scholarly journals The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

2018 ◽  
Vol 7 (4) ◽  
pp. 121
Author(s):  
Ahmed Masrai
Keyword(s):  
First Language ◽  
Vocabulary Development ◽  
Preschool Education ◽  
Study Data ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact ◽  
Early Childhood Settings

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

scholarly journals The Impact of L1 Lexical Organisation on L2 Vocabulary Acquisition

2015 ◽  
Vol 1 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton
Keyword(s):  
Vocabulary Acquisition ◽  
First Language ◽  
Potential Interaction ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Low Level ◽  
Higher Secondary Education ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact

AbstractThis paper presents an empirical study investigating the relationship between first language (L1) lexical organisation and second language (L2) vocabulary development. The participants consisted of 191 native Arabic learners of English as a foreign language (EFL) within higher secondary education in Saudi Arabia. To conduct the study, two receptive vocabulary size tests (L1 Arabic-Lex and L2 English X-Lex) were used with an L1 lexical organisation test (ALOT) which was designed for the purpose of the study. Learners' L1 lexical organisation scores were found to be associated with their L1 and L2 receptive vocabulary scores. However, the strong correlation found between lexical organisation and the size of the lexicon in learners’ L1 might well suggest that lexical networks and the size of the lexicon are one unified system. Nevertheless, to find any potential interaction between L1 lexical organisation and size on L2 vocabulary acquisition, ‘moderation’ analyses were performed. Moderation results revealed three levels of interaction; low, average and high. The low level shows that a low level of lexical organisation leads to low levels of L1 and L2 vocabulary size. The same relationship trend was logged for average and high levels. These results thus emphasise the importance of a well-structured L1 mental lexicon on L2 vocabulary acquisition

“I know the word, but ...”

2005 ◽  
Vol 28 (2) ◽  
pp. 15-27 ◽  
Author(s):  
Sun Hee Ok Kim
Keyword(s):  
Learning Environment ◽  
First Language ◽  
Negative Influence ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Positive Role ◽  
L2 Learning ◽  
L2 Vocabulary ◽  
L1 And L2

Abstract Bilinguals sometimes report on difficulties in finding words while speaking in the first language (L1) or the second language (L2), which is frequently attributed to the negative influence of one language onto the other. This paper addresses this issue by investigating the relationship between L1 and L2 vocabulary knowledge of Korean-English bilinguals who have been exposed to an L2 learning environment since the age of 12 years. Their vocabulary knowledge in L1 and L2 is measured by using a standardised vocabulary test in each language and their L1 vocabulary measures are compared with that of 12 year old Korean monolinguals. The findings show that there is a significant positive correlation between the scores from the L1 and L2 vocabulary tests among the participants. The findings suggest (1) that L1 vocabulary learning continues in the L2 learning environment, and (2) that the extent of the vocabulary knowledge in one language is the good predictor of the other, highlighting the positive role of L1 vocabulary knowledge in L2 learning. Implications for the support for L1 development of young immigrants are also discussed.

scholarly journals Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition

2016 ◽  
Vol 44 (2) ◽  
pp. 402-426 ◽  
Author(s):  
JANNICKE KARLSEN ◽  
SOLVEIG-ALMA HALAAS LYSTER ◽  
ARNE LERVÅG
Keyword(s):  
Maternal Education ◽  
First Language ◽  
Vocabulary Development ◽  
Vocabulary Skills ◽  
Vocabulary Growth ◽  
L2 Learners ◽  
Path Models ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
Books In The Home

AbstractThis study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the home, maternal education, and previous L1 and L2 vocabulary on the development of L2 vocabulary breadth and depth were investigated. The results indicate that despite the weaker vocabulary skills of the L2 sample, the growth trajectories of the L2 learners and the monolingual comparison group did not differ. For the L2 learners, we identified both concurrent and longitudinal predictors of vocabulary: the number of books in the home and the time of introduction of the L2 predicted concurrent vocabulary. L1 vocabulary, number of books in the home, and the time of introduction of the L2 predicted vocabulary growth.

