Journal articles: 'English vocabulary teaching'

1

Adnyani, Ni Wayan Satri, and A. A. I. Bulan Fitria Dewi. "Teaching English Vocabulary using Song." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 88. http://dx.doi.org/10.25078/yb.v1i1.1381.

Full text

Abstract:

Vocabulary is one of the English elements besides grammar, spelling, and pronunciation supporting English language skill such as listening, speaking, reading, and writing. Vocabulary is the first element that should be master before the learners going to other element. When the learners have mastered vocabulary, they will be able to produce many sentences in spoken and written form easily. On the other hand, when they lack of vocabulary, they will find difficulty in deliver their thought, even their opinion to other people. One of the teaching strategies to enhance students’ vocabulary is using English Song. This paper aims at describing the use of English song in teaching English vocabulary for students. The method of this research was a qualitative research combination of seven several journals from abroad and within the country about teaching vocabulary with song. Although there are many reasons why songs can be considered a valuable teaching tool, there are some issues to consider.

APA, Harvard, Vancouver, ISO, and other styles

2

H. S. M, Ovitigama, and Premaratna C. D. H. M. "Eclecticism in Teaching English Vocabulary." International Journal of Scientific and Research Publications (IJSRP) 10, no. 06 (June 26, 2020): 848–56. http://dx.doi.org/10.29322/ijsrp.10.06.2020.p102100.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bărbuleț, Gabriel. "Teaching English vocabulary through ICT’s." Journal of Linguistic and Intercultural Education 6 (June 15, 2013): 59–76. http://dx.doi.org/10.29302/jolie.2013.6.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Shakhnoza Ibragimovna, Nurmurodova. "Using multimedia for vocabulary teaching." International Journal on Integrated Education 2, no. 6 (December 10, 2019): 73–74. http://dx.doi.org/10.31149/ijie.v2i6.204.

Full text

Abstract:

In article was discussed importance of multimedia in teaching English and mainly English vocabulary. This article devotes to teaching vocabulary with the help of multimedia, its advantages and disadvantages to teaching English in EFL and ESP classes.

APA, Harvard, Vancouver, ISO, and other styles

5

Habibullaevna, Dalieva Madina. "Modern Strategies And Innovative Technologies In Teaching English Vocabulary." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 66–71. http://dx.doi.org/10.37547/tajssei/volume02issue12-13.

Full text

Abstract:

The article deals with the issues based on implementation of modern strategies and innovative technologies in teaching vocabulary in English classes. The development of lexical skills for their subsequent inclusion in students' speech activity is the main task in mastering vocabulary. The use of computer technology in the formation of lexical skills significantly enhances the effectiveness of this process. Vocabulary in the system of linguistic means is the most important component of speech activity: listening and speaking, reading and writing.

APA, Harvard, Vancouver, ISO, and other styles

6

Yue, Nan. "Computer Multimedia Assisted English Vocabulary Teaching Courseware." International Journal of Emerging Technologies in Learning (iJET) 12, no. 12 (December 20, 2017): 67. http://dx.doi.org/10.3991/ijet.v12i12.7955.

Full text

Abstract:

English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

APA, Harvard, Vancouver, ISO, and other styles

7

Saadillah, Saadillah. "ENGLISH VOCABULARY TESTS." Jurnal Ta'lim Muta'allim 2, no. 4 (August 6, 2015): 1. http://dx.doi.org/10.18592/tm.v2i4.375.

Full text

Abstract:

Planning and making English vocabulary tests need concentration much more. Like planning and presenting the English vocabulary material for the students, teachers/lecturers try doing the best, so planning and presenting the English vocabulary test. By doing the best, the teachers/lecturers are going to be able to measure their success in teaching and learning process. Whatever they have planned and they have done in the class or out side before, they would like to be seen by comparing the result of the tests. Therefore, reading and analyzing this writing is suggested.Key word: vocabulary, test

APA, Harvard, Vancouver, ISO, and other styles

8

Zhang, Xiaochi. "On cultivation of intercultural communication awareness in english vocabulary teaching." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 69–73. http://dx.doi.org/10.31686/ijier.vol3.iss9.433.

Full text

Abstract:

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

APA, Harvard, Vancouver, ISO, and other styles

9

Tascovici, Daliana Ecaterina. "THEORY AND PRACTICE IN TEACHING ENGLISH ECONOMICSVOCABULARY." Journal of Economic Development, Environment and People 6, no. 2 (June 30, 2017): 55. http://dx.doi.org/10.26458/jedep.v6i2.531.

Full text

Abstract:

The present paper proposes to speak about teaching English economics vocabulary. So, at first, we make references to the key points and the issues which are raised by teaching and learning specific vocabulary: learners usually select the words they want to achieve; once learned, words move between active to passive status; one of teachers’ activities is to help students remember the acquired vocabulary; teachers should provide the correct exposure to words and opportunities for learners to practice them. Secondly, we will study examples of economics vocabulary teaching and show how discovery techniques can aid vocabulary acquisition.In the end we draw the conclusions, showing the importance and the active role of the discovery techniques in teaching English vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

10

Zhang, Hongmei. "A Study on Implication of Prototype Theory in English Vocabulary Teaching." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 133. http://dx.doi.org/10.17507/jltr.0801.16.

