14. Factors Infl uencing Young Learners’ Vocabulary Acquisition

2009 ◽  
pp. 195-211 ◽  
Author(s):  
Magdalena Szpotowicz
Keyword(s):  
Vocabulary Acquisition ◽  
Young Learners

scholarly journals The Use of Picture Word Inductive Model Focusing on Chinese Culture to Promote Young Learners’ English Vocabulary Acquisition

2019 ◽  
Vol 10 (4) ◽  
pp. 105
Author(s):  
Meilin Zhao ◽  
Thanachart Lornklang
Keyword(s):  
Language Learning ◽  
Chinese Culture ◽  
Vocabulary Acquisition ◽  
National Curriculum ◽  
Effective Instruction ◽  
Cultural Knowledge ◽  
Test Design ◽  
Young Learners ◽  
Visual Support ◽  
Post Test

As the foundation of English, the vocabulary difficulty should be removed first with effective instructions to develop learners’ English ability in order to meet the request of Thailand’s national curriculum. In addition, because English is used as a medium of intercultural communication and one component of language learning, diverse cultural contents should be combined with English teaching. Therefore the purpose of this study is to examine the effects of using picture word inductive model (PWIM) focusing on Chinese culture to promote young learners’ English vocabulary acquisition. This pre-experimental study with a pre-test and post-test design was conducted on grade six students for six weeks at private schools, Muang District, Nakhon Ratchasima Province in Thailand. The instruments in this study were lesson plans based on picture word inductive model using Chinese culture and English vocabulary acquisition test. After analyzing the data using mean (x̄), standard deviation (S.D.) and t-test, the findings showed that the post-test mean score of English vocabulary acquisition of grade six students who had learned English through picture word inductive model focusing on Chinese culture was significantly higher than the pre-test one at the.05 level. The study indicates that using picture word inductive model focusing on Chinese culture is an effective instruction in promoting young learners’ vocabulary acquisition as it provides learners attractive visual support to widen and deepen the application of the vocabulary and cultural knowledge.

scholarly journals Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

2019 ◽  
Vol 4 (2) ◽  
pp. 257-264
Author(s):  
Siti Nurfalah Mariyam ◽  
Tadkiroatun Musfiroh
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Descriptive Statistics ◽  
Foreign Languages ◽  
Early Age ◽  
Learning Approach ◽  
English Learning ◽  
Young Learners ◽  
Physical Response

Nowadays, English has become one of the subjects that must be mastered. Thus, English learning should be done from an early age. This research aimed to describe how Total Physical Response (TPR) method can improve English vocabulary achievement in 5-6 years old children. TPR is the language learning approach which stimulates the children in acquiring their mother language which implemented in teaching foreign languages. The samples of this research were 5-6 years students of TK (Kindergarten) An-Nisa, Rokan Hilir, Riau Province, Indonesia with the total samples 15 students. This research used qualitative research. The data was analyzed by using descriptive statistics, analyzing the scores of English vocabularies. The results showed that noun categories had the highest percentage in vocabulary acquisition (97.78 %), then followed by verbs (86.67 %) and adjectives (62.22 %). Meanwhile, the percentages of vocabularies that used by children were verbs (24.44 %), nouns (11.11 %), while the children were still not capable in using adjectives (0 %). The results of this research is expected to contribute to the development of  English learning for young learners.

scholarly journals VOCABULARY ACQUISITION FOR YOUNG LEARNERS THROUGH SONGS

2019 ◽  
Vol 5 (1) ◽  
pp. 95
Author(s):  
Rita Hermida
Keyword(s):  
Vocabulary Acquisition ◽  
Local Area ◽  
Acting Out ◽  
Teaching English ◽  
Young Learners ◽  
Young Learner ◽  
Banda Aceh

