Using British National Corpus and Compleat Lexical Tutor in Improving Vocabulary Learning among Secondary School Students

2015 ◽  
Vol 26 (102 p.2) ◽  
pp. 1-29
Author(s):  
Samah Hamdy Ahmed Abdulrahman
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
School Students ◽  
British National Corpus ◽  
National Corpus

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.

scholarly journals VOCABULARY LEARNING STRATEGIES OF SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
I. Gusti Astika
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
English Language ◽  
Vocabulary Learning ◽  
School Students ◽  
English Language Acquisition ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Ability Groups

Strategy for learning vocabulary has an important role in English language acquisition. This study describes the vocabulary learning strategies that the students used when they learned new words. It attempted to find out if vocabulary learning strategies differed across school levels, gender, and ability groups as indicated by their English grades. This study involved 706 students from 8 secondary schools. The data were collected using a questionnaire developed using a taxonomy consisting of cognitive, metacognitive, memory, and determination categories. The overall results indicate that the students appear to rely more on determination strategies. This reliance on determination strategies is consistent across gender, ability groups, and school levels.

scholarly journals A STUDY OF USING POP SONGS TO PROMOTE NEW VOCABULARY LEARNING FOR SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 86-92
Author(s):  
Thippawan Borisai ◽  
Nutprapha K. Dennis
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Research Finding ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
School Students ◽  
Foreign Language Learners ◽  
The Mean

The purpose of this study aimed to1)  promote students’ ability in learning new vocabulary through pop songs and  2)  to investigate students’ opinions toward using pop songs in learning new vocabulary of grade 10 students at YangchumnoiPittayakom school, in Yangchumnoi district of Sisaket province. The sample who participated in this study were 40 grade 10 students at YangchumnoiPittayakom school derived by purposive sampling technique. The instruments were pretest and posttest, lesson plans and a questionnaire which was used to find the student’s opinions towards using pop songs method. The data collection were analyzed with the mean, standard deviation and t-test. The research finding of the study showed that teaching through pop songs increased students’ vocabulary ability for foreign language learners with significant value at .01 level. The students had the positive opinions toward using pop songs methods.  It also revealed that the pop song technique was an effective tool to promote students’ vocabulary ability, made students cheerfully participate in class and increased motivation in learning English.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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