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1
Lehtinen, Jyri, Terhi Honkola, Kalle Korhonen, Kaj Syrjänen, Niklas Wahlberg, and Outi Vesakoski. "Behind Family Trees." Language Dynamics and Change 4, no. 2 (2014): 189–221. http://dx.doi.org/10.1163/22105832-00402007.
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Although it has long been recognized that the family tree model is too simplistic to account for historical connections between languages, most computational studies of language history have concentrated on tree-building methods. Here, we employ computational network methods to assess the utility of network models in comparison with tree models in studying the subgrouping of Uralic languages. We also compare basic vocabulary data with words that are more easily borrowed and replaced cross-linguistically (less basic vocabulary) in order to find out how secondary connections affect computational analyses of this language family. In general, the networks support a treelike pattern of diversification, but also provide information about conflicting connections underlying some of the ambiguous divergences in the trees. These are seen as reflections of unclear divergence patterns (either in ancestral protolanguages or between languages closely related at present), which pose problems for a tree model. The networks also show that the relationships of closely related present-day languages are more complex than what the tree models suggest. When comparing less basic with basic vocabulary, we can detect the effect of borrowing between different branches (horizontal transfer) mostly between and within the Finnic and Saami subgroups. We argue that the trees obtained with basic vocabulary provide the primary pattern of the divergence of a language family, whereas networks, especially those constructed with less basic vocabulary, add reality to the picture by showing the effect of more complicated developments affecting the connections between the languages.
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WILLARD, JESSICA A., ALEXANDRU AGACHE, JULIA JÄKEL, CHRISTIAN W. GLÜCK, and BIRGIT LEYENDECKER. "Family factors predicting vocabulary in Turkish as a heritage language." Applied Psycholinguistics 36, no. 4 (2014): 875–98. http://dx.doi.org/10.1017/s0142716413000544.
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ABSTRACTMost immigrant parents face the challenge of passing on their heritage language to their children. Family predictors of Turkish heritage language vocabulary are examined for 119 preschoolers and 121 fourth graders in Germany. Path analyses link children's Turkish vocabulary to the family background (parents’ education and generational status), the home literacy environment (HLE), and mothers’ language use. The main findings are (a) the HLE predicts children's Turkish vocabulary, (b) mothers’ use of Turkish with their children predicts children's Turkish vocabulary, and (c) family background is mainly connected to Turkish vocabulary by way of mothers’ use of Turkish. The HLE and being exposed to Turkish are both important for children's heritage vocabulary. Thus, parents can use everyday resources to actively promote their children's Turkish language skills.
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Rudiuk, T. V. "Family vocabulary and pedagogy (communicative-activity approach)." Pedagogical sciences reality and perspectives, no. 77 (2020): 180–84. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.40.
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Rudiuk, T. V. "FAMILY VOCABULARY AND GENEALOGY (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy, no. 28 (2020): 89–92. http://dx.doi.org/10.32843/2663-6085/2020/28.16.
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Salhotra, Neeraj. "The Vocabulary Initiative: A Model for Vocabulary Instruction." Undergraduate Journal of Service Learning & Community-Based Research 2 (November 22, 2013): 1–14. http://dx.doi.org/10.56421/ujslcbr.v2i0.127.
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The U.S. currently has wide income and racial achievement gaps in reading. The disparity between African Americans or Hispanics and Caucasians is multiple grade levels; in other words, 13-year-old Caucasians' reading scores are equivalent to those of 17-year-old Hispanics or African Americans (Family Facts 2009). While this reading gap has multiple causes, the vocabulary disparity is one of the primary drivers. These vocabulary differences are present when students begin school and only widen in each successive school year. Additionally, vocabulary understanding is critical for reading comprehension and thus success on standardized tests and ultimately success in high school and college. It is clear, therefore, that if the nationhopes to reduce the reading achievement gap and help boost college completion rates for lowincome and minority Americans, the vocabulary gap must be addressed.
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Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.
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The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.
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SUBON, Frankie, and Norseha UNIN. "RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS." Issues in Language Studies 12, no. 2 (2023): 192–210. http://dx.doi.org/10.33736/ils.5531.2023.