Full text

Abstract:

Nowadays, English plays an increasingly important role in international communication. Vocabulary plays the important role in the process of English learning and teaching. Although the significance of the vocabulary teaching and learning have been noticed by the teachers and students, the current situation of English vocabulary teaching and learning is not satisfactory in most Chinese schools. This paper applies the prototype theory and other related theories, which contains the three levels of categorization and two cognitive mechanism, to vocabulary teaching and learning. The paper aims at exploring the implications that prototype theory indicates in English vocabulary teaching and learning, finding out the crux of English vocabulary teaching and learning. Teachers need to consciously foster students’ metaphorical and metonymical awareness when teaching vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

11

Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

Full text

Abstract:

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

APA, Harvard, Vancouver, ISO, and other styles

12

Jiang, Yajie. "The Role of Morphology in English Vocabulary Teaching." Learning & Education 9, no. 2 (November 10, 2020): 120. http://dx.doi.org/10.18282/l-e.v9i2.1422.

Full text

Abstract:

Vocabulary is the most important factor in language composition. Guiding English learners to acquire English vocabulary is an important task. Based on the morphological theory, this research starts from the internal structure of the word and tries to explore the rules of word formation in English vocabulary in order to provide some useful enlightenment for English vocabulary acquisition.

APA, Harvard, Vancouver, ISO, and other styles

13

Wang, Xiaoying, and Dan Zhang. "A Study on the Influence of Computer Corpus Software on College Students' English Vocabulary Learning." International Journal of Emerging Technologies in Learning (iJET) 12, no. 08 (August 1, 2017): 27. http://dx.doi.org/10.3991/ijet.v12i08.7137.

Full text

Abstract:

English vocabulary and lexical collocation and use are the basic manifestations of college students' English proficiency and ability. This paper puts forward the application of computer corpus software to the college vocabulary teaching. Through the definition of probability, application prospect and theoretical explanation, this paper expatiates on the process of computer corpus serving college English vocabulary teaching. With English national corpus (BNC) as the software basis, we conducted an empirical research on vocabulary teaching. Finally, the differences between computer corpus teaching and traditional vocabulary teaching are analyzed and discussed through experimental comparison. The experimental results show that the computer corpus based collage English vocabulary practice is of larger breadth, deeper depth and higher initiative in vocabulary learning.

APA, Harvard, Vancouver, ISO, and other styles

14

Syafrizal, Syafrizal, and Haerudin Haerudin. "THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 5, no. 1 (June 30, 2018): 40. http://dx.doi.org/10.33394/jo-elt.v5i1.2296.

Full text

Abstract:

Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.

APA, Harvard, Vancouver, ISO, and other styles

15

Kai-hua, CHEN, and PAN Cui-qiong. "On Multimedia-assisted English Vocabulary Teaching for Chinese Junior Middle School English Learners from the Perspective of Situational Teaching Method." IRA International Journal of Education and Multidisciplinary Studies 14, no. 3 (March 26, 2019): 80. http://dx.doi.org/10.21013/jems.v14.n3.p5.

Full text

Abstract:

The multimedia network technology has been developing so rapidly that a constantly increasing number of course teachings are applying multimedia-based teaching method to fit into the student-centred classroom pattern while improving their teaching efficiency, leading to achievements in the innovation of our education system and offering guidance for EFL teaching and learning. This paper, based on multimedia-assisted teaching, is an attempt at discussing the multimedia-assisted situational English vocabulary teaching by means of the case study, which may prove a more effective method for Chinese junior middle school English learners who are not that skilful in the learning and memorizing of English vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

16

Soro, Suharyanto H. "English Vocabulary in the Mind of Student." International Journal of Nusantara Islam 7, no. 2 (August 31, 2019): 150–59. http://dx.doi.org/10.15575/ijni.v7i2.5802.

Full text

Abstract:

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

APA, Harvard, Vancouver, ISO, and other styles

17

Nurzhanova, Zh, and Zh Dadekhan. "Teaching English and Kazakh vocabulary by means of the Internet." Bulletin of L.N. Gumilyov Eurasian National University. Philology Series 123, no. 2 (2018): 123–28. http://dx.doi.org/10.32523/2616-678x-2018-123-2-123-128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Korolyova, L. Yu. "Discursive Approach to Teaching English Business Vocabulary." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 1(59) (2016): 153–58. http://dx.doi.org/10.17277/voprosy.2016.01.pp.153-158.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Chang, Yun, Bingyu Li, and Junqing Lu. "English Vocabulary Teaching from a Cognitive Perspective." OALib 08, no. 09 (2021): 1–8. http://dx.doi.org/10.4236/oalib.1107777.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mu, Huaiyu. "The Application of Iconicity in Teaching Vocabulary in College English." Theory and Practice in Language Studies 9, no. 11 (November 1, 2019): 1449. http://dx.doi.org/10.17507/tpls.0911.11.

