scholarly journals The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners

2018 ◽  
Vol 8 (4) ◽  
pp. 25
Author(s):  
Dina Adel Salam El-Dakhs ◽  
Hind Elhajj ◽  
Jawaher Nasser Al-Haqbani
Keyword(s):  
Vocabulary Learning ◽  
First Language ◽  
Word Type ◽  
Special Treatment ◽  
Control Group ◽  
Research Directions ◽  
L1 Use ◽  
L2 Vocabulary ◽  
Arabic Speaking

There is strong agreement in the literature that the first language (L1) supports second language (L2) vocabulary learning particularly at early stages of learning. The present study examines the influence of word type on the use of L1 language to support L2 vocabulary learning. To this end, 130 Arabic-speaking tertiary elementary female learners of English were taught 24 unfamiliar English words in 4 sessions over 4 weeks. The participants were divided into three groups; (1) a group where target words were taught with the use of translation equivalents, (2) a group taught with L2-only-definitions and (3) a control group who received no special treatment. Comparing the participants’ performance in pre-, immediate post- and delayed post-tests showed that the two experimental groups outperformed the control group, reflecting the benefit of the treatment. The results also showed greater vocabulary gains in terms of long-term retrieval for L1 use, but did not show consistent patterns for the special benefit of L1 in terms of specific word types. The results are interpreted in light of the existing literature and relevant bilingual lexicon models. Pedagogical implications and suggested research directions are also proposed.

scholarly journals The Effect of the Mind Mapping Strategy on the L2 Vocabulary Learning of Saudi Learners

2020 ◽  
Vol 6 (1) ◽  
pp. 54
Author(s):  
Nesreen Saud Alahmadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mind ◽  
L2 Vocabulary ◽  
Experimental Group

The aim of this study was to investigate the impact of using the mind mapping strategy on learning vocabulary for Saudi Learners. Fifty female students from the English Language centre at Taibah University in Saudi Arabia were selected to participate in this study. All students were homogenous in terms of their English language proficiency. The students were performing at the intermediate level of the English language. Their level of English language proficiency was determined by the Oxford Placement Test. Participants were divided into two groups: the experimental group and the control group. Twenty-five students in the experimental group were taught vocabulary using the mind mapping strategy for six weeks. The control group was taught using traditional methods of vocabulary teaching, such as memorising. To test the effectiveness of the mind mapping strategy, two types of tests were applied for both groups: a pre-test and a post-test. At the end of the treatment, the results of the post-test showed a significant improvement in Second language (L2) vocabulary acquisition by Saudi learners in the experimental group. The findings of this study indicate some important implications for L2 learning, such as that mind mapping facilitates vocabulary learning by increasing the knowledge and the acquisition of the meanings of the vocabulary words used. It also helped with the vocabulary learning process by increasing the level of the motivation of Saudi students in learning new words.

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis

2018 ◽  
Vol 40 (5) ◽  
pp. 721-753 ◽  
Author(s):  
Hansol Lee ◽  
Mark Warschauer ◽  
Jang Ho Lee
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Short Term ◽  
Different Dimensions ◽  
L2 Vocabulary

Abstract This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p < .001) and long-term periods (34 follow-up effect sizes; Hedges’ g = 0.64, SE = 0.17, p < .001). Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in-depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners’ L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.

scholarly journals A Procedure for Determining Japanese Loanword Status for English Words

2020 ◽  
Vol 9 (1) ◽  
pp. 73-79
Author(s):  
David Allen ◽  
Keyword(s):  
Second Language ◽  
Efficient Method ◽  
Vocabulary Learning ◽  
First Language ◽  
English Word ◽  
Frequency Data ◽  
Huge Number ◽  
L2 Vocabulary ◽  
Learning And Instruction

Japanese loanwords are mainly derived from English. These loanwords provide a considerable first-language (L1) resource that may assist in second-language (L2) vocabulary learning and instruction. However, given the huge number of loanwords, it is often difficult to determine whether an English word has a loanword equivalent and whether the loanword is likely to be widely known among the Japanese. This article demonstrates an efficient method of answering these two questions. The method employs corpus frequency data from the Balanced Corpus of Contemporary Written Japanese, from which the existence and frequency of loanwords in Japanese can be determined. Following the guidelines presented herein, researchers will be able to use data from the corpus themselves to check cognate frequency, thereby determining the cognate status of items used in research.

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

2017 ◽  
Vol 22 (6) ◽  
pp. 657-675 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Learning Style ◽  
Vocabulary Learning ◽  
First Language ◽  
Treatment Groups ◽  
Perceptual Learning Style ◽  
Computer Mediated ◽  
Perceptual Style ◽  
Visual Learners ◽  
L2 Vocabulary ◽  
Auditory Learners

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

scholarly journals A world of differences: the role of individual differences in L2 vocabulary learning with clickers

2021 ◽  
pp. 261-266
Author(s):  
Anne-Marie Sénécal ◽  
Walcir Cardoso
Keyword(s):  
Individual Differences ◽  
English Learners ◽  
Vocabulary Learning ◽  
Control Group ◽  
Multiple Choice Questions ◽  
And Performance ◽  
L2 Vocabulary ◽  
Enhanced Learning ◽  
Experimental Group

This study examined the acquisition of L2 English vocabulary with clickers, focusing on the role of individual differences. Following a pretest-posttest design, we measured perception and performance among 61 English learners who took part in a vocabulary acquisition treatment, in which they answered Multiple-Choice Questions (MCQs) via clickers (experimental group) or hand-raising (control group). Findings show that students have positive perceptions of clickers across all analytical measures adopted and that clickers promote vocabulary learning. However, the differences in learning gains between the two groups were not significant, indicating individual differences among learners. Four of the learners who exhibited ‘extreme’ (lowest/highest) perception and performance scores were selected for further analyses. The presence of individual differences in clicker-enhanced learning suggests the technology should be carefully implemented to accommodate learners’ individual differences.

scholarly journals Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners

2018 ◽  
Vol 1 (6) ◽  
pp. 51-62
Author(s):  
Nazal Allahmoradi
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
First Language ◽  
Explicit Learning ◽  
Efl Learners ◽  
Incidental Vocabulary ◽  
L2 Learners ◽  
L2 Learning ◽  
L2 Vocabulary

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English–Spanish Vocabulary to English Learners

2019 ◽  
Vol 41 (1) ◽  
pp. 3-11
Author(s):  
Jean F. Rivera Pérez ◽  
Nancy A. Creaghead ◽  
Karla Washington ◽  
Ying Guo ◽  
Lesley Raisor-Becker ◽  
...  
Keyword(s):  
English Learners ◽  
First Language ◽  
Control Group ◽  
English Only ◽  
Speech Language Pathologist ◽  
Vocabulary Growth ◽  
English Speaking ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
English Instruction

This research investigates the effectiveness of using a child’s first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish–English instruction ( n = 14) with Spanish delivered through AP, (b) English-only instruction ( n = 14), and (c) control group ( n = 15) indicates that both Spanish–English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish–English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP.

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