scholarly journals Guessing the Meanings of Words from Context: Why and How

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Jie ( John Seaver ) Zhou
Keyword(s):  
Learning Strategy ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Writing Skills ◽  
Vocabulary Knowledge ◽  
English Learning ◽  
Learning And Teaching ◽  
Important Field ◽  
Development Of Language ◽  
Unknown Words

Vocabulary is an indispensable part of a language. It is vitally needed to define the meanings of words used in context for comprehension, clarity of expression, and purpose. Teaching English vocabulary is an important field in language teaching. It is that one ingredient that beautifies the language and makes English learning fun in many amazing ways. Moreover, in order for our students to acquire reading, listening, speaking, and writing skills we need to facilitate students learning by incorporating well-developed techniques to make them learn fast and give them a strong grip on their vocabulary knowledge.     Vocabulary learning is essential to the development of language skills. There is a considerable emphasis on the importance of vocabulary learning and teaching. One of the most effective ways of vocabulary learning is guessing the meanings of words from context.      The purpose of this study is to show why guessing the meaning of unknown words from context clues is a very important learning strategy and how it is done efficiently.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Diagnostic Tests of English Vocabulary Learning Proficiency: Guessing From Context and Knowledge of Word Parts

2021 ◽  
Author(s):  
◽  
Yosuke Sasao
Keyword(s):  
Construct Validity ◽  
Rasch Analysis ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Test Design ◽  
Reliable Measure ◽  
Japanese Learners Of English ◽  
Post Test ◽  
Unknown Words ◽  
Japanese Learners

<p>This thesis looked at the creation and validation of two tests that measure how efficiently English words are learned. Previous studies have created and validated a number of tests that measure the size (how many words are known) and the depth (how well a word is known) of vocabulary knowledge; however, existing vocabulary tests do not indicate how learners can become proficient in vocabulary learning. This research was one of the first attempts to create such tests. A guessing-from-context test (GCT) and a word part test (WPT) were created, because the skill of guessing from context and word part knowledge are teachable and are the most frequently used strategies for dealing with unknown words.  The GCT consisted of the following three sections: identifying the part of speech of an unknown word, finding the contextual clue that helps guess its meaning, and deriving the unknown word’s meaning. Each of these three sections was designed to measure each of the important steps in guessing from context that was identified by previous studies. The test was validated using Rasch analysis through data from 428 Japanese learners of English. The results indicated that the GCT is a highly valid and reliable measure of the skill of guessing from context in terms of eight aspects of construct validity (content, substantial, structural, generalizability, external, consequential, responsiveness, and interpretability). Based on the results, two new equivalent forms were created in order to allow a pre- and post-test design where researchers and teachers can investigate learners’ development of the skill of guessing from context.  The WPT measured 118 word parts that were selected based on frequency data in the British National Corpus. It consisted of the following three sections: form (recognition of written word parts), meaning (knowledge of their meanings), and use (knowledge of their syntactic properties). These three sections were designed to measure the important aspects of word part knowledge that were identified by previous studies. The WPT was validated using Rasch analysis through data from 440 Japanese learners of English and 1,348 people with various native languages. The results indicated that the WPT is a highly valid and reliable measure of word part knowledge in terms of the eight aspects of construct validity mentioned above. As with the GCT, two new equivalent forms were created in order to allow a pre- and post-test design. For more practical use of the test, the Word Part Levels Test (WPLT) was created by classifying the 118 word parts into three different levels of difficulty. This may allow teachers to quickly examine whether their students need to work on easy or difficult word parts and which aspects of word part knowledge need to be learned. Taken as a whole, the GCT and the WPT are useful measures both for research and practical purposes.</p>

scholarly journals Model Pembelajaran Bahasa Inggris di Ponpes Ta'mirul Islam Surakarta

2016 ◽  
Vol 1 (1) ◽  
pp. 47
Author(s):  
Faizal Risdianto
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Learning Strategy ◽  
Language Skills ◽  
Direct Method ◽  
Boarding School ◽  
Learning Model ◽  
English Learning ◽  
Teacher Authority ◽  
Boarding House

This research applies descriptive qualitative method aiming at knowing the format and model as well as the motivating and resisting power of English learning at Tamirul Islam Male Boarding School Surakarta. From observations and interviews, it is found that there is as direct learning strategy using teacher-centered approach. This learning strategy is even more detailed by the army method learning model which emphasizes high discipline and teacher authority as well as direct method which stresses on the teacher instructions. The learning model of the school follows behavioristic patterns that emphasizes on customization in language skills. It is combined with army method patterns that treat students with rewards and punishments. The motivating power of the English learning process at the boarding house is the availability of facilities, biah lughowiyah or the environment that supports the students to be able to speak and write in English. Meanwhile, the ressisting factor is the ignorance of most students toward the punishments given by the authority.