Full text

Abstract:

Vocabulary is the cornerstone of language teaching and learning. At present, a majority of college English teachers invest a lot of time in vocabulary teaching; however, they haven’t achieved the goal of college English vocabulary teaching as they desired. Iconicity is an important notion in semiotics, which mainly refers to the resemblance between the form of a sign and what it refers to, namely, the object or concept. Consequently, to some extent, the form of vocabulary is closely connected with what it refers to. Based on the relations between the form of vocabulary and what it refers to, this paper mainly explores the application of lexical iconicity in teaching vocabulary in college English with the purpose of formulating more effective vocabulary teaching approaches.

APA, Harvard, Vancouver, ISO, and other styles

21

Winarsih, Winarsih. "IMPROVING STUDENTS VOCABULARY ACHIEVEMENT USING VOCABULARY CHARTS TECHNIQUE." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 11, no. 2 (August 11, 2019): 123–28. http://dx.doi.org/10.35457/konstruk.v11i2.720.

Full text

Abstract:

This article investigates the technique of teaching vocabulary using Beare’s vocabulary charts. The technique helps to improve students’ mastery of English language and widens their passive and active vocabulary based on related word group areas. The relevancy between vocabularies in the charts is the vocabulary used in students’ daily activities. Adopting a Classroom Action Research, this study collected the data by using vocabulary charts, tests, field notes, checklist, and questionnaires. The result showed that the implementation of vocabulary chart has improved semester three students’ vocabulary achievement at Universitas Islam Balitar, Blitar. 77% of the students passed the minimum criteria of success in the first cycle, and 75% of the students passed the minimum criteria in the second cycle. This technique is beneficial to facilitate students in learning English vocabulary. Vocabulary word charts in teaching English vocabulary are thus recommended.

APA, Harvard, Vancouver, ISO, and other styles

22

Zhang, Deng Zhi, and Bin Quan. "Research on Learning Beliefs and Strategies of Freshmen's Vocabulary Based on Regression Analysis and Mathematical Statistics." Applied Mechanics and Materials 380-384 (August 2013): 1886–90. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.1886.

Full text

Abstract:

The teaching goals of higher vocational college English courses require English workers to directly face the problems of students English vocabulary learning. The quantity of vocabulary directly affects the improvement of many language abilities of listening, speaking, reading and writing, and the vocabulary teaching is the basis and pivotal issue of English teaching. This paper firstly analyzes the current situation of vocabulary learning of higher vocational colleges freshmen, and it provides the urgently discussed problem and research methods of vocabulary learning of current higher vocational colleges freshmen. It uses linear regression to discuss and analyze the importance of vocabulary learning, and it has the corresponding empirical study. This paper uses the latest edition SPSS19.0 of the statistical package for social sciences to have statistical analysis of the survey data, and it puts forward the English vocabulary teaching strategy that is suitable for higher vocational colleges. In this way it can cultivate the cognitive thinking ability of students' vocabulary learning to improve the efficiency of learning vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

23

Nurwulan, Anita Fitria, and Sobari Sobari. "PICTO TEXTUAL GLOSSES IN TEACHING VOCABULARY." PROJECT (Professional Journal of English Education) 3, no. 2 (March 16, 2020): 168. http://dx.doi.org/10.22460/project.v3i2.p168-174.

Full text

Abstract:

The purpose of this research is to know english vocabulary mastery incresed by using picto textual glossesin every meeting in class. The object of this research is 8th grade students in Mutiara 1 junior high school. the main focus in teaching english is to improving students english vocabulary mastery . By improving vocabulary mastery, students will be improving english material easier. The data in this research come from interaction between teacher and students in learning process and it is as students learning activity in the class. the research instruments used test questions.The method of data collecting of the resarch is by using pretest-treatment-postest in the class. Based on pre test and post test, they showed some improvement on process of get new vocabulary from learning with that method. . The result or the conclusion can be got from the resarch by using picto textual glosses method, data from pre test and post test showed that there were some benefits of picto textual glosses method: 1. Develop of students’ memory ability to increasing vocabulary, 2. Having a fun learning situation. The data showed HI is accepted, because Asymp. Sig. (2-tailed) worth 0,000. because the value of 0,000 is smaller; of, <0.05. Keywords: Vocabulary, Vocabulary mastery, Picto textual glosses, SMP Mutiara I, 8th grade.

APA, Harvard, Vancouver, ISO, and other styles

24

Dakhi, Saniago, and Tira Nur Fitria. "The Principles and the Teaching of English Vocabulary: A Review." JET (Journal of English Teaching) 5, no. 1 (February 28, 2019): 15. http://dx.doi.org/10.33541/jet.v5i1.956.

Full text

Abstract:

The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with student’s vocabulary mastery. Keywords: vocabulary teaching; principles; vocabulary importance; breadth and depth

APA, Harvard, Vancouver, ISO, and other styles

25

Yu, Xiaomei. "English Vocabulary Teaching Techniques at Junior Middle Schools." English Language Teaching 13, no. 11 (October 14, 2020): 12. http://dx.doi.org/10.5539/elt.v13n11p12.

Full text

Abstract:

English teachers at junior middle schools often employ traditional vocabulary teaching techniques such as L1 equivalents, word lists, pictures, and word formation rules. They reinforce the students' retention of vocabulary by asking them to read aloud the words repeatedly and copy the new words as homework. In this study, suggestions are given to improve English vocabulary teaching techniques at junior middle schools.

