10. Vocabulary Learning and Teaching

2022 ◽  
pp. 164-170
Author(s):  
Paul Nation ◽  
Averil Coxhead
Keyword(s):  
Vocabulary Learning ◽  
Learning And Teaching

scholarly journals Contribution to Vocabulary Learning via Mobiles

2011 ◽  
Vol 4 (1) ◽  
pp. 174 ◽  
Author(s):  
Saeed Khazaie ◽  
Saeed Ketabi
Keyword(s):  
English Language ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Verbal Ability ◽  
Careful Consideration ◽  
Short Term ◽  
Learning Materials ◽  
Verbal Abilities ◽  
Learning And Teaching ◽  
L2 Learners

As mobile connectedness continues to sweep across the landscape, the value of deploying mobile technology at the service of learning and teaching seems to be both self-evident and unavoidable. To this end, this study employed multimedia to develop three types of vocabulary learning materials. Due to the importance of short-term memory in the realm of vocabulary learning, careful consideration was given to the L2 learners’ different visual and verbal short-term memories. 158 L2 learners aged 18-23 participated in the major phases of vocabulary learning experiment through mobile. Based on their scores on the English Vocabulary and Recall tests and statistical analysis of the results it was revealed that L2 learners with high-visual and high-verbal abilities find it easier to learn the content presented with both pictorial and written annotations. However, L2 learners with low-visual and low-verbal abilities benefit from learning materials presented without annotations. Furthermore, delivery of learning materials with pictorial annotation to learners with high-visual ability and the delivery of learning materials with written annotation to learners with high-verbal ability result in better vocabulary learning. The findings of this study could perform as a roadmap in creating learning materials for mobile learning English language.

scholarly journals A pathological analysis of barriers to vocabulary learning and teaching

2018 ◽  
Vol 10 (4) ◽  
pp. 350-354
Author(s):  
Fahimeh Farjami
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Long Term Memory ◽  
Teaching Techniques ◽  
Learning And Teaching ◽  
New Words ◽  
Mnemonic Devices

Learning a foreign or second language at different levels of proficiency involves the acquisition of a great number of words. Language learners look for effective ways to increase opportunities for retaining new words in long-term memory, but forgetting is a common problem. Language learners often complain that they forget new words soon after learning them. The importance of vocabulary learning also poses some challenges for teachers. They like to know in what ways instructional programs might foster the acquisition of so many words. Students face some obstacles when they try to assign the vocabularies to their long term memories. They also confront insumountable hurdles in the cognitive process of retrieval and recall. In this discussion, learners’ problems in vocabulary leaning are elaborated on and some guidelines are offered to ameliorate or even to remove them. It introduces language learning strategies that make vocabulary learning interesting and easy for learners. It also familiarizes teachers with useful techniques and activities for presentation. Ideas and viewpoints put forward by distinguished scholars such as Baker,Nation, Ausuble, Uberman, Thompson, Carter, Moras, Schmitt, Richards,Celce-Murcia, Chastain are utilized to substantiate the arguments. The purpose of this study is to present practical vocabulary learning strategies that can help learners and to offer influential teaching techniques and activities, which are of help to the teachers. A misconception analysis of teachers’ and students’ attitudes to vocabulary learning is carried out in terms of learning strategies, dictionary use, input, intake, output, affective variables, mnemonic devices, declarative and procedural memories. The relevant instructional points will be given to EFL teachers to enormously increase the efficiency of their teaching techniques and strategies in terms of students’ vocabulary learning and vocabulary expansion.   Keywords: vocabulary learning, forgetting, memory, mnemonic devices, input, intake, output

scholarly journals Why Digital Games Can Be Advantageous in Vocabulary Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Amin Rasti-Behbahani
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Digital Games ◽  
Digital Game ◽  
Learning And Teaching ◽  
Why Questions

Vocabulary learning is an integral part of language learning; however, it is difficult. Although there are many techniques proposed for vocabulary learning and teaching, researchers still strive to find effective methods. Recently, digital games have shown potentials in enhancing vocabulary acquisition. A majority of studies in digital game-based vocabulary learning (DGBVL) literature investigate the effectiveness of DGBVL tasks. In other words, there are enough answers to what questions in DGBVL literature whereas why questions are rarely answered. Finding such answers help us learn more about the structure of the DGBVL tasks and their effects on vocabulary learning. Hence, to achieve this aim, the available literature on digital games and vocabulary learning were systematically reviewed from 1996 to 2020. The results revealed seven themes such as motivation, authenticity, repetition, instantiation, dual encoding, interactivity, and feedback. Based on the available literature, these themes are factors, in digital games, that can contribute to enhancing vocabulary acquisition.

Hiërarchische Relaties en Woordenschatonderwijs

2005 ◽  
Vol 73 ◽  
pp. 99-110 ◽  
Author(s):  
Fenne van de Rhoer ◽  
Anne Vermeer
Keyword(s):  
Intervention Study ◽  
Vocabulary Learning ◽  
Learning And Teaching ◽  
Network Building ◽  
Curriculum Intervention ◽  
Hierarchical Relations ◽  
Tree Diagram ◽  
Meaningful Context

It is generally acknowledged, that in vocabulary learning and teaching, the main important factors are frequency, meaningful context, and variation in input. Within the last factor, some researchers stress the importance of hierarchical relations between words (paradigmatic relations as in animal - bird - craw), considering these relations essential for network building and vocabulary learning by children. Others believe they are just as important as associative (syntagmatic) relations between words. The findings of the research reported in this article (a curriculum intervention study) show that treatment with explicitly learned hierarchical relations (e.g., by visualisations of relations between words in a tree diagram) have the same effect on vocabulary learning as exercises focussed on associative, syntagmatic relations only.

The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1119
Author(s):  
Amir Marzban ◽  
Mojgan Firoozjahantigh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Review Of Literature ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
The Relationship

Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners.

scholarly journals Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012)

2018 ◽  
Vol 52 (4) ◽  
pp. 512-523
Author(s):  
Ana Pellicer-Sánchez
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Instructional Interventions ◽  
Learning And Teaching ◽  
Replication Studies ◽  
Learning Conditions ◽  
Longitudinal Approach ◽  
Vocabulary Growth ◽  
Vocabulary Depth ◽  
Over Time

There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on vocabulary learning and teaching and provides suggestions for important replication studies in the area. In particular, this paper calls for the replication of the studies by Schmitt (1998) and Webb & Chang (2012). Unlike most studies on vocabulary learning and teaching, these two follow a longitudinal approach and study vocabulary growth from two main perspectives, i.e. the development of vocabulary depth and vocabulary breadth. The approximate replications suggested here would constitute an important contribution to the field of vocabulary learning and teaching.

scholarly journals On vocabulary learning strategies among students of foreign languages

2020 ◽  
Vol 33 (4) ◽  
pp. 107-119
Author(s):  
Slađana Stanojević ◽  
Ana Petrović
Keyword(s):  
Learning Strategies ◽  
Teaching Practice ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Social Strategies ◽  
Language Competence ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
Complex Goal ◽  
Insight Into

Adequate and purposeful use of vocabulary is one of the primary goals of the process of learning and teaching a foreign language, given that the success in building language competence largely depends on it. Vocabulary learning strategies, as a diverse set of techniques focused on overcoming the various problems that arise when learning words, can help students to achieve this complex goal in the easiest and fastest way possible. While some strategies can be applied spontaneously, teaching practice and research (Oxford, 1990; Gu and Johnson, 1996; Schmitt, 1997; Fan, 2003; Šikmanović, 2013) indicate that students are often unaware of the breadth of the range of strategies at their disposal. The main goal of the research presented in this paper is to provide an insight into the attitudes of students of foreign languages towards the use of vocabulary learning strategies, as well as to examine the interrelationships between their attitudes and the perceived use of the strategies. The research was conducted by using a questionnaire on a sample of 47 respondents, and the results showed a significantly developed awareness of students about the usefulness of vocabulary learning strategies, which does not fully correspond to the recorded patterns of using the strategies. It was observed that students use social strategies the least, while they most often use determination and memorisation strategies, but they consider the cognitive and metacognitive types of strategies to be the most useful.

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