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This paper explores the vocabulary acquisition of 143 middle school students from an East
 Malaysian school, examining its correlation with gender, attitudes, and perceived
 problems faced in vocabulary learning. Using the Contextualised Word Family
 (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit
 vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest
 design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels
 Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with
 no significant difference based on gender, a very weak negative correlation with attitudes
 towards vocabulary learning, and mostly weak positive but significant relationships with
 three of the learners’ perceived problems faced in vocabulary learning. This study
 provides some important pedagogical implications for teacher practice and
 recommendations for future research.
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Denison, G., and I. Custance. "Vocabulary Learning Using Student-Created Class Vocabulary Lists." Vocabulary Learning and Instruction 9, no. 2 (2020): 1–8. http://dx.doi.org/10.7820/vli.v09.2.denison.custance.
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In this article, we describe the pedagogical basis for class vocabulary lists (CVLs) and their implementation using Google Sheets. CVLs allow students to collaborate and build “notebooks” of vocabulary that they feel is important to learn. CVL choices of students (N = 53) in three classes of mixed non-English majors and one informatics class were compared against frequency-based lists (British National Corpus/Corpus of Contemporary American English Word Family Lists [BNC/COCA], New General Service List [NGSL], Test of English for International Communication [TOEIC] Service List [TSL]) using the Compleat Web Vocabulary Profiler (Web VP) to determine the usefulness of the selected vocabulary. An information technology keywords list, constructed using AntConc and AntCorGen, was compared against the informatics group’s CVL to determine if those students were choosing field-appropriate vocabulary. Results suggest that when given autonomy to choose vocabulary, students generally select useful and relevant words for their contexts (e.g, simulation, virtual, privacy, artificial, denuclearization, aftershock, heatstroke) and that CVLs supplement frequency-based lists in beneficial ways.
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Fitria Rahmawati, Annisa, Hafidz Triantoro Aji Pratomo, and Setyadi Nugroho. "Hubungan Partisipasi Keluarga dengan Kosakata pada Anak dengan Permasalahan Komunikasi." Jurnal Terapi Wicara dan Bahasa 3, no. 1 (2024): 211–18. https://doi.org/10.59686/jtwb.v3i1.156.
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Background: The role of parents is very important for children, this is because dealing with children with communication problems parents need to know special skills to guide children. Vocabulary is very important and necessary in communicating verbally with others and also the mastery of vocabulary owned by a person also affects the ability to understand something. Objectives: This study aims to provide an overview of the relationship between family participation and vocabulary in children with communication problems in Sukoharjo District. Methods: This study is a quantitative study with a cross sectional study design, involving 30 parent respondents who have children with communication problems at the Sukoharjo Regency Language and Speech Learning Clinic. The data in this study were analysed univariately and bivariately. The statistical test used is using Spearman's Rank test. Results: The results of the analysis test showed =0.001 (Ha accepted) with a correlation coefficient of r=0.566 which shows the relationship between the two variables in the strong category with a positive direction. Conclusion: Based on the results of data analysis, it can be concluded that there is a significant relationship between family participation and vocabulary and further research needs to be done on the relationship between family participation and vocabulary. Keywords : Communication, Family, Language, Participation, Vocabulary
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VÂRLAN, Mariana. "VEGAN AND ITS “FAMILY” − LEXICO-SEMANTIC AND MORPHOLOGICAL CONSIDERATIONS." Studii și cercetări de onomastică și lexicologie 28, no. 1-2 (2022): 359–68. http://dx.doi.org/10.52846/scol.2021.1-2.24.
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"The vocabulary of the contemporary Romanian language is characterized by dynamism and creativity, its richness and variety being the result of our people’s material and spiritual development. Because of its spectacular dynamics, the term ”vegan” occupies a special place in the actual vocabulary of the Romanian language, at least until another lexical ”concept” replaces it."
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SUN, He, Siew Chin NG, Beth Ann O'BRIEN, and Tom FRITZSCHE. "Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages." Journal of Child Language 47, no. 4 (2020): 817–43. http://dx.doi.org/10.1017/s0305000919000904.
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AbstractChild characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal factors (e.g., non-verbal intelligence) and external factors (e.g., maternal educational level) were used to predict children's HL vocabulary growth over a year at preschool with linear mixed effects models.The results demonstrated that external factors (i.e., family and preschool factors) are relatively more important than child characteristics in enhancing bilingual children's HL vocabulary growth. Specifically, children's language input quantity (i.e., home language dominance), input quality (e.g., number of books in HL), and HL input quantity at school (i.e., the time between two waves of tests at preschool) predict the participants’ HL vocabulary growth, with initial vocabulary controlled. The relative importance of external factors in bilingual children's HL vocabulary development is attributed to the general bilingual setting in Singapore, where HL is taken as a subject to learn at preschool and children have fairly limited exposure to HL in general. The limited amount of input might not suffice to trigger the full expression of internal resources. Our findings suggest the crucial roles that caregivers and preschools play in early HL education, and the necessity of more parental involvement in early HL learning in particular.
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CHEUNG, SHIRLEY, PUI FONG KAN, ELLIE WINICOUR, and JERRY YANG. "Effects of home language input on the vocabulary knowledge of sequential bilingual children." Bilingualism: Language and Cognition 22, no. 5 (2018): 986–1004. http://dx.doi.org/10.1017/s1366728918000810.
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The current study examined whether the vocabulary skills of sequential bilingual children who learned Cantonese as a home language (L1) and English as a second language (L2) were predicted by the amount of L1 and L2 used at home. Ninety-two preschool children who learned Cantonese as L1 were recruited from a Head Start program. The amounts of L1 and L2 used at home were measured using parent questionnaires. Mixed patterns of L1 and L2 use were found across family members and home activities. After controlling for time spent in preschool, regression analyses showed that the amount of L1 and L2 used by individual family members, with the exception of older siblings, was not significantly linked to children's vocabulary skills. In contrast, the language used during some home activities such as dinner and book reading significantly predicted children's vocabulary knowledge. Implications for family involvement in facilitating children's vocabulary development are discussed.
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Vaitkevičius, Vykintas. "From the Vocabulary of the Local Culture: Family Beekeeping." Tautosakos darbai 51 (June 27, 2016): 66–87. http://dx.doi.org/10.51554/td.2016.28884.
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The article presents and summarizes the fieldwork data from 2011–2015, focusing on the custom of keeping nominal hives by the family members, still surviving in the family of Janina Arlauskytė-Garbenienė, born in Trumpainiai village (Laukuva parish, Šilalė district) and residing in Vašilėnai (Karklėnai parish, Kelmė district). In the 20th century, the whole beekeeping part of Janina mother’s family – that of Ona Milašiūtė-Arlauskienė followed this custom. It was also partly characteristic to the branch of her father Petras Arlauskis’ family from Senasis Obelynas. The way that Janina’s relatives and some other beekeepers from this region describe beekeeping, clearly indicates that Janina’s way of doing it follows the general pattern of Lithuanian traditional beekeeping. Her family members are engaged in traditional ways of sharing the bees and the honey (Lith. bičiulystė), as well as feeling obliged to help their mother or grandmother in taking care of the bees.The family way of beekeeping, practiced by Garbenienė closely relates to the Lithuanian notion of happiness and good fortune; it is also a particular way of creating and supporting the family bonds; the same caring and engagement can manifest in the rites of calendar festivals or by other means.Besides, the data used in the article supports the assumption of Algirdas Julius Greimas maintaining that traditionally, the sons leaving their parents’ household sought beekeeping wives, thus solving the complicated issues of acquiring new property and inheritance. The results of this study differ from those of Greimas in one respect though: in the families of Milašiai and Arlauskiai, the sons-in-law did not engage in beekeeping and the initiative of starting the family could belong to the beekeeping women rather than men. The women’s involvement in beekeeping, so apparent in Samogitia, presents the subject for future investigation.It is noteworthy, that in Lithuania collective beekeeping is common among not only friends and neighbors, but among members of the family, or relatives. Researchers have so far overlooked this respect, ignoring the fact that beekeeping supplied a bond between generations, between the living and the dead. This determined the sacred core of the family relationship, including kindness, sincerity, love, hard work and mutual respect. According to the research, the placement of beehives in Janina’s apiary corresponds to her family structure
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Guth, Stephan. "Vocabulary Items 1:1." Journal of Arabic and Islamic Studies 25, no. 2 (2025): 124–49. https://doi.org/10.5617/jais.12487.
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List of vocabulary items, Arabic-Turkish Body parts • pp. 124-126 | Time and space (incl. building, seasons, ships, and fish terminology, etc.) • pp. 126-128 | Birds and beasts • pp. 129-131 | Beauty and ugliness/infirmity / need/handicaps (incl. colours) • pp. 131-132 | Clothing • pp. 132-133 | Family relations, human character etc. • pp. 133-136 Dwelling, the house, equipment, houseware • pp. 136-138 | Mounts (riding and other animals) • pp. 138-139 | Precious stones etc. • pp. 139-140 | Food and drinking • pp. 140-143 | War equipment • pp. 143-144 | Crafts • pp. 144-148 | Cardinal numbers • pp. 148-149
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Rudiuk, T. V. "THE PLACE OF FAMILY VOCABULARY IN THE FAMILY LIFE CYCLE (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy, no. 27 (2020): 78–81. http://dx.doi.org/10.32843/2663-6085/2020/27.16.
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Syrjänen, Kaj, Terhi Honkola, Kalle Korhonen, Jyri Lehtinen, Outi Vesakoski, and Niklas Wahlberg. "Shedding more light on language classification using basic vocabularies and phylogenetic methods." Diachronica 30, no. 3 (2013): 323–52. http://dx.doi.org/10.1075/dia.30.3.02syr.
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Encouraged by ongoing discussion of the classification of the Uralic languages, we investigate the family quantitatively using Bayesian phylogenetics and basic vocabulary from seventeen languages. To estimate the heterogeneity within this family and the robustness of its subgroupings, we analyse ten divergent sets of basic vocabulary, including basic vocabulary lists from the literature, lists that exclude borrowing-susceptible meanings, lists with varying degrees of borrowing-susceptible meanings and a list combining all of the examined items. The results show that the Uralic phylogeny has a fairly robust shape from the perspective of basic vocabulary, and is not dramatically altered by borrowing-susceptible meanings. The results differ to some extent from the ‘standard paradigm’ classification of these languages, such as the lack of firm evidence for Finno-Permian.
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Rudiuk, Tetiana V. "Teaching family vocabulary during Ukrainian language lessons (communicative approach)." Linguistics and Culture Review 5, S4 (2021): 1400–1412. http://dx.doi.org/10.21744/lingcure.v5ns4.1763.
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The relevance of the study derives from the modern objective reality, which is represented by lack of attention to family lexical nominations of family members, the features of the names of communication lines and situational options for the latest use; identifying factors for improvement of interpersonal contacts; fostering a culture of mutual support, etc. (communicative approach). The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of this model and the chosen approach for the development of family lexical competence in high school. Research methods were theoretical (comparative and systematic analysis of philosophical, methodical, psychological, didactic and sociological literature); empirical (analysis of conceptual scientific principles of school education and universal ideas about family nomination, observation, comparison, survey (conversation, questionnaire for teachers and students), study and generalization of pedagogical experience); practical (problem-searching, modeling, pedagogical experiment, mathematical statistics, including quantitative and qualitative analysis of the results of experimental training). They allowed for comprehensive analysis of the problem and influenced it. Ivano-Frankivsk Vocational College of Vasyl Stefanyk at Precarpathian National University served as the basis for the experiment. The study discusses the implementation of the proposed methodological model (communicative approach) in high school and proves the effectiveness of application.
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Peng, Dichu. "The Impact of Emotional Support from Family on Children's Growth in English Vocabulary." Journal of Education and Educational Research 7, no. 3 (2024): 63–66. http://dx.doi.org/10.54097/pryhd229.
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The influence of the emotional environment on cognitive development, specifically language acquisition, has been a pivotal topic in child psychology and pedagogics. This study aims to explore the interplay between emotional support from family and its effect on children's growth in English vocabulary. Utilizing a cross-sectional survey design, data was gathered from a total of 155 children, aged between 9 and 18, and their parents. Multivariable regression models were employed for statistical analysis. The research findings indicate a significant positive correlation between the level of family emotional support and the rate of English vocabulary acquisition in children. The greater the emotional support, the more noticeable the children's English language progress appears to be, highlighting the profound influence of a positive familial emotional climate on English vocabulary acquisition. The study underlines the importance of providing emotional support to children in their journey of language learning, suggesting that parents and educators should consider this aspect in promoting successful English vocabulary development.