Teaching English for Young Learner has been broadly discussed in many academic writings. Young learner is closely regarded to have a massive memory which can be potentially filled by any information. This potential age makes linguist attract to know more about how a language can be absorbed by children. Many theories are then occurred which are mostly stated that even a foreign vocabulary is possible to be learnt by the children. However, different place may give a different result. By this point, here, the writer was interested in identifying further information how the vocabulary acquisition in young learners. The place taken in this study was one of kindergarten in Banda Aceh which had nine classes, and each class consisted of 20 children. The choice was referred to the some conditions which made the researcher interested, namely, most of the students were not from local area where most people spoke Acehness language; and most of the students had not ever been aboard nor stayed in a country where English was speoken. The result shows that most of teacher used song to introduce the foreign vocabulary to the children. The children would sing the song and dance together by acting out what the lyrics if the song stated. The atmosphere of the classroom was encouraging.

scholarly journals Effects of TPRS on Very Young Learners’ Vocabulary Acquisition

2019 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Ketevan Kara ◽  
Evrim Eveyik-Aydın
Keyword(s):  
Language Acquisition ◽  
Adult Learners ◽  
Language Learners ◽  
Vocabulary Acquisition ◽  
Low Frequency ◽  
Kindergarten Students ◽  
Language And Literacy ◽  
Young Learners ◽  
Comprehensible Input ◽  
Positive Effect

Teaching Proficiency through Reading and Storytelling (TPRS) aims to provide language learners with considerable amount of comprehensible input through stories for language and literacy development. Although it has already demonstrated high potential with adolescent and adult learners of English, its implementation within the context of very young learners and its impact on their language acquisition is an issue that remains to date underexplored. Therefore, this study aims to investigate the possible effects of TPRS on very young learners’ L2 receptive and productive vocabulary acquisition. Nineteen four-year-old kindergarten students in Turkish EFL context constituted a single treatment group of the study. The study had pretest-treatment-immediate posttest-and delayed posttest design. The target vocabulary was taught following the stages of TPRS and adapting them to the context of very young learners. Data collection included receptive and productive picture tests that were developed and administered in one-to-one sessions with each participating child. The results show that TPRS has a positive effect both on recall and retention of receptive and productive vocabulary. Receptive learning was discovered to benefit from the treatment more than productive learning. Additionally, some vocabulary items were found to be more challenging for children to acquire than the others mostly due to their low frequency. The study suggests that TPRS can be used to teach vocabulary to very young learners as it uses techniques that support their language acquisition. The study also provides guiding suggestions to adapt this method to the context of very young learners.

Vocabulary acquisition and the textbook

2015 ◽  
Vol 166 (2) ◽  
pp. 199-228
Author(s):  
Marie Nordlund
Keyword(s):  
Vocabulary Acquisition ◽  
Teaching Materials ◽  
Young Learners ◽  
Term Retention ◽  
Language Classroom ◽  
Long Term Retention ◽  
Conscious Attention

Recycling words, that is, using and/or encountering words many times in different contexts, is important for vocabulary acquisition and long-term retention to be successful. In the language classroom, the textbook plays an important role, but despite that, surprisingly few studies have investigated the vocabulary component of textbooks. This is particularly the case for textbooks for young learners. To somewhat remedy this scarcity, this case study reports the analysis of vocabulary in teaching materials aimed at students aged 10–12 years in Sweden. A corpus of all texts in three textbooks was compiled to facilitate analysis and comparison as regards what words can be found in the texts, their frequency and to what extent and how they are recycled. The results suggest that more conscious attention is needed to what words are included in textbooks and to how often they are recycled.

English Vocabulary Acquisition Through Songs in Chinese Kindergarten Students

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Glenn M. Davis ◽  
Wenfang Fan
Keyword(s):  
Repeated Measures ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Kindergarten Students ◽  
Repeated Measures Design ◽  
Young Learners ◽  
Before And After ◽  
Picture Description ◽  
Description Task ◽  
Chinese Kindergarten

AbstractThis paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions (songs, choral repetition, control) in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain ünportant pedagogical value.

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