APA, Harvard, Vancouver, ISO, and other styles

26

Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

Full text

Abstract:

With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

APA, Harvard, Vancouver, ISO, and other styles

27

Biçer, Dinçer, and Ömür Akdemir. "Effective instructional design for web-based English vocabulary learning: Under the light of theories." International Journal of Human Sciences 12, no. 1 (June 3, 2015): 1463. http://dx.doi.org/10.14687/ijhs.v12i1.3204.

Full text

Abstract:

There has been exciting and serious progress in the field of computers for teaching English. Identification of the most effective methods is essential to make teaching and learning more efficient. The purpose of this study is to investigate the effects of using multiple content forms in web-based instruction on students’ English vocabulary learning. The study was conducted at the Compulsory Preparatory Program of a state university located in the Black Sea region of Turkey with 106 students. The factorial research design was used to conduct the study. Thus, the effect of using multiple content forms in web-based instruction on students’ English vocabulary learning was analyzed.The vocabulary level of students was measured with a web-based multiple choice English vocabulary achievement test. The measure of internal consistency of the English vocabulary achievement test was 0.966. The findings of this study indicate that, in vocabulary teaching, providing definitions in an audio format in English is more effective in teaching English vocabulary than providing the same definitions in an audio format in English accompanied with pictures. Mobile devices which eliminate the time and distance limitations can be used in further studies with developmental applications to investigate the effects on students’ English vocabulary learning.

APA, Harvard, Vancouver, ISO, and other styles

28

Barth, Ingrid, and Esther Klein-Wohl. "Teaching Students to Use Text-Profilers." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (July 2011): 86–98. http://dx.doi.org/10.4018/ijcallt.2011070106.

Full text

Abstract:

In this paper the authors suggest that teaching students to use freely available text-profiling software represents an innovative strategy and possible solution to needs of non-native English speakers who leave school without an adequate English vocabulary. First the research basis is described for a new text-profiler designed to help students acquire the high-frequency vocabulary they need in order to become effective readers of academic texts published in English. The authors then illustrate relative advantages of this tool and show how these features address specific issues related to learning English vocabulary at college or university. Finally pedagogic implications of teaching students to use text-profilers are presented and suggestions are offered for future directions.

APA, Harvard, Vancouver, ISO, and other styles

29

Chen, Baodi, and Jierong Wu. "Promotive Effect of Psychological Intervention on English Vocabulary Teaching Based on Hybrid Collaborative Recommender Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 15 (August 1, 2019): 14. http://dx.doi.org/10.3991/ijet.v14i15.11185.

Full text

Abstract:

Psychological changes will often play a huge influence on the teaching effects in the English vocabulary learning and teaching process. To further explore the relationship of psychological regulation with English vocabulary teaching, the hybrid collaborative recommender technology may be underlying to propose a hybrid algorithm for studying how the English vocabulary teaching effect is subjected to the psychological emotion factors as parameters added in the original similarity calculation method in the psychological regulation environment where the emotion is the core of study. In the end, the paper conducts the questionnaire survey among 300 students. Test data show that positive emotion acts as the catalyst of the English vocabulary teaching effect, having basically reached the expected goal of study.

APA, Harvard, Vancouver, ISO, and other styles

30

Korotkina, Irina B. "Teaching Academic English Corpus Trough Word-formation." Higher Education in Russia 28, no. 2 (March 8, 2019): 94–103. http://dx.doi.org/10.31992/0869-3617-2019-28-2-94-103.

Full text

Abstract:

Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive as in Latin. The paper presents a well-designed and approbated course of academic vocabulary for social scientists, analyses relationships between linguistic studies and teaching academic vocabulary, and discusses the ways of increasing the effectiveness and clarity of teaching by more systematic study of classical elements, enhancing students’ analytical skills through innovative methodology and using the advantages of similarities between Russian and Latin word-formation. Comparative analysis demonstrates that the key features of the course, such as interactive computer-based visual materials and various analytical tasks involving students’ background knowledge and academic awareness, help students not only decipher unknown words, but also produce neologisms, which is essential in coping with new terminology. Published as a book, Academic Vocabulary for Social Sciences is now available for teachers, students and researchers as a resource for study and self-study. The effectiveness of the approach demonstrates that it can be used as a model to design similar specific vocabulary courses for students of other synthetic languages.

APA, Harvard, Vancouver, ISO, and other styles

31

Schmitt, Norbert, and Diane Schmitt. "A reassessment of frequency and vocabulary size in L2 vocabulary teaching." Language Teaching 47, no. 4 (February 7, 2012): 484–503. http://dx.doi.org/10.1017/s0261444812000018.

