scholarly journals The Use of Images for Teaching Abstract Words Versus Concrete Words: A Semiotic Study

2019 ◽  
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Hassan Saleh Mahdi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
New Words ◽  
The Third ◽  
Post Test ◽  
Abstract Words ◽  
Concrete Words

Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words

2009 ◽  
Vol 21 (11) ◽  
pp. 2154-2171 ◽  
Author(s):  
Anna Mestres-Missé ◽  
Thomas F. Münte ◽  
Antoni Rodriguez-Fornells
Keyword(s):  
Native Speakers ◽  
Brain Regions ◽  
Functional Neuroanatomy ◽  
Linguistic Context ◽  
Abstract Concepts ◽  
New Words ◽  
Simulation Paradigm ◽  
Abstract Words ◽  
The Brain ◽  
Concrete Words

The meaning of a novel word can be acquired by extracting it from linguistic context. Here we simulated word learning of new words associated to concrete and abstract concepts in a variant of the human simulation paradigm that provided linguistic context information in order to characterize the brain systems involved. Native speakers of Spanish read pairs of sentences in order to derive the meaning of a new word that appeared in the terminal position of the sentences. fMRI revealed that learning the meaning associated to concrete and abstract new words was qualitatively different and recruited similar brain regions as the processing of real concrete and abstract words. In particular, learning of new concrete words selectively boosted the activation of the ventral anterior fusiform gyrus, a region driven by imageability, which has previously been implicated in the processing of concrete words.

The benefits of abstract word training on productive vocabulary knowledge among second language learners

2019 ◽  
Vol 40 (6) ◽  
pp. 1331-1362
Author(s):  
Chaleece W. Sandberg ◽  
Erin Carpenter ◽  
Katherine Kerschen ◽  
Daniela Paolieri ◽  
Carrie N. Jackson
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Abstract Word ◽  
Vocabulary Knowledge ◽  
Lexical Retrieval ◽  
Generation Task ◽  
Training Paradigm ◽  
L2 Learners ◽  
Abstract Words ◽  
Concrete Words

AbstractThis study investigates the effect of an abstract word training paradigm initially developed to treat lexical retrieval deficits in patients with aphasia on second language (L2) vocabulary acquisition. Three English–Spanish L2 learners (Experiment 1) and 10 Spanish–English L2 learners (Experiment 3) were trained on 15 abstract words within a context-category (e.g., restaurant) using a five-step training paradigm based on semantic feature analysis. In addition, 7 English–Spanish L2 learners were trained on either abstract or concrete words within a context-category (Experiment 2). Across all experiments, the majority of participants trained on abstract words showed improved production of the trained abstract words, as measured by a word generation task, as well as improvement on untrained concrete words within the same context-category (i.e., generalization). Participants trained on concrete words (Experiment 2) exhibited much smaller word production gains and no generalization to abstract words. These results parallel previous findings from aphasia research and suggest that this training paradigm can successfully be extended to L2 learning contexts, where it has the potential to be a useful tool in vocabulary instruction. We discuss the findings in terms of models of spreading activation and the underlying conceptual representations of abstract and concrete words in the L2 lexicon.

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.

Closing in on Vocabulary Acquisition

2011 ◽  
pp. 195-210 ◽  
Author(s):  
Carly J. Born ◽  
Andrea Lisa Nixon ◽  
Christopher Tassava
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
Foreign Language Learning ◽  
Building Blocks ◽  
Language Fluency ◽  
Technological Intervention

Vocabulary acquisition is one of the critical building blocks in acquiring foreign language fluency. While a number of studies have focused on effective vocabulary learning techniques for second language learners, several confounding factors complicate the practical application of this research in a classroom. For instance, faculty, pressed for time and results, frequently find it too cumbersome to explore new variations in their teaching and opt for standard methods of providing students with vocabulary lists which the student are expected to study on their own using their own methods. This tactic falters when the students are unaccustomed to second language learning and have not yet identified effective learning strategies suited to their own learning styles. This chapter will discuss one attempt to resolve this problem through the use of mobile devices as digital flashcards. This technological intervention may address the need to help students study vocabulary more effectively and do so in practical, sustainable ways that do not increase work loads for faculty, students, or academic technical support staff. Based on the results from a small-scale study, the authors make recommendations about this pedagogical approach and the technology used, aiming toward the goal of creating a pedagogically sound and scalable application of mobile devices in foreign language learning.

