scholarly journals Morphological Awareness and Vocabulary Knowledge among English Language Learners

2019 ◽  
Vol 10 (3) ◽  
pp. 43-63
Author(s):  
Reem Ibrahim Rabadi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Morphological Awareness ◽  
Vocabulary Knowledge

scholarly journals Morphological Awareness and Vocabulary Knowledge among English Language Learners

2019 ◽  
Author(s):  
Reem Ibrahim Rabadi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Main Question ◽  
Vocabulary Size ◽  
Morphological Knowledge ◽  
New Words ◽  
Language And Literature

This study aims to tackle an answer to the main question; if there is a relationship between the vocabulary size of adult English language learners and their morphological awareness and if their performance would differ in word complexity. The participants were 90 senior BA English Language and Literature students from Jordanian universities. The two empirical research tools were the Vocabulary Size Test and Morphological Awareness Test. The results revealed the mid-frequent level vocabulary size of the participants, and they were unable to form and use new words using morphemes. A positive correlation between the vocabulary size of the participants and their morphological awareness existed. Besides, a positive relationship existed between their performance on word complexity and their morphological knowledge. Pedagogical solutions need to be implanted in English as a Second Language (ESL)/ English as a Foreign Language (EFL) classes.

Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

2016 ◽  
Vol 38 (3) ◽  
pp. 161-171 ◽  
Author(s):  
Jennifer L. Zoski ◽  
Karen A. Erickson
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Linguistic Awareness

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.

scholarly journals Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation

System ◽  
2021 ◽  
Vol 96 ◽  
pp. 102402
Author(s):  
Nihayra L. Leona ◽  
Margreet J.H. van Koert ◽  
Maurits W. van der Molen ◽  
Judith E. Rispens ◽  
Jurgen Tijms ◽  
...  
Keyword(s):  
English Language Learners ◽  
Individual Differences ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Knowledge

The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development

2007 ◽  
Vol 28 (1) ◽  
pp. 171-190 ◽  
Author(s):  
ELISABETH DUURSMA ◽  
SILVIA ROMERO-CONTRERAS ◽  
ANNA SZUBER ◽  
PATRICK PROCTOR ◽  
CATHERINE SNOW ◽  
...  
Keyword(s):  
English Language Learners ◽  
Reading Achievement ◽  
Language Learners ◽  
English Language ◽  
The United States ◽  
Vocabulary Knowledge ◽  
Home Support ◽  
Latino English Language Learners ◽  
Language Environment

For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States. This study investigated the predictors of Spanish and English vocabulary for 96 fifth-grade Latino English language learners. Our results suggest that becoming or staying proficient in English did not require parental use of English in the home. However, proficiency in Spanish required both instructional support at school and social support at home; it is likely that the low social status of Spanish is related to its greater dependence on home support.

scholarly journals Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners

2021 ◽  
Vol 4 (11) ◽  
pp. 210-218
Author(s):  
Seyedeh Mitra Khodaparast ◽  
Mohammad Hossein Keshmirshekan
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Difficulty Level ◽  
High Involvement ◽  
Involvement Load ◽  
Experimental Group

The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed varying loads on participants. The two reading texts were controlled for their difficulty level: one with the high level of involvement load and the other with lack of involvement load, thus two experimental groups. There was a reading comprehension exam for those who participated in the first experimental group (with a high involvement load). Reading comprehension was assessed using the first Vocabulary Knowledge Scale (VKS1), which measures vocabulary knowledge. The second reading comprehension assignment was simultaneously presented to the second experimental group (the one with a low involvement load). After two weeks, they were administered VKS2, and their results were recorded. Analyzing the data was done by using independent t-tests. Exposure to high levels of involvement load has been shown to impact vocabulary development in English learners. This is despite respondents being able to recall more words from high-involvement vocabulary acquisitions than from low-involvement vocabulary acquisitions. Findings from this study may be used to construct practical tasks of reading with suitable degrees of difficulty for English language learners (EFL/ESL) teachers and vocabulary instructors.

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