary and reading comprehension. The three-way interaction effects were not significant on English vocabulary and reading comprehension. Conclusion: Picture Walk and Know-Want to learn-Learnt instructional strategies were effective in enhancing pupils’ achievement in reading comprehension but not on English vocabulary. Learning style contributed considerably to achievement in reading comprehension but not to English vocabulary. Primary school, English language teachers, should put into consideration pupils’ learning style when adopting both strategies in teaching reading comprehension for improved achievement in the subject.

Keywords: comprehension-based intervention, know-want to learn-learnt, learning style, picture walk, primary school pupils

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Authors: Amanda Watson

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The goal of this project is to create the conditions wherein every teacher, especially subjectarea experts, sees themselves as a teacher of language and vocabulary. Assessment and observational data suggest that students are not getting the support they need in vocabulary and reading comprehension, and secondary teachers do not currently have the confidence or expertise to provide this support. This study seeks to examine the impact of 10-20 minutes of daily, targeted instruction around orthography and vocabulary on student competence with the navigation of complex vocabulary and comprehension of subject-specific concepts and texts. The first phase of the pilot included 6 participating classroom teachers of grades 9 and 10 English (95 students in total) who administered an initial reading comprehension assessment. The results of this assessment indicated that the vast majority of students were reading below grade level. Teachers were then provided with a slide deck of complete lessons on orthography, vocabulary (etymology, roots and affixes) and reading comprehension strategies. For five weeks, teachers delivered lessons with their students, implementing the recommended evidence-based teaching strategies. Students and teachers completed surveys to provide feedback on the value and impact of the method. The results confirmed that this was new learning for the students and that the teaching strategies improved engagement. The lessons succeeded in providing equitable access to challenge by simultaneously offering theoretical learning to proficient readers, and exposure and practice to weaker readers. A second reading comprehension was administered after 5 weeks of daily instruction. Average scores increased by 41%, and almost every student experienced progress. The first phase was not long enough to measure the impact of the method on vocabulary acquisition or reading comprehension of subject-specific texts, however. The project will use the results of the first phase to design the second phase, and new teaching and learning strategies will be added. The goals of the second phases are to increase motivation, and to grow the daily practice beyond English class and into science and / or math. This team will continue to document a continuation of the daily lessons, Commented [E1]: Please do not use rhetorical questions in the abstract. measure the impact of the strategies, and address questions about the correlation between daily practice and improvements in the skills students need for vocabulary acquisition and disciplinary reading comprehension.

Keywords: adolescent, comprehension, orthography, reading, vocabulary, etymology, word study, disciplinary, teaching strategies

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Authors: Yelena Mazour-Matusevich, Jean-Robert Ancheta

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This study is based on more than fifteen years of experience of teaching a foreign language, in my case French, to the English-speaking students. It represents a qualitative research on foreign language learners’ reaction and their gains in terms of vocabulary and listening comprehension through repeatedly viewing foreign feature films with the original sountrack but without English subtitles. The initial idea emerged upon realization that the first challenge faced by my students when they find themselves in a francophone environment has been their lack of listening comprehension. Their inability to understand colloquial speech affects not only their academic performance, but their psychological health as well. To remedy this problem, I have designed and applied for many years my own teaching method based on one particular French film, exceptionally suited, for the reasons described in detail in the paper, for the intermediate-advanced level foreign language learners. This project, conducted together with my undergraduate assistant and mentoree J-R Ancheta, aims at showing how the paralinguistic features, such as characters’ facial expressions, settings, music, historical background, images provided before the actual viewing, etc., offer crucial support and enhance students’ listening comprehension. The study, based on students’ interviews, also offers special pedagogical techniques, such as ‘anticipatory’ vocabulary lists and exercises, drills, quizzes and composition topics that have proven to boost students’ performance. For this study, only the listening proficiency and vocabulary gains of the interviewed participants were assessed.

Keywords: comprehension, film, listening, subtitles, vocabulary

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Authors: Divya Pande

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The dynamics of culture expresses itself in language. Even after India got independence in 1947 English subtly crept in the language of the masses with a silent and powerful flow towards the vernacular. The culture contact resulted in learning and emergence of a new language across the Hindi speaking belt of Northern and Central India. The hybrid words thus formed displaced the original word and got contextualized and absorbed in the language of the common masses. The research paper explores the interesting new vocabulary used extensively in the urban and rural districts of the state of Uttar- Pradesh which is the most populous state of India. The paper adopts a two way classification- formal and contextual for the analysis of the hybrid vocabulary of the linguistic items where one element is necessarily from the English language and the other from the Hindi. The new vocabulary represents languages of the wider world cutting across the geographical and the cultural barriers. The paper also broadly points out to the Hinglish commonly used in the state.