Investigating the impact of a semester-long study abroad program on L2 reading and vocabulary development

2021 ◽  
Vol 6 (2) ◽  
pp. 276-297
Author(s):  
Judith Borràs ◽  
Àngels Llanes
Keyword(s):  
Reading Comprehension ◽  
Study Abroad ◽  
Reading Fluency ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Online Questionnaire ◽  
L2 Reading ◽  
L2 Vocabulary ◽  
Study Abroad Program ◽  
The Impact

Abstract This study investigates the impact that a semester-long study abroad program has on the L2 reading and vocabulary development of a group of Catalan/Spanish bilinguals learning English as an L2 (n = 30). Another objective is to determine whether gains in participants’ vocabulary and reading – if any – are related to their initial L2 proficiency and L2 vocabulary level. Participants were administered (1) a reading text, (2) the Updated Vocabulary Levels Test, (3) a written essay, (4) a placement test and (5) an online questionnaire before and after their SA experiences. The results suggest that the sojourn was positive for participants’ reading comprehension, receptive vocabulary and lexical accuracy, but not for reading fluency, lexical fluency, lexical density and lexical sophistication. It was also found that the students’ initial L2 vocabulary and proficiency level were related to gains in receptive vocabulary and reading comprehension.

scholarly journals Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

2021 ◽  
pp. 1-36
Author(s):  
Elma Blom ◽  
Adriana Soto-Corominas ◽  
Zahraa Attar ◽  
Evangelia Daskalaki ◽  
Johanne Paradis
Keyword(s):  
The Netherlands ◽  
Maternal Education ◽  
First Language ◽  
Refugee Camp ◽  
Syntactic Skills ◽  
Two Samples ◽  
Bilingual Language Development ◽  
Dutch Sample ◽  
L1 And L2 ◽  
The Impact

Abstract Children who are refugees become bilingual in circumstances that are often challenging and that can vary across national contexts. We investigated the second language (L2) syntactic skills of Syrian children aged 6-12 living in Canada (n = 56) and the Netherlands (n = 47). Our goal was to establish the impact of the first language (L1 = Syrian Arabic) skills on L2 (English, Dutch) outcomes and whether L1–L2 interdependence is influenced by the length of L2 exposure. To measure L1 and L2 syntactic skills, cross-linguistic Litmus Sentence Repetition Tasks (Litmus-SRTs) were used. Results showed evidence of L1–L2 interdependence, but interdependence may only surface after sufficient L2 exposure. Maternal education level and refugee camp experiences differed between the two samples. Both variables impacted L2 outcomes in the Canadian but not in the Dutch sample, demonstrating the importance to examine refugee children’s bilingual language development in different national contexts.

scholarly journals The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

2014 ◽  
Vol 57 (5) ◽  
pp. 1804-1816 ◽  
Author(s):  
Milijana Buac ◽  
Megan Gross ◽  
Margarita Kaushanskaya
Keyword(s):  
Second Language ◽  
Native Language ◽  
Primary Caregivers ◽  
Primary Caregiver ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Language Exposure ◽  
Language Environment ◽  
The Impact

Purpose The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills. Conclusion These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

Phonological memory training and its effect on second language vocabulary development

2020 ◽  
pp. 026765831989851
Author(s):  
Alexandra Karousou ◽  
Theodora Nerantzaki
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
English Language ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Phonological Memory ◽  
Double Blind ◽  
L2 Vocabulary ◽  
Experimental Group

Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of fostering vocabulary development in beginner-level young learners of English as a second/foreign language (L2). A double-blind pretest–posttest quasi-experimental design was adopted, with an experimental group ( n = 50) and a matched active control group ( n = 47). All participants were initially assessed with an English-sounding nonword repetition test and an English language vocabulary test (receptive and productive). In addition, the experimental group students participated in the PM training (33 sessions of 15-minutes length within 12 weeks), while the control students participated in non-phonological-memory related English language activities. After the conclusion of the intervention, PM and L2 vocabulary were reassessed in both groups. Results confirm previous findings on the significant relationship between PM and L2 vocabulary size and provide evidence for PM trainability, as well as on resultant L2 productive vocabulary gains. No effect of PM training was detected on receptive vocabulary development. Results are discussed with regard to their theoretical implications, and to possible applications of PM training as a method for supporting vocabulary development in the L2 classroom.

Investigating the role of vocabulary size in second language speaking ability

2018 ◽  
Vol 24 (4) ◽  
pp. 540-556 ◽  
Author(s):  
Takumi Uchihara ◽  
Jon Clenton
Keyword(s):  
Second Language ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Vocabulary Size ◽  
Expert Rating ◽  
L2 Speaking ◽  
Vocabulary Assessment ◽  
L2 Vocabulary

The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

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.

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