Full text

Abstract:

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), we argue that high-frequency English vocabulary should include the most frequent 3,000 word families. We also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8–9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts (Nation 2006). We label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. We illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

32

Liu, Bo. "Application of Associative Teaching Strategy in College English Vocabulary Teaching." Open Journal of Modern Linguistics 06, no. 03 (2016): 225–29. http://dx.doi.org/10.4236/ojml.2016.63024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Elmahdi, Omer Elsheikh Hago, and Abdulrahman Mokbel Mahyoub Hezam. "Challenges for Methods of Teaching English Vocabulary to Non-native Students." Advances in Social Sciences Research Journal 7, no. 5 (June 7, 2020): 556–75. http://dx.doi.org/10.14738/assrj.75.8263.

Full text

Abstract:

This study is meant to have a through argument about the main topic of this research, which is the challenges of teaching methods of English vocabulary to non-native students. The researchers try to introduce a conceptual coverage of certain areas that are relevant to English vocabulary teaching / learning. This conceptual coverage includes: the definition of the term vocabulary, kinds of vocabulary, the importance of vocabulary, general principles for successful vocabulary teaching, teaching vocabulary in the English as a foreign language (EFL) context is challenging, techniques of teaching vocabulary, and the need for teaching vocabulary. Among the qualitative methods the researchers chose the record keeping method. This method makes use of the already existing reliable documents and similar sources of information as the data source. This data can be used in a new research. The researchers have collected a number of relevant studies and quarrying critically and deeply in these studies to signal out the Challenges for Methods of Teaching English Vocabulary to Non-native Students. Qualitative data collection allows collecting data that is non-numeric and helps us to explore how decisions are made and provide a detailed insight. For reaching such conclusions the data that is collected should be holistic, rich and nuanced and findings to emerge through careful analysis. This is why the researchers have examined and collected many relevant references, case studies that deal with teaching vocabulary. To carry out this research the researchers have introduced certain questions and surveyed a huge number of previous studies after covering the relevant literature. Finally, the challenges that are critically obtained by the researchers are classified into three main categories. The first category, challenges related to students, the second one, challenges related to teachers, and the third one, challenges related to methods/ techniques/ strategies of teaching vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

34

Garwan, Hellaisna Nur'Aini, and Henny Priyanti. "An Analysis of the Teachers’ Strategies in Teaching English Vocabulary at the Seventh Grade of Mts N 7 Kebumen in the Academic Year 2019/2020." English Education and Literature Journal (E-jou) 1, no. 02 (July 3, 2021): 72–84. http://dx.doi.org/10.53863/ejou.v1i02.141.

Full text

Abstract:

Teaching vocabulary is one way to increase students' knowledge so they can make grammatical sentences. Teaching vocabulary must also be equipped with strategies that are suitable for students. Many strategies can be used by teachers. In vocabulary, there are many things that must be equated and good handling must be taken so that students can understand what vocabulary is. This research was conducted at MTs N 7 Kebumen. The subjects of this study were the English teachers in seventh grade. The purpose of this research is to find the strategies used by English teachers in teaching vocabulary. This research find out students' responses toward the application of teachers' strategies in teaching vocabulary to seventh grade students of MTs N 7 Kebumen. In the interview with an English teacher at MTs N 7 Kebumen, the researcher found out some obstacles experienced by the teacher. One of the obstacle was students have little vocabulary. Therefore the teacher used strategies which easily accepted by students. The teacher also felt not easy to teaching English. This research discusses about analysis the teachers’ strategies in teaching English vocabulary. This research method used descriptive qualitative to describe the strategy of English teachers in teaching vocabulary. The research focused on the strategies of the English teacher in teaching vocabulary in the classroom. The researcher used interview, docummentation, and questionnaire for data collection techniques. First, the researcher interviewed with English teacher. Second, the researcher conducted data analysis using pictures, lesson plans and syllabus as data docummentation. Third, the researcher also gave questionnaires to students in seventh grade MTs N 7 Kebumen using Google Forms. Based on the analysis, the results of the research are three findings that can be taken. First, there are some strategies used by teachers to teach vocabulary, namely presentation, translation, memorization, playing games, reading, pantomime, action, and body movements. Second, this research found out the media used to convey the material, the media used are real things, videos, pictures, English books of students. Third, the researcher found out students' responses with strategies used by the teacher. The researcher concluded that students can enjoy teaching and learning that the teacher gives. By using presentations, translations, memorization, playing games, words, mime, actions, and movements. Students also can remember new words more easily. Keyword: Strategies, Students, Teachers, Teaching, Vocabulary

APA, Harvard, Vancouver, ISO, and other styles

35

Gayanti, Risma, and Intan Satriani. "TEACHING STUDENTS’ VOCABULARY THROUGH TOTAL PHYSICAL RESPONSE." PROJECT (Professional Journal of English Education) 3, no. 3 (May 23, 2020): 414. http://dx.doi.org/10.22460/project.v3i3.p414-419.

Full text

Abstract:

Learning English during this time globalization is exceptionally critical. People aspire to speak fluent in English. This proves that the presence of English during this time globalization is exceptionally imperative and considering that English is an international language. However, many Indonesians people cannot master vocabularies well, due to lack of understanding when studying in the class. The population of students were 130 within the eighth grade, but researcher using 1 class, there are 35 students within the class for this study. Thereby, the aims of this research is to find the vocabulary improvement of Total Physical Response (TPR). The researcher used qualitative method. Interview and test used as instrument of this research.The result showed that students more understand and truly remember of recent vocabularies when using Total Physical response (TPR) as a way. It can be concluded that students can improved their vocabularies well through TPR. Keywords: Vocabulary, Total Physical Response

APA, Harvard, Vancouver, ISO, and other styles

36

Fudhla, Nora. "ENHANCING STUDENT’S VOCABULARY BY USING JUMBLED-LETTER GAME IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 2 (April 10, 2017): 102. http://dx.doi.org/10.24036/ld.v6i2.7405.