THE INFLUENCE OF ORTHOGRAPHY ON ORAL VOCABULARY ACQUISITION IN LEARNERS OF CHINESE AS A SECOND LANGUAGE

2021 ◽  
pp. 1-16
Author(s):  
Jie Zhang ◽  
Hong Li ◽  
Yang Liu
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Phonological Information ◽  
New Words ◽  
Oral Vocabulary

Abstract The present study investigated the effects of exposure to Chinese orthography on learning phonological forms of new words in learners of Chinese as a second language. A total of 30 adult learners of Chinese studied spoken label and picture associations presented either with phonologically accurate characters, characters with partial phonological information, or no orthography. Half the phonologically accurate or partially accurate characters were semantically transparent or opaque. Spoken labels were recalled without orthography presence. Results showed that exposure to phonologically accurate and semantically transparent characters during learning did not enhance the recall of the spoken labels compared to no orthography. But exposure to characters with partial phonological information and semantically opaque characters significantly hindered vocabulary learning. The implications for Chinese as a second language vocabulary acquisition and instruction are discussed.

scholarly journals FOREIGN LANGUAGE VOCABULARY: THE KEY MEANS OF ENHANCEMENT

2019 ◽  
pp. 111-112 ◽  
Author(s):  
Nadiya Yurko ◽  
Olga Romanchuk ◽  
Ulyana Protsenko ◽  
Iryna Styfanyshyn
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
International Level ◽  
Reading And Writing ◽  
New Words ◽  
Essential Tool ◽  
Research Findings ◽  
The Subject

The article considers the continuous necessity of improving and expanding any language vocabulary and the actuality of clear and concise communication at an international level. Vocabulary is a skill based on all areas of communication. Extensive vocabulary, along with grammar, listening, speaking, reading, and writing, is an essential tool and one of the largest challenges in learning a second language. Thus, building vocabulary is one of the easiest ways to improve communication. In view of the great importance and constant need for learning new words in a foreign language, efficient vocabulary has been the subject of multiple research. The purpose of the article is to determine the key enhancement means of a foreign language vocabulary. The research findings suggest that by using the means outlined in this article, one should be well on his way to discovering and learning new words to expand his vocabulary and strengthen his use of a foreign language.

scholarly journals Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning

2021 ◽  
Vol 14 (10) ◽  
pp. 1
Author(s):  
Marta Segura ◽  
Helena Roquet ◽  
Júlia Barón
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Mother Tongue ◽  
Receptive Vocabulary ◽  
Primary Students ◽  
Frequency Effect ◽  
Integrated Learning ◽  
Formal Instruction ◽  
Post Test ◽  
Meaningful Context

Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to brings many benefits to learners, such as a higher motivation and promotion of creativity, and better results in receptive skills, vocabulary, morphology and fluency. Nevertheless, most CLIL research has focused on primary and secondary level students and, thus, more research is needed with younger learners, namely, pre-primary students. The present study examines the learning of FL vocabulary in pre-primary learners following a soft-CLIL program, as compared to their same age peers following Formal Instruction (FI) of English. Over the course of six months, pre-primary students of two grades, namely 4- and 5-year-old students (N=155), took part in such program, aiming at teaching two curricular preschool units, traditionally taught in the mother tongue (L1), in English in the FL sessions. A longitudinal study was conducted, and students were administered a general vocabulary level pre-test, as well as a target words receptive vocabulary post-test after the two units had been worked on. The focus of the research was on receptive vocabulary acquisition, but age and word frequency effects were also analyzed. Results showed positive tendencies in receptive vocabulary development through soft-CLIL, although not statistically significant. A significant frequency effect was found, indicating that high-frequency words are recalled more easily than lower-frequency ones, but no significant differences were found when comparing learners from the two grades.

scholarly journals The use of Quizlet to enhance vocabulary in the English language classroom

2019 ◽  
pp. 304-309
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Design Research ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education.

scholarly journals Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language

2021 ◽  
pp. 36-56
Author(s):  
Alicia San Mateo-Valdehíta ◽  
◽  
Cecilia Criado de Diego ◽  
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Learning Task ◽  
Feature Analysis ◽  
Gap Filling ◽  
The Third ◽  
Learning Tasks ◽  
The One ◽  
Writing Task

This study presents the results of research on the vocabulary acquisition of French students of Spanish as second language. The aim is to know (1) which of these three vocabulary-learning tasks is more effective: definition-choosing, gap-filling or sentence-writing; and (2) which kind of knowledge, receptive or productive, the participants acquire with each vocabulary-learning task. The analysis shows that the most effective task is sentence-writing, then gap-filling and, in the third place, definition-choosing. Also all the three learning tasks trained students to complete above all activities which require a receptive knowledge of the words—definition-choosing and gap-filling tasks—, but they were much less prepared to carry out the sentence-writing task, which requires a productive knowledge of the words. The only productive task proposed—sentence-writing—is the one that allowed the students to learn receptively and productively a higher number of words. We associate our results with the Involvement Load Hypothesis and Technique Feature Analysis.

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