Keywords: assimilation, culture contact, Hinglish, hybrid words

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Authors: Daphne Dean C. Arenos, Glorificacion L. Quinopez

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This study has been conducted to describe the digitized stories authored by a Grade 1 pupil struggling in reading. The main goal was to find out the effect of authoring digital stories on the reading skill of a grade 1 pupil in terms of vocabulary and sequencing skills. To be able to explicate the data collected, a case study approach has been chosen. This case study focused on a 6 years old Filipino child born and raised in Spain and has just transferred to a private school a year ago. The pupil’s struggles in reading, as well as her experiences with digitized stories, were further described. The findings revealed that authoring digital stories facilitate the reading progress of a struggling pupil. The presence of literary elements in the pupil’s stories built her vocabulary and sequencing skills. Hence, authoring digital stories serve as an appropriate and effective scaffold for struggling readers.

Keywords: literary elements, reading skill, scaffold, sequencing skill, vocabulary

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Authors: Jose Ramon Calvo-Ferrer

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Video games have been extensively employed in educational contexts to teach contents and skills, upon the premise that they engage students and provide instant feedback, which makes them adequate tools in the field of education and training. Term frequency, along with metacognition and implicit corrective feedback, has often been identified as powerful variables in the learning of vocabulary in a foreign language. This study analyses the learning of L2 mobile operating system terminology by a group of students and uses the data collected by the video game The Conference Interpreter to identify the predictive strength of term frequency (times a term is shown), positive metacognition (times a right answer is provided), and negative metacognition (times a term is shown as wrong) regarding L2 vocabulary learning and perceived learning outcomes. The regression analysis shows that the factor ‘positive metacognition’ is a positive predictor of both dependent variables, whereas the other factors seem to have no statistical effect on any of them.

Keywords: digital game-based learning, feedback, metacognition, frequency, video games

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Authors: Jian Qu, Akira Shimazu

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OOV (Out Of Vocabulary) terms are terms that cannot be found in many dictionaries. Although it is possible to translate such OOV terms, the translations do not provide any real information for a user. We present an OOV term definition extraction method by using information available from the Internet. We use features such as occurrence of the synonyms and location distances. We apply machine learning method to find the correct definitions for OOV terms. We tested our method on both biomedical type and name type OOV terms, our work outperforms existing work with an accuracy of 86.5%.

Keywords: information retrieval, definition retrieval, OOV (out of vocabulary), biomedical information retrieval

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Authors: Mohammad Hassanzadeh

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As far as incidental vocabulary learning is concerned, the basic contention of the Involvement Load Hypothesis (ILH) is that retention of unfamiliar words is, generally, conditional upon the degree of involvement in processing them. This study examined input modality and incidental vocabulary uptake in a task-induced setting whereby three variously loaded task types (marginal glosses, fill-in-task, and sentence-writing) were alternately assigned to one group of students at Allameh Tabataba’i University (n=2l) during six classroom sessions. While one round of exposure was comprised of the audiovisual medium (TV talk shows), the second round consisted of textual materials with approximately similar subject matter (reading texts). In both conditions, however, the tasks were equivalent to one another. Taken together, the study pursued the dual objectives of establishing a litmus test for the ILH and its proposed values of ‘need’, ‘search’ and ‘evaluation’ in the first place. Secondly, it sought to bring to light the superiority issue of exposure to audiovisual input versus the written input as far as the incorporation of tasks is concerned. At the end of each treatment session, a vocabulary active recall test was administered to measure their incidental gains. Running a one-way analysis of variance revealed that the audiovisual intervention yielded higher gains than the written version even when differing tasks were included. Meanwhile, task 'three' (sentence-writing) turned out the most efficient in tapping learners' active recall of the target vocabulary items. In addition to shedding light on the superiority of audiovisual input over the written input when circumstances are relatively held constant, this study for the most part, did support the underlying tenets of ILH.

Keywords: Keywords— Evaluation, incidental vocabulary learning, input mode, Involvement Load Hypothesis, need, search.

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Authors: Leigha Inman

Abstract:

One of the most cutting-edge interdisciplinary topics in the social sciences is the application of understandings from the humanities to traditionally social scientific disciplines such as education studies. This paper proposes such a topic. It has often been observed that children enjoy literature. The role of reading in the development of reading ability is an important area of research. However, the role of vocabulary in reading development has long been neglected. This paper reports an investigation into the number of words found in key works of children's literature and attempts to correlate that figure with years elapsed since publication of the work. Pedagogical implications will be discussed.