Full text

Abstract:

This paper aims at discussing the ways to enhance student’s vocabulary by using jumbled-letter For some language teachers, teaching vocabulary is challenging, especially in English Language Teaching classroom. Nowadays, the teacher should provide a vocabulary teaching which avoiding vocabulary list memorization or vocabulary translation. Besides, the teacher also should consider about the students’ different ability to master vocabulary. Some language students may master new vocabulary faster than others and some of them may find many difficulties to master new vocabulary. On the other side, some students may master or memorize some vocabulary but they cannot spell the word correctly.

APA, Harvard, Vancouver, ISO, and other styles

37

Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, and Carla Wood. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (March 31, 2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.

Full text

Abstract:

English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

APA, Harvard, Vancouver, ISO, and other styles

38

Abdollah, Abdollah, Hariratul Jannah, and Hardiyansyah Hardiyansyah. "Investigating EFL Students’ Perception nn English Basic Vocabulary Teaching Through Pictures for the First Year Students of SMA Datuk Ribandang Makassar." Tamaddun 19, no. 1 (June 30, 2020): 9–33. http://dx.doi.org/10.33096/tamaddun.v19i1.73.

Full text

Abstract:

This study aims to find out the EFL students’ perception in regards to basic English vocabulary teaching through pictures. This study was conducted in a senior high school situated in Makassar, South Sulawesi, called SMA Datuk Ribandang Makassar. This study is about students’ teaching English basic vocabulary through pictures. A quantitative method were use to how the effects of basic vocabulary teaching through pictures are. A qualitative study determine students’ perception in teaching vocabulary through pictures. Based on the findings and discussion the previous chapter, the researcher concludes that the effect vocabulary through pictures by the students’ in Learning English showed from pre-test and post Mean score of 27 students pre-test was 48,74 (with standart deviation 14,482 and standard errror mean was 2,5787) and the students’ post-test mean score was 77,70 (with standart deviation 10,498 and standard errror mean was 2,020). Furthermore, Students’ perception of English basic vocabulary through pictures for the firsy years students of SMA Datuk Ribandang Makassar gives the positive perception that exactly students’ perception of the teacher method in teaching English.

APA, Harvard, Vancouver, ISO, and other styles

39

Wang, Ling. "Research on Intelligent Learning APP in Junior English Vocabulary Teaching." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1573. http://dx.doi.org/10.17507/tpls.0912.14.

Full text

Abstract:

Vocabulary, as one of the most difficult problems for students and teachers, is also one of the most important elements in traditional teaching. This thesis is based on the problems existing in traditional vocabulary teaching and under the guidance of the mobile learning theory, the constructivism theory and the humanism theory. This thesis researches the application of intelligent Learning APP in Junior English vocabulary teaching .The research shows that the application of intelligent Learning APP, as one of the products of modern science and technology, is applied in Junior English vocabulary teaching. It effectively combines after-class teaching with in-class teaching, pays attention to students' individuality, improves teachers' teaching quality and reduces teaching pressure. The application of intelligent Learning APP has made up for the shortcomings of traditional teaching, stimulated students' interest in learning and made the teaching process more interesting.

APA, Harvard, Vancouver, ISO, and other styles

40

Fursenko, Tetiana, Bohdana Bystrova, and Yurii Druz. "INTEGRATING QUIZLET INTO AVIATION ENGLISH COURSE." Advanced Education 8, no. 18 (June 22, 2021): 118–27. http://dx.doi.org/10.20535/2410-8286.217990.

Full text

Abstract:

The research aims to study and experimentally verify the effectiveness of the use of the Quizlet computer-based flashcard program for teaching future air traffic controllers (ATCs) profession-related vocabulary. In this research, we applied a mixed-method research design. The sample of the experiment participants was 57 first-year students majoring in “Aviation transport”. To evaluate the efficiency of Quizlet incorporation into aviation English learning, we used tests, speaking activities, observations, and questionnaires (the former two to assess passive and active vocabulary knowledge and the latter to evaluate the students` engagement and motivation). The empirical data proved Quizlet to be an effective vocabulary learning tool that positively influences students` proficiency in speaking skills and interest in learning aviation English. Based on the obtained findings, we claim vocabulary acquisition to be the basis for foreign language learners` general language proficiency contributing to the development of voice communication skills. An important conclusion is made on the need to include in aviation English courses the intentional vocabulary learning component implying explicit vocabulary teaching, which then should be complemented with speaking practice and incidental vocabulary acquisition techniques. The research findings can be implied in aviation English and foreign language teaching presenting an experimental verification of computer-based flashcard program efficiency in the language learning process.