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Greenhill, Simon J., and Russell D. Gray. "Basic vocabulary and Bayesian phylolinguistics." Diachronica 29, no. 4 (2012): 523–37. http://dx.doi.org/10.1075/dia.29.4.05gre.
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Donohue et al.’s critique of our work on the origins and spread of the Austronesian language family is marred by misunderstandings. We respond to these by noting that our Bayesian phylogenetic approach: (1) distinguishes between retentions and innovations probabilistically, (2) focuses on basic vocabulary not ‘the lexicon’, (3) eliminates known loanwords, (4) produces results that are congruent with the results of the comparative method and conflict with the scenarios requiring unprecedented amounts of language shift postulated by Donohue et al.
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DIXON, L. QUENTIN. "The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore." Applied Psycholinguistics 32, no. 1 (2010): 141–68. http://dx.doi.org/10.1017/s0142716410000329.
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ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.
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Hasniar, Hasniar. "PEMEROLEHAN KOSAKATA BAHASA INDONESIA ANAK USIA PRASEKOLAH DI KECAMATAN BARRU: KAJIAN PSIKOLINGUISTIK." JURNAL ILMU BUDAYA 8, no. 2 (2020): 357–66. http://dx.doi.org/10.34050/jib.v8i2.11473.
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Family environment and social environment influence the process of acquiring Indonesian vocabulary for preschool children. This study aims to determine the vocabulary mastery of Indonesian preschool children. The case study of this research was located in Barru Regency. The research object studied was the mastery of the Indonesian language, the type of word class, and the factors that influenced it. The method used is a qualitative descriptive research method. The results of this study include the form of acquisition of Indonesian preschool children which consists of 4 words, phrases, clauses, and sentences. The dominant type of word class is the object vocabulary category (noun), and four factors affect the vocabulary mastery of Indonesian preschool children in Barru Regency, namely environmental factors, facilities, and children's health. The family environment and the environment in which preschool children generally speak Bugis language affect the Bugis dialect of preschool children in Indonesian.
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Kasriani, Kasriani, Hasmawati Hasmawati, and Himala Praptami Adys. "Problematika Penguasaan Kosakata Bahasa Mandarin Siswa Kelas VII SMP Frater Makassar." Wen Chuang:Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology 3, no. 2 (2023): 465. http://dx.doi.org/10.26858/wenchuang.v3i2.57133.
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ABSTRACT This research is a qualitative-quantitative research that aims to find out the problems and factors that influence the problems of mastering Chinese vocabulary for class VII students at SMP Frater Makassar. The population in this study were 179 students of class VII SMP Frater Makassar. The sampling technique was carried out using random sampling, so the sample in this study were students of class VII F, totaling 30 students. The research instruments were in the form of interviews, closed questionnaires and open questionnaires. Data were analyzed using percentage techniques. The results showed that the problems in students' mastery of Mandarin vocabulary were that students were novice students who did not know Hanzi and even had difficulty pronouncing it, students acted normally when they received assignments and felt embarrassed to appear in front of the class to memorize Chinese vocabulary, the time allocation for learning Mandarin still not enough. These problems are influenced by two factors, namely internal factors (student discipline), lack of interest in learning and students' self-confidence in learning Mandarin and external factors (teachers, facilities and infrastructure, and family), namely: teachers sometimes use creative learning media in introducing new vocabulary to students; insufficient number of Chinese language textbooks; parents rarely provide motivation to learn Mandarin. As for other external factors, according to the interview data obtained, the school does not yet have a language laboratory.Keywords: Problems, Vocabular
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Oh, So Jung, Ji Hye Yoon, and YoonKyoung Lee. "Exploring Text Mining as a Vocabulary Evaluation Method: Focusing on Utterance Data from Children and Adolescents." Communication Sciences & Disorders 27, no. 1 (2022): 50–69. http://dx.doi.org/10.12963/csd.22888.
