scholarly journals Semantic-related Word Root Sets: To Work, or Not to Work

2018 ◽  
Vol 9 (4) ◽  
pp. 675
Author(s):  
Li Min Chen
Keyword(s):  
Recall Test ◽  
Vocabulary Instruction ◽  
Morphological Awareness ◽  
Related Word ◽  
Specific Information ◽  
Learning Gains ◽  
Efl Learners ◽  
New Words ◽  
Form Recognition ◽  
As Graph

The study investigates whether semantic-related word root sets, such as -graph- & -scrib-, meaning to write, assist learning and analysis of morphological complex academic words in the EFL middle high setting. Two intact classes of 88 EFL learners (L1: Mandarin) were treated with two varied word lists grouped under semantic-related word root sets vs. alphabetical-ordered ones individually. Learning gains were measured on two levels of sensitivity, including two form recognition tests (target words and new words) and one form recall test. Although the effect of semantic-related word root sets seems negative on the form recall test, semantic-related word root sets may assist learners with the form recognition of new words. The study provides specific information to researchers, education practitioners and publishers fascinated with form-focused morphological awareness vocabulary instruction.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 22 ◽  
Author(s):  
Saeedeh Rajayi ◽  
Mahpareh Poorahmadi ◽  
Mahpare Poorahmadi
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Control Group ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Independent Variable ◽  
And Control ◽  
The Impact ◽  
Considerable Body ◽  
Experimental Group

A considerable body of research has been conducted on effective vocabulary instruction to improve vocabularylearning. However, no research has been done to empirically document the link between teaching vocabulary through“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to thisphenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected throughconvenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttestexperimental study, only the experimental group received training through “Kik” application. The comparison of thescores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of thecontrol group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores ofexperimental group were higher than those of the control group. This provided a statistically significant relationshipbetween the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which isthe dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabularyand the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’vocabulary learning.

scholarly journals The effect of explicit instruction on derivational morphological awareness amongst Iranian EFL learners

2018 ◽  
Vol 35 (null) ◽  
pp. 47-82
Author(s):  
Forough Amirjalili ◽  
Mohammad Javad Rezai ◽  
Ali Akbar Jabbari
Keyword(s):  
Explicit Instruction ◽  
Morphological Awareness ◽  
Efl Learners

scholarly journals Internet Use in EFL Writing Classes

E-methodology ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 79-83
Author(s):  
Mohammad Amin Mozaheb ◽  
MOSTAFA SHAHIDITABAR
Keyword(s):  
Language Learning ◽  
Internet Use ◽  
New Technologies ◽  
The Internet ◽  
Control Group ◽  
Writing Classes ◽  
Efl Learners ◽  
New Words ◽  
Efl Students ◽  
Use Of The Internet

Aim. The present study seeks to investigate the effect of internet use on writing abilities of English as a Foreign Language (EFL) students studying in an Iranian university. The students of the study have been advised to use the Internet while searching for collocations and new words. They were also told to use grammar checkers while writing essays in English. After a two months’ period, their writing papers had been corrected by two raters. Compared to scores they obtained before the class equipped with new technologies, the students obtained higher scores, showing that the Internet can be used in language learning especially in writing classes where students have difficulties in using native-like words and structures. Methods. The participant of the present study were 28 Iranian university students studying ELT in an Iranian University in the capital Tehran. The students were divided into two classes consisting of 12 students in the experimental group and 16 students in the control group. The mean age of the students taking part in the study was 20. Additionally, according to a TOEFL iBT the level of the English proficiency of the students was 75. To put it other way, utilizing the test, the students were homogenized by the researchers of the study. Results. The results of the study showed that the use of the Internet in EFL classes can boost the writing abilities of EFL learners. In other words, the writing of the students will be improved in case the check different collocations and grammatical points in the Internet.  Moreover, the use of grammar checker soft wares which can be found on the net can pave the way for EFL students to be better writers of English. Conclusions. To conclude, this study suggests that the use of the Internet can be beneficial to EFL learners while improving their writing abilities which can be seen by many scholars studying different skills as important.

scholarly journals Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition

2021 ◽  
Vol 12 (6) ◽  
pp. 948-954
Author(s):  
Yeqiu Zhu ◽  
Yuxin Huang
Keyword(s):  
Word Meaning ◽  
Threshold Value ◽  
Word Knowledge ◽  
Word Class ◽  
Word Form ◽  
Efl Learners ◽  
Exposure Frequency ◽  
English Novel ◽  
Form Recognition ◽  
Incidental Vocabulary

The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twenty times in the text. The results show that word exposure frequency has a significant effect on IVA through reading, exerting the strongest effect on word form recognition and the weakest on word meaning recall. The study also finds that seven is the threshold value for significant word gain growth and that local word frequency also influences learners’ IVA.

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