APA, Harvard, Vancouver, ISO, and other styles

41

Sun, Dongyun. "A Contrastive Analysis between English Vocabulary Profile and College English Wordlist." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 729. http://dx.doi.org/10.17507/tpls.0709.04.

Full text

Abstract:

This paper makes a contrastive analysis between English Vocabulary Profile (EVP) and College English Wordlist (CEW) from the aspects of philosophy, vocabulary, criteria and word frequency. Results show that the latter has a numerical advantage in the mere term of vocabulary, but these words are mainly passive ones. By contrast, the former attaches greater importance to the number of active words and usage, and is more concerned with learners' actual word power. This study sheds light on the reform of college English teaching and the preparation of the vocabulary syllabus.

APA, Harvard, Vancouver, ISO, and other styles

42

Khamitova, A. G., A. M. Mukhtarkhanova, and A. E. Zarkesheva. "Effective vocabulary teaching and learning strategies in english for specific purposes." Juvenis scientia, no. 2 (2019): 23–26. http://dx.doi.org/10.32415/jscientia.2019.02.06.

Full text

Abstract:

Communicating in a foreign language is impossible without mastering vocabulary. It is of special importance in English for Specific Purposes (further ESP) courses as requirements of modern realities in Kazakhstan force experts to know enough ESP vocabulary to be able to demonstrate their knowledge in their professional sphere. Since vocabulary plays such an important role in ESP courses it is essential to determine what strategies ensure effective teaching and learning it in specific groups of learners. This paper presents results of a study held on vocabulary teaching and learning strategies employed by ESP teachers and learners at L.N. Gumilyev Eurasian national university (further ENU) in Astana, Kazakhstan. An open-ended questionnaire and a semi-structured interview were conducted among 20 ESP teachers and 48 ESP students of L.N. Gumilyev ENU. The questions elicit not only teachers’ vocabulary teaching experiences and opinions about the most effective vocabulary teaching approaches but also the reasons for students’ vocabulary learning and using problems. During the interview students described their preferred vocabulary learning styles and confirmed the importance of learning vocabulary in ESP. The study determined the most effective ESP vocabulary teaching and learning strategies for teachers to use at L.N. Gumilyev Eurasian National University.

APA, Harvard, Vancouver, ISO, and other styles

43

Liu, Hsiu-Ying, Cheng-Chung Kuo, and Yun-Hsuan Chou. "Teaching English Polysemy through Semantic Fields." PAROLE: Journal of Linguistics and Education 9, no. 1 (April 30, 2019): 1. http://dx.doi.org/10.14710/parole.v9i1.1-14.

Full text

Abstract:

The paper aims to explore the effectiveness of Semantic Field Theory in polysemy teaching by conducting action research. The objective is to cultivate students’ concept of metaphor and semantic fields in order to achieve systematic vocabulary retention on the one hand, and to prove that teaching vocabulary through Semantic Field Theory is more effective than traditional methods on the other hand. An experiment is given to sophomores in Asia University, with a pretest, in-class lesson, and posttest. The result shows that the students in the experimental group perform better in the posttest even though their performance in the pretest is worse, which furtherly proves that learning English polysemy through semantic fields is much more effective than traditional teaching methods.

APA, Harvard, Vancouver, ISO, and other styles

44

Sun, Dongyun. "The CEFR Stratification of English Productive Vocabulary of Chinese University Undergraduates Based on DIY Learner English Corpus." Journal of Language Teaching and Research 8, no. 5 (September 1, 2017): 909. http://dx.doi.org/10.17507/jltr.0805.09.

Full text

Abstract:

This paper analyzes the productive vocabulary (PV) of non-English majors in a highly prestigious university in China through a DIY learner corpus of English compositions and the Productive Vocabulary Level Test. Based on the total PV and the average PV, this paper compares the corpus with the CEFR-aligned English Vocabulary Profile (EVP) of Cambridge University. The results show that some of the outstanding students can attain Level B2 of EVP while most students’ PV is comparable to Level B1. The results of this study shed light on strengthening vocabulary teaching in College English teaching in China.

APA, Harvard, Vancouver, ISO, and other styles

45

Ilinawati, Ilinawati, and Yokie Prasetya Dharma. "IMPROVING STUDENTS’ VOCABULARY THROUGH SONGS." JEES: Journal of English Educational Study 1, no. 2 (March 15, 2019): 66–70. http://dx.doi.org/10.31932/jees.v1i2.329.

Full text

Abstract:

The study was about improving students’ vocabulary through English song. The subject of the study were first semester students of English language study program, STKIP Persada Khatulistiwa Sintang,Academic Year 2018/2019 which consisted of 22 students. This study aimed to increase students’ vocabulary through songs.The method of this research was qualitative research and the object was teaching vocabulary through English song.This was classroom action research which consisted of one cycle.In collecting the data, the researchers used observation sheet, Fieldnotes and test. The result of this research showed that the use of song succeeded improving students’ vocabulary. The result of the test shown that mean score was 80,25, it was good cathegory.The improvement of the teaching learning process was based on the improvement of teaching learning behaviour in the classroom. The change of behaviour was notified from the classroom observation, fieldnotes which were discussed with the collaborator in the reflection stage. Song was found out helpful to improve students’ vocabulary mastery for first semester students of English language study program, STKIP Persada Khatulistiwa Sintang, Academic year 2018/2019.Keywords: Vocabulary Mastery, English Songs

APA, Harvard, Vancouver, ISO, and other styles

46

Masna, Yuliar, Syarifah Dahliana, and Nurul Aulia Martaputri. "EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY." Getsempena English Education Journal 7, no. 2 (November 19, 2020): 283–93. http://dx.doi.org/10.46244/geej.v7i2.1192.