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 Development of semantic processes for academic language in foundation phase EAL learners

2010 ◽  
Vol 57 (1) ◽  
Author(s):  
Heila Letitia Jordaan
Keyword(s):  
Language Learners ◽  
First Language ◽  
Vocabulary Knowledge ◽  
Language Competence ◽  
Education Practice ◽  
Learning And Teaching ◽  
Bilingual Instruction ◽  
Criterion Referenced ◽  
Development Of Language ◽  
Grade 3

It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language based activity. Vocabulary knowledge specifically, plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial as the implementation of home language or bilingual instruction policies has not been achieved in many schools. The aim of this study was to investigate the development of language skills in foundation phase English Additional Language (EAL) learners attending schools where English is the language of learning and teaching. A three year longitudinal investigation of the acquisition of processes underlying language for academic purposes was undertaken using the semantic subtests of the Developmental Evaluation of Language Variation Criterion Referenced Edition (Seymour, Roeper, and De Villiers, 2003). The results indicated that the majority of EAL learners improved with increased exposure to English in the academic environment and by the time they were in grade 3, were performing at a higher level than English First Language learners in grade 2. However, the effects of this protracted period of development on literacy attainment should be investigated. The significant individual variation in the learners’ performance has implications for assessment and instruction of EAL learners and for the collaborative role of teachers and speech language therapists in the education system.

scholarly journals استراتجية " Every one is a teacher here"لترقية تعليم مهارة الكتابة

2017 ◽  
Vol 2 (3) ◽  
pp. 103-113
Author(s):  
M. Bashori
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Learning Activities ◽  
Writing Ability ◽  
Writing Skill ◽  
Teachers And Students

Keterampilan Menulis adalah salah satu keterampilan bahasa yang penting dalam kegiatan pembelajaran bahasa Arab. Fakta di lapangan menunjukkan bahwa proses belajar mengajar antara guru dan siswa mengalami kesulitan karena mereka masih kurang dalam kemampuan menulis bahasa Arab. Untuk itu, Pembelajaran Bahasa Arab membutuhkan adanya peningkatan untuk memberikan ketertarikan pada materi keterampilan Menulis. maka dipilihlah strategi Everyone Is A Teacher Here sebagai strategi pembelajaran untuk meningkatkan keterampilan menulis. Penelitian ini dilakukan dengan tujuan untuk mengetahui Penerapan strategi Everyone Is A Teacher Here dalam Meningkatkan Keterampilan Menulis. Writing Skills is one of the important language skills in Arabic learning activities. The facts on the ground show that the learning process between teachers and students is difficult because they are still lacking in Arabic writing ability. For that reason, Arabic Language Learning requires an improvement to give an interest in writing skills. the strategy of Everyone Is A Teacher Here is chosen as a learning strategy to improve writing skills. This research was conducted with the aim to know Application of Everyone Is A Teacher Here strategy in Improving Writing Skill

scholarly journals Diagnostic Tests of English Vocabulary Learning Proficiency: Guessing From Context and Knowledge of Word Parts

2021 ◽  
Author(s):  
◽  
Yosuke Sasao
Keyword(s):  
Construct Validity ◽  
Rasch Analysis ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Test Design ◽  
Reliable Measure ◽  
Japanese Learners Of English ◽  
Post Test ◽  
Unknown Words ◽  
Japanese Learners

<p>This thesis looked at the creation and validation of two tests that measure how efficiently English words are learned. Previous studies have created and validated a number of tests that measure the size (how many words are known) and the depth (how well a word is known) of vocabulary knowledge; however, existing vocabulary tests do not indicate how learners can become proficient in vocabulary learning. This research was one of the first attempts to create such tests. A guessing-from-context test (GCT) and a word part test (WPT) were created, because the skill of guessing from context and word part knowledge are teachable and are the most frequently used strategies for dealing with unknown words.  The GCT consisted of the following three sections: identifying the part of speech of an unknown word, finding the contextual clue that helps guess its meaning, and deriving the unknown word’s meaning. Each of these three sections was designed to measure each of the important steps in guessing from context that was identified by previous studies. The test was validated using Rasch analysis through data from 428 Japanese learners of English. The results indicated that the GCT is a highly valid and reliable measure of the skill of guessing from context in terms of eight aspects of construct validity (content, substantial, structural, generalizability, external, consequential, responsiveness, and interpretability). Based on the results, two new equivalent forms were created in order to allow a pre- and post-test design where researchers and teachers can investigate learners’ development of the skill of guessing from context.  The WPT measured 118 word parts that were selected based on frequency data in the British National Corpus. It consisted of the following three sections: form (recognition of written word parts), meaning (knowledge of their meanings), and use (knowledge of their syntactic properties). These three sections were designed to measure the important aspects of word part knowledge that were identified by previous studies. The WPT was validated using Rasch analysis through data from 440 Japanese learners of English and 1,348 people with various native languages. The results indicated that the WPT is a highly valid and reliable measure of word part knowledge in terms of the eight aspects of construct validity mentioned above. As with the GCT, two new equivalent forms were created in order to allow a pre- and post-test design. For more practical use of the test, the Word Part Levels Test (WPLT) was created by classifying the 118 word parts into three different levels of difficulty. This may allow teachers to quickly examine whether their students need to work on easy or difficult word parts and which aspects of word part knowledge need to be learned. Taken as a whole, the GCT and the WPT are useful measures both for research and practical purposes.</p>

