scholarly journals The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition

2021 ◽  
Vol 74 ◽  
pp. 101468
Author(s):  
Jessie Ricketts ◽  
Nicola Dawson ◽  
Robert Davies
Keyword(s):  
Vocabulary Acquisition ◽  
Word Knowledge ◽  
Semantic Learning

scholarly journals Vocabulary acquisition, input, and extensive reading: A conversation

2013 ◽  
Vol 37 (4) ◽  
pp. 56
Author(s):  
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Online Discussion ◽  
Word Knowledge ◽  
Relative Importance ◽  
Extensive Reading ◽  
Acquisition Process

JALT member Joseph Poulshock recently posted a video entitled “How do humans acquire language?” to the extensive reading (ER) website BeeOasis.com. In it, he describes his ALBUM Theory (acquire language by understanding messages), by which he means that the comprehension of input―for example, through ER―is the best way to acquire a second language. The video prompted an online discussion in which a number of JALT members exchanged ideas about the acquisition of vocabulary, the role of ER in the acquisition of various aspects of word knowledge, and the relative importance of input to the language acquisition process. An abbreviated version of this conversation is presented here.

Grade 3 ESL teachers’ (mis)conceptions about vocabulary acquisition, learning and instruction: A case study

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Jabulani Sibanda
Keyword(s):  
Best Practices ◽  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Word Knowledge ◽  
Eastern Cape ◽  
Teacher Interview ◽  
Second Language Teachers ◽  
Grade 3

development-related (mis)conceptions of ten purposively selected Grade 3 English Second Language teachers in the Eastern Cape province of South Africa, with a view to indexing their vocabulary pedagogical practices. The efficacy of teacher cognition on teaching  practices is the theory upon which the present study, which considers vocabulary development as a proxy for literacy attainment, is based. The theory is buttressed by literature on the research-based best practices in literature development against which teachers’ conceptionsare measured. Semi-structured teacher interview findings showed that vocabulary instruction proceeded largely on the basis of intuitive pedagogical decisions which evince dissonance with researchbased best practices. There was a manifest disregard for both incidental andcontextualised vocabulary development, and an apparent underestimation of learners’ potential for independent vocabulary acquisition. Professed instructional strategies only drew learners’ attention to the orthographic and phonological forms of the words at the expense of other crucial dimensions of word knowledge. The paper recommends a consideration of teachers’ vocabulary development-related  perceptions as a point of departure for teacher education and teacher professional development, among others.  

scholarly journals Secondary School Students’ Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning

2018 ◽  
Vol 9 (5) ◽  
pp. 895 ◽  
Author(s):  
Cathrine Norberg ◽  
Anna Vikström ◽  
Emma Palola Kirby
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Word Knowledge ◽  
Learning Context ◽  
School Students ◽  
New Words ◽  
How People Learn

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.

Verbetering Van Woordenschatopbouw Bij Jonge Kinderen

2005 ◽  
Vol 74 ◽  
pp. 33-44 ◽  
Author(s):  
Marianne Verhallen-van Ling ◽  
Eefje van der Zalm
Keyword(s):  
Vocabulary Acquisition ◽  
Academic Learning ◽  
Word Knowledge ◽  
Knowledge Domain ◽  
Lexical Meaning ◽  
Learning Evaluation ◽  
Hierarchical Relations ◽  
Short Period ◽  
Concept Building ◽  
Adequate Communication

The present article discusses the importance of deep word knowledge and reports on an empirical study on the effects of a new didactical approach in vocabulary teaching in kindergarten. All children need to learn a large number of words for adequate communication and learning at school. It is well known that there are huge differences between monolingual and bilingual children: not only in the number of words they know, but also in the depth of word knowledge. These differences have a profound effect on children's academic performances. Programs have been developed to enhance learning and vocabulary acquisition with young children, but the results in the word knowledge domain are not sufficient. The approach proposed in this article aims not only at learning more words , but also at improving the deep word knowledge. In this approach specific attention is given to concept building and the enlightening of lexical meaning relations (especially hierarchical relations, which are important in academic learning). Evaluation of the effects of this method shows that in a short period children not only learn significantly more words, but also acquire a deeper knowledge of the lexical meanings and meaning-relations between words. Both breadth and depth of vocabulary acquisition can thus be improved.

scholarly journals An Experimental Research on the Effects of Types of Glossing on Incidental Vocabulary Acquisition through Reading

2017 ◽  
Vol 8 (4) ◽  
pp. 782
Author(s):  
Shan Liu
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Acquisition Rate ◽  
Retention Testing ◽  
Incidental Vocabulary ◽  
Different Types ◽  
Incidental Vocabulary Acquisition ◽  
Chinese And English

A large amount of research has been conducted to delve into the means of improving the rate of incidental vocabulary acquisition through reading, which includes providing glosses or annotations, increasing the reoccurrence of the target words and taking the advantage of dictionaries. But little has been done on the effects of different types of glossing on incidental vocabulary acquisition through reading. The present study has been aimed at finding out whether the three different types of glossing, i.e. glossing in Chinese, glossing in English, and glossing in both Chinese and English, have different effects on enhancing the incidental vocabulary acquisition rate through reading. From the data analysis of the present study, it has been found that in terms of enhancing the depth of vocabulary knowledge in incidental vocabulary learning through reading, glossing in both Chinese and English is the most effective glossing type, whether it be in the immediate retention testing section or the delayed retention testing section. In terms of enhancing the breadth of vocabulary knowledge, glossing in Chinese is the most effective one in the immediate retention of the breadth of word knowledge, and glossing in both Chinese and English is the most effective in the delayed retention of the breadth of word knowledge. On the basis of these findings, implications and suggestions for the arena of foreign language teaching and other related fields have been proposed.

scholarly journals CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE

2017 ◽  
Vol 40 (2) ◽  
pp. 341-366 ◽  
Author(s):  
Irina Elgort ◽  
Marc Brysbaert ◽  
Michaël Stevens ◽  
Eva Van Assche
Keyword(s):  
Eye Movements ◽  
Word Learning ◽  
Vocabulary Acquisition ◽  
Expository Text ◽  
Word Reading ◽  
Low Frequency ◽  
Word Knowledge ◽  
Time Data ◽  
Theoretical Frameworks ◽  
L2 Vocabulary

AbstractReading affords opportunities for L2 vocabulary acquisition. Empirical research into the pace and trajectory of this acquisition has both theoretical and applied value. Charting the development of different aspects of word knowledge can verify and inform theoretical frameworks of word learning and reading comprehension. It can also inform practical decisions about using L2 readings in academic study. Monitoring readers’ eye movements provides real-time data on word learning, under the conditions that closely approximate adult L2 vocabulary acquisition from reading. In this study, Dutch-speaking university students read an English expository text, while their eye movements were recorded. Of interest were patterns of change in the eye movements on the target low-frequency words that occurred multiple times in the text, and whether differences in the processing of target and control (known) words decreased overtime. Target word reading outside of the familiar text was examined in a posttest using semantically neutral sentences. The findings show that orthographic processing develops relatively quickly and reliably. However, online retrieval of meaning remains insufficient for fluent word-to-text integration even after multiple contextual encounters.

scholarly journals Vocabulary Acquisition Through Expository Texts

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Anita Fatimatul Laeli
Keyword(s):  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Word Meaning ◽  
Expository Texts ◽  
Word Knowledge ◽  
Vocabulary Test ◽  
Test Results ◽  
Reading Vocabulary ◽  
Part Of Speech ◽  
Spelling Word

This paper is based on a study on students’ vocabulary acquisition after reading in the same topic. The aim of this study is to find out the effect of applying Narrow Reading on the students’ vocabulary acquisition. The data were the students’ vocabulary test results which were analyzed to see the progress after five - times treatment. The results reveal that the students’ vocabulary acquisition increased as shown by the improvement of on word knowledge in term of spelling, word meaning, part of speech and word production.Keywords: narrow reading, vocabulary acquisition, incidental learning

scholarly journals AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL

2018 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Ainun Fikria
Keyword(s):  
Middle School ◽  
Effect Size ◽  
Vocabulary Acquisition ◽  
Reading Program ◽  
School Level ◽  
Control Group ◽  
Word Knowledge ◽  
School Students ◽  
Experimental Group ◽  
Middle School Level

Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence.

The impact of topic interest, L2 proficiency, and gender on EFL incidental vocabulary acquisition through reading

2016 ◽  
Vol 21 (1) ◽  
pp. 118-135 ◽  
Author(s):  
Sunjung Lee ◽  
Diana Pulido
Keyword(s):  
Target Word ◽  
Repeated Measures ◽  
Vocabulary Acquisition ◽  
Word Knowledge ◽  
L2 Proficiency ◽  
Repeated Measures Design ◽  
Topic Interest ◽  
Facilitative Role ◽  
And Gender ◽  
The Impact

This study investigated the impact of topic interest, alongside L2 proficiency and gender, on L2 vocabulary acquisition through reading. A repeated-measures design was used with 135 Korean EFL students. Control variables included topic familiarity, prior target-word knowledge, and target-word difficulty (word length, class, and concreteness). Participants read both high- and low-interest topic passages and took vocabulary posttests (word-form recognition, translation recognition, and translation production) immediately and four weeks after reading. Analyses revealed significant effects of topic interest and L2 proficiency, and a significant interaction between topic interest and gender. These results were maintained over time. The article concludes by discussing the facilitative role of topic interest, expanding on the motivational factor considered in the involvement load hypothesis.

Sign in / Sign up

Export Citation Format

Share Document