scholarly journals STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

2017 ◽  
Vol 7 (3) ◽  
pp. 419-442
Author(s):  
Anja K. Steinlen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Minority Language ◽  
Vital Role ◽  
Language Background ◽  
English Grammar ◽  
Language Groups

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

A phrase-frame approach to investigating phraseology in learner writing across proficiency levels

2016 ◽  
Vol 2 (1) ◽  
pp. 31-67 ◽  
Author(s):  
James R. Garner
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Psycholinguistic Research ◽  
Advanced Learners ◽  
Proficiency Levels ◽  
Growing Body ◽  
L2 Learners ◽  
Academic Settings ◽  
Qualitative Characteristics

Findings from corpus-based and psycholinguistic research have highlighted the importance of acquiring productive knowledge of English phraseology for L2 learners. Many studies exploring this facet of language learning have investigated the use of predominantly fixed multi-word sequences by advanced learners in academic settings and compared their use against that of native-speaking writers. More recent studies have attempted to explore the differences between learners’ use of multi-word sequences across proficiency levels. The current study aims to add to this growing body of literature. It examines the use of phrase-frames by L1 German learners of English as a Foreign Language at five different proficiency levels represented in the EF-Cambridge Open Language Database (EFCAMDAT). The most frequent phrase-frames in each level are analyzed according to both quantitative and qualitative characteristics. The results revealed that, at higher proficiency levels, p-frames in learner texts are more variable, less predictable, and more functionally complex.

A Review of CALL and L2 Reading

2011 ◽  
Vol 1 (4) ◽  
pp. 49-58 ◽  
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

scholarly journals Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

2021 ◽  
Vol 14 (6) ◽  
pp. 62
Author(s):  
Nunpaporn Durongbhandhu ◽  
Danuchawat Suwanasilp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Skills ◽  
Reading Program ◽  
Control Group ◽  
Essential Factor ◽  
Visual Aid ◽  
Post Test

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

scholarly journals Amount of Vocabulary Required to Grasp Comprehension in a Text

2020 ◽  
Vol 7 (7) ◽  
pp. 33-42
Author(s):  
Jalal H. Albaqshi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Descriptive Analysis ◽  
Intensive English ◽  
Sample Group ◽  
Correlation Test ◽  
L2 Learners ◽  
The Relationship

This study addresses the relationship between vocabulary and reading comprehension and Showing some other factors which affect the comprehension beside vocabulary. A descriptive analysis and correlation test were applied to show why some L2 learners cannot understand a gist of a text though they are familiar to many vocabulary. The sample group in this study consisted of 64 male Saudi learners. They were between the ages of 18 to 22 years old and had been studying English in formal settings for six years in the form of moderate doses of input but not intensive English. This study highlights the percentage coverage of vocabulary in a text rather than the whole learners ‘reservoir of vocabulary in order to understand the general ideas of a text. Results show that L2 learners need to be familiar at least with 62% to 71% of vocabulary in a text to grasp the gist of whole passage. This result helps to write down several implications for researchers and teachers of English as a second and foreign language.       

scholarly journals Developing Authentic L2 Reading Materials

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Seifoddin Rajabi ◽  
Majid Farahian
Keyword(s):  
Reading Comprehension ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Real World ◽  
Artificial Language ◽  
Authentic Materials ◽  
Daily Lives ◽  
L2 Reading ◽  
Reading Materials

Reading means different things to different people; for some it is recognizing written words, while for others, it is an opportunity to teach pronunciation and practice speaking. However, reading always has a purpose. It is something that we do everyday; it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. The reason for reading depends very much on the purpose for reading. Among aspects which prove positive when using authentic materials is that they are highly motivating, giving a sense of achievement when understood and encourage further reading. One of the main reasons for using authentic materials in the classroom is once outside the controlled language learning environment, the learner will not encounter the artificial language of the classroom but the real world and language the way it is really used (Berardo, 2006).    Keywords: Authenticity; Foreign language (L2) learning; Reading comprehension; Reading materials                                                                                                                                                                      

scholarly journals MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS

2021 ◽  
Author(s):  
Christine Besnard ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Dynamic Interactions ◽  
Deep Impact ◽  
Learning And Teaching ◽  
Intrinsic Factors ◽  
L2 Learners

As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.

scholarly journals Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension

2021 ◽  
Vol 11 ◽  
Author(s):  
Shufang Wang ◽  
Chang In Lee
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
University Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Interview Data ◽  
The Other ◽  
Reading Texts

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language (EFL) in four classes participated in the study and were exposed to one of the four conditions: (a) L2 definition only, (b) L2 definition coupled with audio, (c) L2 definition plus video, and (d) L2 definition with picture. Participants were asked to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19.

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