scholarly journals Investigating the Effects of Learning Tasks on Vocabulary Knowledge

2021 ◽  
Author(s):  
◽  
Stuart Alexander Webb
Keyword(s):  
High Frequency ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Explicit Learning ◽  
Partial Knowledge ◽  
Learning Tasks ◽  
Different Types ◽  
Unknown Words

<p>This thesis looks at whether different kinds of vocabulary learning tasks result in different types of word knowledge. In almost every study that has investigated the effects of tasks on vocabulary learning; the only aspect of word knowledge that was tested was meaning and form. Since researchers agree that knowing a word involves much more than knowing its meaning and form, prior research may have measured partial knowledge of only one of several aspects of knowledge. In order to determine the effects of vocabulary learning tasks, several aspects of knowledge should be tested. The experiments in this thesis investigated how vocabulary learning tasks affect both receptive and productive knowledge of five aspects of word knowledge: orthography, association, syntax, meaning and form, and grammatical functions. In the first of six experiments, the effects of incidental learning from reading and explicit learning from word pairs on word knowledge were compared. The results indicated that gains in knowledge tend to increase as the number of repetitions increases; however, partial gains from an informative context may be reduced or eliminated if followed by a less informative context. The results also showed that learning from word pairs contributed to surprisingly greater gains in all of the aspects. In the second experiment, two tasks (learning from glossed sentences, and learning from word pairs) were compared to determine the effects of context and synonymy on vocabulary knowledge. It was found that the subjects gained greater knowledge of unknown words that had high frequency synonyms than for those with less frequent synonyms. The results also indicated that a single context may have little effect on acquisition. In the third, fourth and fifth experiments, the effects of receptive and productive learning tasks on vocabulary knowledge were examined. The results indicated that productive learning from word pairs may be more effective at developing productive knowledge while receptive learning from word pairs may be more effective at increasing receptive knowledge. The sixth experiment investigated the effects of receptive and productive learning from word pairs on communication. It was found that the receptive task may be superior in improving comprehension, and the productive task may be better suited to facilitating writing. Taken as a whole, this thesis indicates that measuring multiple aspects of vocabulary knowledge both receptively and productively may provide a much more accurate assessment of the relative efficacy of vocabulary learning tasks. Moreover, it suggests that different tasks may have a different effect on vocabulary knowledge.</p>

scholarly journals Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing

2020 ◽  
Vol 49 (6) ◽  
pp. 975-991
Author(s):  
Alaa Alahmadi ◽  
Anouschka Foltz
Keyword(s):  
Reading Comprehension ◽  
Learning Strategy ◽  
Language Skills ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Note Taking ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
Reading Materials ◽  
Dictionary Use

AbstractThis study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants’ increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests assessed vocabulary size and knowledge of the target vocabulary items. Results showed that learning through inferencing, but not learning through dictionary use, depended on learners’ familiarity with the particular learning strategy. Additionally, note taking and reading comprehension influenced lexical knowledge and acquisition in complex ways.

Second language vocabulary acquisition from language input and from form-focused activities

2009 ◽  
Vol 42 (3) ◽  
pp. 341-354 ◽  
Author(s):  
Batia Laufer
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Nineteen Eighties ◽  
Lexical Development ◽  
Learning And Teaching ◽  
Generative Linguistics ◽  
List Learning ◽  
External Sources ◽  
Language Input ◽  
L2 Vocabulary

Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central concerns of vocabulary researchers is the source of L2 vocabulary learning. Is it L2 input, enhanced input, interaction, communicative tasks, non-communicative ‘artificial’ exercises, list learning, or repetition? A similar question is addressed by SLA researchers in general. This similarity of interests, which demonstrates the integration of vocabulary into mainstream SLA, prompted me to define the topic of this timeline as I did. And since the field of SLA developed in the 1980s, this timeline starts in the nineteen-eighties. I focus here on the external sources of learning, i.e. language input and instructional techniques, and not on learner-related variables, like motivation, L1, age, or strategies of learning. Nor do I focus on any other areas of lexical research, important as they may be, such as the construct of vocabulary knowledge, lexical development, testing, bilingual mental lexicon, or corpora analyses.

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