LEXICAL UNITS AND THE LEARNING OF FOREIGN LANGUAGE VOCABULARY

2001 ◽  
Vol 23 (3) ◽  
pp. 321-343 ◽  
Author(s):  
Paul Bogaards
Keyword(s):  
Foreign Language ◽  
Lexical Semantics ◽  
Vocabulary Learning ◽  
Experimental Studies ◽  
Learning Task ◽  
Lexical Unit ◽  
New Meanings ◽  
Different Types ◽  
L2 Learning ◽  
L2 Vocabulary

In this paper the concept of “lexical unit” as proposed by Cruse (1986) is introduced in the context of L2 vocabulary learning to replace the rather vague notion of “word.” In the first part of the paper, this concept is defined in terms of lexical semantics and then applied to the L2 learning task. The second part describes two experimental studies in which the learning of different types of lexical units is examined. In the first study, totally new lexical units are compared with multiword items that are made up of familiar forms. In the second experiment, different types of new senses of familiar forms are compared. Both studies underscore the importance of knowledge of form—but not of previously learned meaning—for the learning of new meanings for familiar forms.

Geheugenstructuren En Woordleren

1985 ◽  
Vol 23 ◽  
pp. 55-67
Author(s):  
Gerard Nas
Keyword(s):  
Paired Associate ◽  
Vocabulary Learning ◽  
Semantic Category ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
L2 Vocabulary

In this article a model of foreign (L2) vocabulary learning is first developed in which the representation of the spelling, the pronunciation and the meaning(s) of a word are stored in their respective networks. Vocabulary learning in a paired associate learning task is then defined as the building of nodes in a network and as the establishing of an associative pathway between each new node (representing the spelling, pronunciation or meaning(s) of a newly learned L2 word) and the corresponding node for its L1 equivalent. In this model differences in spelling or pronunciation between L2 words and their L1 translations are expressed in terms of differences in length of their associative pathways. On the basis of the above distinctions a prediction was made about a difference in input speed and in the period of retrievability between two kinds of Arabic- Dutch word pairs. It was predicted that word pairs sharing some phonemic features would be learned sooner and remembered longer than those without any of these features in common. The above prediction was confirmed in a group experiment. Moreover, it showed that a resemblance between L2-L1 word pairs had a greater effect on retrievability than on input speed. Finally, the diverging results for one of the testwords were interpreted as indicating that also in associate learning of L2-L1 pairs the semantic category to which that word belonged had played its part. Its abstract meaning was assumed to have negatively affected the time needed to store the word in memory.

scholarly journals Foreign Language Vocabulary Learning and the Type of Processing-Resource Allocation Model

2019 ◽  
Vol 8 (1) ◽  
pp. 76-82
Author(s):  
Shusaku Kida ◽  
Keyword(s):  
Resource Allocation ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Allocation Model ◽  
Future Studies ◽  
Processing Resource ◽  
Initial Stage ◽  
Foreign Language Vocabulary Learning ◽  
L2 Vocabulary

This paper argues the nature of adult foreign or second language (L2) vocabulary learning and points out the importance of word-form learning at the initial stage of vocabulary development. The Type of Processing-Resource Allocation (TOPRA) model is introduced as a prominent theoretical framework to capture it. Finally, some future studies are proposed to reinforce TOPRA-based studies with respect to (1) types of vocabulary processing tasks and (2) dimensions of vocabulary development.

scholarly journals THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING

2012 ◽  
Vol 34 (3) ◽  
pp. 379-413 ◽  
Author(s):  
Katherine I. Martin ◽  
Nick C. Ellis
Keyword(s):  
Working Memory ◽  
Foreign Language ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Nonword Repetition ◽  
Short Term ◽  
Term Memory ◽  
Grammar Learning ◽  
Independent Effects ◽  
L2 Vocabulary

This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign language before being exposed to plural forms in sentence contexts. Participants were tested on their ability to induce the grammatical forms and to generalize the forms to novel utterances. Individual differences in final abilities in vocabulary and grammar correlated between 0.44 and 0.76, depending on the measure. Despite these strong associations, the results demonstrated significant independent effects of PSTM and WM on L2 vocabulary learning and on L2 grammar learning, some of which were mediated by vocabulary and some of which were direct effects.

scholarly journals Contrasting Similar Words Facilitates Second Language Vocabulary Learning in Children by Sharpening Lexical Representations

2021 ◽  
Vol 12 ◽  
Author(s):  
Peta Baxter ◽  
Mienke Droop ◽  
Marianne van den Hurk ◽  
Harold Bekkering ◽  
Ton Dijkstra ◽  
...  
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Learning Task ◽  
The Other ◽  
Word Knowledge ◽  
Learning Method ◽  
Cognitive Mechanisms ◽  
Skilled Readers ◽  
Lexical Representations ◽  
L2 Vocabulary

This study considers one of the cognitive mechanisms underlying the development of second language (L2) vocabulary in children: The differentiation and sharpening of lexical representations. We propose that sharpening is triggered by an implicit comparison of similar representations, a process we call contrasting. We investigate whether integrating contrasting in a learning method in which children contrast orthographically and semantically similar L2 words facilitates learning of those words by sharpening their new lexical representations. In our study, 48 Dutch-speaking children learned unfamiliar orthographically and semantically similar English words in a multiple-choice learning task. One half of the group learned the similar words by contrasting them, while the other half did not contrast them. Their word knowledge was measured immediately after learning as well as 1 week later. Contrasting was found to facilitate learning by leading to more precise lexical representations. However, only highly skilled readers benefitted from contrasting. Our findings offer novel insights into the development of L2 lexical representations from fuzzy to more precise, and have potential implications for education.

scholarly journals L2 vocabulary learning motivation by Chinese EFL learners

2020 ◽  
Author(s):  
Xuan Wang
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
L2 Motivation ◽  
Regulated Learning ◽  
L2 Learning ◽  
L2 Vocabulary

L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixedmethod approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with regard to self-regulated vocabulary learning. The results reveal the instrumentality (i.e. promotion and prevention) of Chinese EFL learners in vocabulary learning, which is related to their learning strategies and selfregulation.

scholarly journals Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

2018 ◽  
Vol 1 (6) ◽  
pp. 51-62
Author(s):  
Nazal Allahmoradi
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
First Language ◽  
Explicit Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L2 Learners ◽  
L2 Learning ◽  
L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

Effects of three forms of reading-based output activity on L2 vocabulary learning

2016 ◽  
Vol 21 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Foreign Language ◽  
Recognition Test ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Production Test ◽  
Narrative Texts ◽  
Significant Development ◽  
Efl Learners ◽  
Treatment Conditions ◽  
L2 Vocabulary

The current study investigated the effects of three forms of output activity on EFL learners’ recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the texts and incorporating target vocabulary in the summary; (2) generating several general comprehension questions out of reading texts and answering those questions while incorporating target vocabulary; and (3) making predictions about what is to occur in the texts and including target vocabulary in the prediction. The results of a cued response production test and a multiple choice recognition test indicated that the three treatment conditions resulted in significant development of vocabulary knowledge. Moreover, the results revealed that making predictions and questioning/answering were more effective than summarizing for promoting L2 words knowledge.

scholarly journals Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition

2021 ◽  
Vol 11 (3) ◽  
pp. 38-55
Author(s):  
José Ramón Calvo-Ferrer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Video Game ◽  
Vocabulary Learning ◽  
Corrective Feedback ◽  
Digital Game ◽  
Learning Scenarios ◽  
Knowledge Of Correct Response ◽  
L2 Vocabulary ◽  
Predictive Strength

The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR] feedback) however remains under-investigated. This study aims to analyse the learning of L2 mobile operating system terminology by a group of students of English as a foreign language by using the data collected by the video game The Conference Interpreter in order to identify the predictive strength of term frequency (times a term is shown), KCR feedback (times a correct answer is provided), and corrective feedback (times a term is shown as incorrect) regarding short and long-term L2 vocabulary learning. The regression analysis performed showed that the factor ‘KCR feedback' may be a positive predictor of short-term vocabulary learning, whereas the other factors seemed to have no statistical effect at any significant level.

scholarly journals CALL-Enhanced L2 Vocabulary Learning: Using Spaced Exposure through CALL to Enhance L2 Vocabulary Retention

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Fidel Çakmak ◽  
Ehsan Namaziandost ◽  
Tribhuwan Kumar
Keyword(s):  
Foreign Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
English As Foreign Language ◽  
Software Program ◽  
Efl Students ◽  
Learning Software ◽  
L2 Vocabulary

CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

Learning nouns and verbs in a foreign language: The role of gestures

2018 ◽  
Vol 40 (2) ◽  
pp. 473-507 ◽  
Author(s):  
ANA B. GARCÍA-GÁMEZ ◽  
PEDRO MACIZO
Keyword(s):  
Negative Impact ◽  
Vocabulary Learning ◽  
Word Meaning ◽  
Training Methods ◽  
L2 Learning ◽  
Meaningless Gestures ◽  
L2 Vocabulary ◽  
The Impact ◽  
Positive Effect

ABSTRACTWe evaluated the impact of gestures on second language (L2) vocabulary learning with nouns (Experiment 1) and verbs (Experiment 2). Four training methods were compared: the learning of L2 words with congruent gestures, incongruent gestures, meaningless gestures, and no gestures. Better vocabulary learning was found in both experiments when participants learned L2 words with congruent gestures relative to the no gesture condition. This result indicates that gestures have a positive effect on L2 learning when there is a match between the word meaning and the gesture. However, the recall of words in the incongruent and meaningless gesture conditions was lower than that of the no gesture condition. This suggests that gestures might have a negative impact on L2 learning. The facilitation and interference effects we found with the use of gestures in L2 vocabulary acquisition are discussed.

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