Motivated word meanings and vocabulary learning

2011 ◽  
Vol 1 (2) ◽  
pp. 154-173
Author(s):  
Ana María Piquer-Píriz
Keyword(s):  
Young Children ◽  
Foreign Language ◽  
Figurative Language ◽  
Vocabulary Learning ◽  
Word Meanings ◽  
Young Learners ◽  
Cognitive Linguistic ◽  
New Challenges ◽  
Young Learner

The introduction of English as a foreign language in many countries at ever younger ages poses new challenges for teachers, material designers and researchers in terms of finding out and dealing with the needs of such young children when learning a foreign language. This paper focuses on vocabulary learning at early ages, arguing for the inclusion of figurative language in young learners’ English input for two main reasons: firstly, some figurative uses are very frequent in general language and suitable for young learners’ communicative needs and, secondly, research (Piquer-Píriz, 2005) has shown that children as young as 5 years old are able to work out figurative extensions of words whose literal meanings they know, through associative (metonymic) and analogical (metaphoric) reasoning. The specific case of hand is explored, drawing on some of the findings mentioned above, to discuss the potential of cognitive linguistic-inspired approaches in the young learner classroom.

scholarly journals THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Vol 4 (4) ◽  
pp. 581
Author(s):  
Tiya Winola
Keyword(s):  
Foreign Language ◽  
Study Design ◽  
Free Access ◽  
Instructional Media ◽  
Teaching English ◽  
Case Study Design ◽  
Young Learners ◽  
The Media ◽  
Young Learner

In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords:        Teaching English, Instructional media, Young learners

scholarly journals The effect of gestures on second language memorisation by young children

Gesture ◽  
2008 ◽  
Vol 8 (2) ◽  
pp. 219-235 ◽  
Author(s):  
Marion Tellier
Keyword(s):  
Second Language ◽  
Young Children ◽  
Foreign Language ◽  
Visual Modality ◽  
Young Learners ◽  
Lexical Items ◽  
The Impact ◽  
Motor Modality

This article examines the impact of gesture on second language memorisation in teaching to very young learners. Twenty French children (mean age 5;5) took part in an experiment. They had to learn eight words in a foreign language (English). One group of children (N = 10) were taught words with pictures and another group (N = 10) words with accompanying gestures. Children in this group had to reproduce the gestures while repeating the words. Results show that gestures and especially their reproduction significantly influence the memorisation of second language (L2) lexical items as far as the active knowledge of the vocabulary is concerned (being able to produce words and not only understand them). This finding is consistent with theories on multimodal storage in memory. When reproduced, gestures not only act as a visual modality but also as a motor modality and thus leave a richer trace in memory.

scholarly journals English Teachers' Perception and Classroom Practiceof Behaviourism Values in Bali Kiddy Primary School

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Karina Sukma
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Research Design ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Young Learner ◽  
Descriptive Qualitative

This study describes teachers’ perception regarding behaviourism values in teaching English for young learners in Bali Kiddy Primary School. This study involved 3 English teachers of Bali Kiddy Primary School. The objectives of this study were (1) to find out the perceptions of the English teachers in Bali Kiddy Primary School on behaviourism values in teaching English for young learners, (2) to find out how do the English teachers implement behaviorism values approach in teaching English as a foreign language in Bali Kiddy Primary School, and (3) to find out teachers’ perceptions about behaviourism values related to their strategies in teaching English for young learners in the classroom. The data was collected through observation sheets, questionnaires, and interviews. The research design was mix method. The data were analysed through descriptive qualitative which supported by quantitative data.  The results indicated that the stated beliefs about behaviourism values in teaching English for young learner reflect their implementation in the classroom. There were some inconsistency between the perception and implementation based on teachers’ consideration on students’ condition

scholarly journals The correlation cetween children’s song and memorizing vocabulary to young learner as foreign language on kindergarten

Konselor ◽  
2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Miftahul Muttaqiin
Keyword(s):  
Statistical Analysis ◽  
Experimental Design ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Quantitative Approach ◽  
R Value ◽  
Young Learner ◽  
Correlation Design

The problems in this research is children’s song related to memorize vocabulary to young learner and how how significance is the correlation between children song and memorizing vocabulary to young learner as foreign language of kindergarten PKK Polagan Pamekasan Madura. This research used quantitative approach, while the kind of research used non-experimental design that is correlation design. Population of this research is all of the students in TK PKK Polagan Pamekasan 2020/2021 that consist of 28 students. The obtained data from questionnaire, test and documentation. The obtained data analyzed by using statistical analysis that used product moment. The result of this study showed that the use of children song related to memorizing vocabulary to young learner as foreign language of kindergarten PKK Polagan Pamekasan. This case has proven from the result of “r” value is 0.711 higher than “r” table in level significance 5% and 1% with N = 28 is 0.374 and 0.478 and it is proven from the interpretation of “r” product moment that the result is between 0,600 – 0,800 in the level of enough correlation. Based on the result above, the researcher concludes that children song can use as strategy in vocabulary learning. This can make the students interest to study and make the students easy to memorize of vocabulary.