Full text

Abstract:

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

APA, Harvard, Vancouver, ISO, and other styles

47

Susanto, Alpino. "THE TEACHING OF VOCABULARY: A PERSPECTIVE." Jurnal KATA 1, no. 2 (October 10, 2017): 182. http://dx.doi.org/10.22216/jk.v1i2.2136.

Full text

Abstract:

The learning of Vocabulary is important part in foreign language learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered as the central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few research indicate that teaching vocabulary can be considered as problematic, as some teachers are not really sure about the best practice in the teaching and sometimes not really aware how to start forming an instructional emphasis on the vocabulary learning (Berne& Blachowicz, 2008). Through this article, the writer summarizes the related research that focus on the importance of vocabulary and explaining many techniques used by some English teachers and lecturer when teaching English, as well as writer’s personal view of the issues.

APA, Harvard, Vancouver, ISO, and other styles

48

Saniyah, Dewi, and Imam Baehaki. "THE STRATEGIES USED BY ENGLISH TEACHER TO TEACH VOCABULARY AT GENTA ENGLISH COURSE PARE-KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 3, `1 (January 11, 2021): 20. http://dx.doi.org/10.32503/proficiency.v2i2.1388.

Full text

Abstract:

This study was aimed to find out the used of strategies used by English teacher to teach vocabulary. for those who are learning English, it is essential to learn about vocabulary mastery in order they can use it to communicate and to express their ideas, opinions, thoughts by using words, sentences, paragraphs through written form without having face to face with other people directly. The design of this research in qualitative descriptive. This research was conducted in Genta English course. The students were 10 students. It consist of 9 female and 1 male. To know the result of the student activity, the researcher used observation checklist, field note and interview. Teacher strategies in teaching vocabulary is the ways or steps that help learners to learning vocabulary by acting one of the strategies as steps formula, so that strategy become a facility which increasing learners understanding in learning vocabulary. It means use the strategies is good in teaching vocabulary.

APA, Harvard, Vancouver, ISO, and other styles

49

Nikijuluw, Renata C. G. Viegeleyn. "VOCABULARY JOURNAL STRATEGY: ONE WAY TO HELP STUDENTS’ VOCABULARY." JURNAL TAHURI 17, no. 1 (February 24, 2020): 1–7. http://dx.doi.org/10.30598/tahurivol17issue1page1-7.

Full text

Abstract:

Abstract: the discussion of this article aims to the use of vocabulary journal strategy in teaching vocabulary for the students of junior high school. The topic discussion will cover the general concept of learning vocabulary, principle of teaching vocabulary, teaching vocabulary in junior high school, and teaching vocabulary using vocabulary journal. Basically vocabulary journal is a strategy to invite students for strengthen their word knowledge and internalize meaning for use throughout their lives. It is a great strategy to help students’ vocabulary as naturally. Furthermore, some experts suggest that vocabulary journal can be applied in high school levels with different treatment depend on students’ needs and their English proficiency.

APA, Harvard, Vancouver, ISO, and other styles

50

Susanto, Alpino, Yunisa Oktavia, Sri Yuliani, Pipit Rahayu, Haryati Haryati, and Tegor Tegor. "English lecturers’ beliefs and practices in vocabulary learning." Studies in English Language and Education 7, no. 2 (September 3, 2020): 486–503. http://dx.doi.org/10.24815/siele.v7i2.16970.

Full text

Abstract:

Vocabulary has an important role in language learning at the college level, but in teaching practice, various obstacles are experienced by lecturers in implementing effective vocabulary learning. This study took place in Batam, Indonesia, and aims to investigate the English lecturers’ beliefs and practices in vocabulary learning; the phenomena of how they negotiate their teaching practices and what determines their choice of teaching methods when it comes to vocabulary learning. Five English lecturers from different universities were interviewed. The results of the interview were transcribed and analyzed based on the themes that appeared from data. The results showed that a requirement for practicality in class, curriculum, student atmosphere, and lecturers’ confidence in applying the right methods have effects on vocabulary learning. Lecturers have combined vocabulary learning with reading, writing, listening, and speaking in class. The main reference of a coursebook as the main guidance of the vocabulary learning varied between one class and another. All lecturers stated that they should find their own way to adopt external sources such as songs, vocabulary learning programs, and games to combine with their coursebook to beneficially meet the students’ preference. The new technology of teaching and learning is now part of classroom activities. Henceforth, this study concludes that the lecturers’ beliefs in the vocabulary learning approach are important. In practice, the lecturers need to combine them with various methods as the class situation do not always count on academic interests.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'English vocabulary teaching'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles