The Effects of Explicit and Implicit Instruction of Vocabulary through Reading on EFL Learners' Vocabulary Development

2015 ◽  
Vol 5 (8) ◽  
pp. 1620 ◽  
Author(s):  
Marzieh Khamesipour
Keyword(s):  
Vocabulary Development ◽  
Implicit Instruction ◽  
Efl Learners

A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge

2019 ◽  
pp. 2179-2194
Author(s):  
Feng Teng
Keyword(s):  
Teaching Practice ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Low Frequency ◽  
Computer Assisted ◽  
Lexical Knowledge ◽  
New Era ◽  
Efl Learners ◽  
Building Technology ◽  
Vocabulary Building

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).

scholarly journals A Comparative Study of Using Receptive and Productive Tasks on the Vocabulary Development of Upper-Intermediate Iranian EFL Learners

2015 ◽  
Vol 3 (2) ◽  
pp. 153
Author(s):  
Golgaz Shahbazy ◽  
Hosein Sadegh Oghli
Keyword(s):  
English Learners ◽  
Differential Effect ◽  
Vocabulary Learning ◽  
Research Question ◽  
Vocabulary Development ◽  
Delayed Effect ◽  
Efl Learners ◽  
Post Test ◽  
Learning Development ◽  
Choice Tasks

<p><em>This study attempts to investigate differential effect of using receptive and productive tasks on the vocabulary development of upper intermediate Iranian EFL learners and which of the tasks (receptive tasks or productive tasks) is more effective in vocabulary development. This study first examined the immediate effect of receptive and productive task and then the delayed effect of two kinds of tasks on the vocabulary development. For this end, 50 upper intermediate English learners received TOEFL vocabulary part test and 30 learners who had got higher mark selected for the treatment and divided into two experimental groups. Learners received an approximately 10 minute for 20 session productive task treatment and 10 minute receptive task. In the receptive group, the learners completed True-False, Matching and Multiple choice tasks and in the productive tasks completed Short-Response, Fill-in Blank and Sentence Writing tasks. All the learners after the treatment received immediate vocabulary post test and delayed post test to examine learners’ vocabulary learning development. The findings of the first research question indicated that both of the receptive and productive groups had development on the vocabulary learning. To answer the second question which examined two tasks (receptive or productive tasks) on the vocabulary learning, the learners who completed productive tasks outperformed those who did the receptive tasks that is in contrast to the predictions of the involvement load hypothesis, which does not predict that any output task will lead to better results than any input task.</em></p>

scholarly journals The Effects of Dictionary Vocabulary Learning Versus Contextual Vocabulary Acquisition on the Vocabulary Development of Pakistani EFL Learners

2019 ◽  
Vol IV (IV) ◽  
pp. 140-148
Author(s):  
Sameera Ayub Bhatti ◽  
Ayesha Butt ◽  
Afifa Khanam
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Efl Learners ◽  
Efl Students ◽  
Efl Classrooms ◽  
The Difference ◽  
Group 2 ◽  
Group 1

The vocabulary of a language refers to the range of words used in it. A number of strategies are used in EFL classrooms to teach vocabulary, where the most common are Dictionary Vocabulary Learning (DVL) and Contextual Vocabulary Acquisition (CVA) The present study investigates the difference between the vocabulary development of EFL learners undergone the mentioned strategies. The study is experimental and the population is the BS students of Punjab (Pakistan). The sample was forty EFL students, divided as group 1 and group 2, where group 1 was taught by using DVL while group 2 was taught by CVA. Pre and Post tests were used to see the effects of DVL on group 1 and of CVA on group 2. Results indicated that the vocabulary development of the students taught by using CVA was higher than the students taught by DVL.

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