scholarly journals Applying Transition Action Detail Strategy on Written Text of EFL Young Learners

JURNAL IQRA ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Yeasy Agustina Sari
Keyword(s):  
Foreign Language ◽  
Critical Value ◽  
Control Group ◽  
English As Foreign Language ◽  
Written Text ◽  
Young Learners ◽  
Independent Variable ◽  
The Subject ◽  
Young Learner ◽  
Experimental Group

Mastering English, as foreign language need a lot of time since it is a continuing process. English foreign language of young learners, however, can’t be mastered by memorizing. The young learners should have strategy, which can be used as the direction of the classroom activites to help the students enhancing of language skill, specially in writting. There were the problem to be solved in this study, namely the students have difficult to construct the written text. The strategies which were used in the learning process were boring. Hence, the researcher tried to solve students’ difficulty in written text through Transition Action Detail Strategy. This study focused on two variables. The independent variable was Transition Action Detail Strategy, meanwhile dependent variable was written text. The researcher used true experimental design which consist of control group and experimental group. The subject of this research was students of young learner at the eight grade of English Course at Payakumbuh. The result revealed that Transition Action Detail Strategy was a good strategy that can influence the students’ narrative text. By using df.70, the writer not found it in the table. Because 70 was higher than 60 and smaller than 120. Then, the results from interpolation by using df.70, it could be known that the critical value of   t-table for the 5% level was 1.990, the critical value of t-table for the 1% level was 2.638. From these all the data analysis, it can be seen that t-observed (4.763) was higher than t-table (5% =1.990, 1% = 2.638). The data confirm that t-observed  is higher than t-table, therefore it can be inferred that Ha is accepted and Ho is rejected. It means that there is significant influence of applying Transition Action Detail Strategy on Wwritten Text of Young learners.   Key words: Transition Action Detail Strategy, Young Learners, English Foreign Language, English  Course.

scholarly journals vocabulary to young learners

2019 ◽  
Author(s):  
nurul isnaini
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Reading Comprehension ◽  
Language Acquisition ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Learning To Read ◽  
Young Learners ◽  
Foreign Language Acquisition ◽  
Speak Up

Vocabulary learning is very important for people who learn English both as foreign language and as second language. Tozcu and Coady (2004: 473) point out learning vocabulary is an important aspect of language two and foreign language acquisition and academic achievement and is vital to reading comprehension and proficiency, to which it is closely linked.Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people cannot communicate and express their feeling both in form of spoken and written effectively. The more people master vocabulary the more they can speak, write, read and listen as they want. Wilkins in Thornbury (2004: 13) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that even someone has good grammar but it will be useless if they do not know many vocabularies. In addition, it is supported by Ur (1996: 60) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words.

Second language vocabulary learning through subtitling

2019 ◽  
Vol 32 (2) ◽  
pp. 486-514
Author(s):  
Jennifer Lertola
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Foreign Language ◽  
Qualitative Data ◽  
Native Speakers ◽  
Vocabulary Learning ◽  
Future Research ◽  
Word Meanings ◽  
Incidental Vocabulary ◽  
National University

Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.

Words and Scenes in a Didactic Lexicon

1981 ◽  
Vol 11 ◽  
pp. 61-83 ◽  
Author(s):  
René Dirven
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Ordinary Language ◽  
Foreign Language Teaching ◽  
Underlying Structure ◽  
Contextual Approach ◽  
Frame Semantics ◽  
Word Meanings ◽  
Visual Materials

On of the major concerns in the tradition of foreign language teaching has been the question of how FL learners learn new vocabulary. This issue comprises two questions, i.e. how are FL words grasped in their complex meanings and how are they remembered? In this paper this dual issue is tackled by proposing the notion of a didactic lexicon, which is seen as an optimal presentation of word meanings. This contribution discusses Fillmore's 'Scenes-and-frame semantics' and the contextual approach to vocabulary learning and describes an experiment in contextual vocabulary learning and testing. A didactic lexicon is defined as a variabele set of lexical items explained in ordinary language, possibly with the help of visual materials or trans-lations, enabling the learner to build up the strongest possible associations between FL words and their prototypical scenes, and revealing the underlying structure of the lexicon of the FL. Finally some strategies for developing a 'didactic' lexicon are presented.

Sign in / Sign up

Export Citation Format

Share Document