scholarly journals Research into practice: Vocabulary

2020 ◽  
Author(s):  
Paul Nation
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Low Frequency ◽  
Future Research ◽  
Extensive Reading ◽  
Personal View ◽  
Starting Point ◽  
Deliberate Learning ◽  
Current Content

Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both types of paper is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom, policy making, curriculum design, evaluation of teaching and/or assessment programmes, and practical suggestions made for improving such outcomes.This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

scholarly journals Research into practice: Vocabulary

2020 ◽  
Author(s):  
Paul Nation
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Low Frequency ◽  
Future Research ◽  
Extensive Reading ◽  
Personal View ◽  
Starting Point ◽  
Deliberate Learning ◽  
Current Content

Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both types of paper is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom, policy making, curriculum design, evaluation of teaching and/or assessment programmes, and practical suggestions made for improving such outcomes.This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

scholarly journals Research into practice: Vocabulary

2011 ◽  
Vol 44 (4) ◽  
pp. 529-539 ◽  
Author(s):  
I. S. P. Nation
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Low Frequency ◽  
Editorial Note ◽  
Future Research ◽  
Extensive Reading ◽  
Personal View ◽  
Starting Point ◽  
Deliberate Learning

Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both types of paper is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom, policy making, curriculum design, evaluation of teaching and/or assessment programmes, and practical suggestions made for improving such outcomes.This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

The Common European Framework of Reference for Languages: A research agenda

2011 ◽  
Vol 44 (3) ◽  
pp. 381-393 ◽  
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Critical Appraisal ◽  
Editorial Note ◽  
Future Research ◽  
Research Needs ◽  
Starting Point ◽  
Current Content ◽  
The Common

Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both papers is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom and practical suggestions made for improving such outcomes.

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

Planning for Future Inquiry

2018 ◽  
Vol 8 (2) ◽  
pp. 39-59 ◽  
Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
The Body ◽  
Future Research ◽  
Research Practices ◽  
Learning And Teaching ◽  
Focal Area ◽  
Perceived Importance ◽  
Language Teaching And Learning

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.

scholarly journals Impact of English Language Teaching and Learning through Language Laboratory in Engineering in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 94-103
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Pahari ◽  
Jai Raj Awasti
Keyword(s):  
Language Learning ◽  
Present Article ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Research Articles ◽  
Future Research ◽  
Language Laboratory ◽  
Job Opportunities

The present article discusses the importance of language, in general, and English, in particular, in the context of engineering education in Nepal. It mainly discusses the importance and application of language laboratory for the enhancement of skills and proficiency of English language in the learners of Bachelor's level in engineering in Nepal. The main objective of the present article is to highlight the importance of teaching and learning of English language in the B.E. level in engineering by using language laboratory. In course of the present study, literature available in different accessible sources was reviewed for collecting necessary data and designing theoretical framework for the same. From the study, it has been found that language laboratory is tremendously helpful in creating favourable atmoshphere for language learning and helping the learners to acquire necessary language skills useful to them in sharpening their study at present and streamlining their research and innovative activities in their further studies in the future. English language is now the language of worldwide communication, and therefore, it is very essential for the students of engineering to be proficient in communication through English not only for grabbing job opportunities open at present but also to furthering their future research and innovative endeavors and publishing their reports and research articles based on them. Language Laboratory is highly instrumental for attaining ample proficiency in English language, the means of global communication.DOI: http://dx.doi.org/10.3126/jie.v10i1.10882Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 94–103

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

English Students’ Vocabulary Size and Level at a Private University in West Java, Indonesia

Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 75-81
Author(s):  
Fenty Lidya Siregar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Low Frequency ◽  
Private University ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Vocabulary Size ◽  
West Java ◽  
Word Families

The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.

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