Keywords: educational pedagogy, young learners, vocabulary teaching, reading development

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Authors: Feiying Wu

Abstract:

Chatbots are computer programs that attempt to engage a human in a dialogue, which originated in the 1960s with MIT's Eliza. However, they have become widespread more recently as advances in language technology have produced chatbots with increasing linguistic quality and sophistication, leading to their potential to serve as a tool for Computer-Assisted Language Learning(CALL). The aim of this article is to assess the feasibility of using two chatbots, Mitsuku and CleverBot, as pedagogical tools for learning English as a second language by stimulating L2 learners with distinct English proficiencies. Speaking of the input of stimulated learners, they are measured by AntWordProfiler to match the user's expected vocabulary proficiency. Totally, there are four chat sessions as each chatbot will converse with both beginners and advanced learners. For evaluation, it focuses on chatbots' responses from a linguistic standpoint, encompassing vocabulary and sentence levels. The vocabulary level is determined by the vocabulary range and the reaction to misspelled words. Grammatical accuracy and responsiveness to poorly formed sentences are assessed for the sentence level. In addition, the assessment of this essay sets 25% lexical and grammatical incorrect input to determine chatbots' corrective ability towards different linguistic forms. Based on statistical evidence and illustration of examples, despite the small sample size, neither Mitsuku nor CleverBot is ideal as educational tools based on their performance through word range, grammatical accuracy, topic range, and corrective feedback for incorrect words and sentences, but rather as a conversational tool for beginners of L2 English.

Keywords: chatbots, CALL, L2, corrective feedback

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Authors: Khalid Alasim

Abstract:

This study investigated Saudi Arabian elementary school teachers’ knowledge of strategies to teach reading components to hard-of-hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary, and reading comprehension, and explored the relationship between teachers’ demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard-of-hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers’ knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers’ demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: 1) teachers’ lack of basic knowledge of strategies to teach reading components, and 2) the absence of in-service courses and training programs in reading for teachers.

Keywords: knowledge, reading, components, hard-of-hearing, phonology, vocabulary

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Authors: Janine Just, Kerstin Meints

Abstract:

The research aims to compare vocabulary size and grammatical development between US American English- and British English-speaking children at age 2;0. As there is evidence that precocious children with large vocabularies develop grammar skills earlier than their typically developing peers, it was investigated if this also holds true across varieties of English. Thus, if US American children start to produce words earlier than their British counterparts, this could mean that US children are also at an advantage in the early developmental stages of acquiring grammar. This research employs a British English adaptation of the MacArthur-Bates CDI Words and Sentences (Lincoln Toddler CDI) to compare vocabulary and also grammar scores with the updated US Toddler CDI norms. At first, the Lincoln TCDI was assessed for its concurrent validity with the Preschool Language Scale (PLS-5 UK). This showed high correlations for the vocabulary and grammar subscales between the tests. In addition, the frequency of the Toddler CDI’s words was also compared using American and British English corpora of adult spoken and written language. A paired-samples t-test found a significant difference in word frequency between the British and the American CDI demonstrating that the TCDI’s words were indeed of higher frequency in British English. We then compared language and grammar scores between US (N = 135) and British children (N = 96). A two-way between groups ANOVA examined if the two samples differed in terms of SES (i.e. maternal education) by investigating the impact of SES and country on vocabulary and sentence complexity. The two samples did not differ in terms of maternal education as the interaction effects between SES and country were not significant. In most cases, scores were not significantly different between US and British children, for example, for overall word production and most grammatical subscales (i.e. use of words, over- regularizations, complex sentences, word combinations). However, in-depth analysis showed that US children were significantly better than British children at using some noun categories (i.e. people, objects, places) and several categories marking early grammatical development (i.e. pronouns, prepositions, quantifiers, helping words). However, the effect sizes were small. Significant differences for grammar were found for irregular word forms and progressive tense suffixes. US children were more advanced in their use of these grammatical categories, but the effect sizes were small. In sum, while differences exist in terms of vocabulary and grammar ability, favouring US children, effect sizes were small. It can be concluded that most British children are ‘catching up’ with their US American peers at age 2;0. Implications of this research will be discussed.

Keywords: first language acquisition, grammar, parent report instrument, vocabulary

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