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Objectives: Recently, awareness of the need for computerized language analysis using natural language processing technology is increasing, but interest has been focused on morpheme analysis and automatic measurement. The purpose of this study is to explore the possibility of evaluating language samples, especially vocabulary, using the text mining method, which is one of the big data analysis methods.Methods: A total of 14 elementary and middle school students with typical development participated in conversations on topics such as family, school, and hobbies; and the utterances collected in the conversation were analyzed by group, using web-based text-mining program for 1) frequency analysis and word cloud, 2) semantic network analysis based on connection centrality, 3) CONCOR analysis that clusters topics based on meaning. Then, the utterances of two children in each group were individually analyzed with the same procedure.Results: In the vocabulary cloud of elementary school and middle school students’ group data, family names and school-related vocabulary appeared as top words, and topics such as daily routine, family time, relatives and holidays were clustered. By presenting the visualized result using the text mining method, it was possible to intuitively grasp the content. It was possible to understand the relationship between the vocabularies in order to understand the overall content structure.Conclusion: Text mining methods were confirmed to be viable tools for individualized and qualitative vocabulary evaluation and a supplement the traditional vocabulary evaluation method.
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Mayo, Aziza Y., and Paul P. M. Leseman. "Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands." Educational and Child Psychology 25, no. 3 (2008): 70–82. http://dx.doi.org/10.53841/bpsecp.2008.25.3.70.
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The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, as to how ethnic-cultural and socio-economic differences between families shape the language learning opportunities of young children at the start of their school careers and how these learning opportunities in the context of home and the classroom contribute to early language advantages and disadvantages that have been found to be important predictors of later school success.The measures spanned the months around the time children started kindergarten. Home literacy activities and family characteristics were measured with a questionnaire, administered during personal interviews with mothers. Children’s Dutch vocabulary test scores were assessed with a test designed for bilingual research. Teachers filled out a questionnaire about classroom demographics and their classroom language practices. Differences in children’s home literacy experiences predicted differences in vocabulary skills before the start of school, and differences in vocabulary growth from that time until two months into school participation. Home literacy experiences in the family context were less favourable for the children from the two immigrant groups, but for different reasons. Classroom characteristics explained additional differences in Dutch vocabulary growth and were less positive for children from immigrant families. This combination of less profitable home and classroom conditions for the children from the two immigrant groups helps explain why these children did not show a stronger increase in vocabulary skills once they were submersed in the Dutch language context of the classroom.
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Oh, Pilae, Younghwan Bae, and Sooae Kim. "A Study on Vocabulary of the Royal Court: Focusing on the Vocabulary Appeared in <Gungjung Yebeob Pungsoggwa Jeonhaneun Malsam>." Korean Society of Culture and Convergence 45, no. 6 (2023): 17–31. http://dx.doi.org/10.33645/cnc.2023.06.45.06.17.
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The purpose of this study is to analyze the language and etiquette of the royal family shown in <Gungjung Yebeob Pungsoggwa Jeonhaneun Malsam> by Sahudang Yoon Baek-yeong (尹伯 榮, 1888~1986). Through the transcription of this book, it can be seen that the time of writing was 1967 and that Yoon Baek-young copied it at the age of 80. This book consists of a total of 76 pages, excluding the cover page. This book largely explains the language etiquette of the royal family and courtiers. In the royal etiquette and speech, it mainly explains the titles of the royal family, the vocabulary related to the king, and the words expressing the king's actions. Court ladies' manners and speeches explain the differences in the duties of court ladies and their corresponding attire. Other scribes express 'Aji' as 'Aje', 'Mituri' as 'Meturi', 'Jejo Court Lady' as 'Jeju Court Lady', and 'frog' as 'gaegori'. This can be inferred from the notation influenced by the dialect of the scribe.
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Kartal, Galip, and Özgül Balci. "Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study." Acta Educationis Generalis 11, no. 1 (2021): 92–110. http://dx.doi.org/10.2478/atd-2021-0007.
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Abstract Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is reasonable to conclude that the participants had approximately enough vocabulary for comprehension of unsimplified written texts and enough vocabulary for spoken texts based on Nation’s (2006) research reporting that learners need 8000 to 9000 word-family vocabulary for comprehension of unsimplified written texts and 6000 to 7000 word-family vocabulary for unsimplified spoken texts. Limitations: The research is limited to only first-year student teachers of English and the data consist of only quantitative data. Conclusion: The findings of the present study imply the need to foster vocabulary learning autonomy of learners in teacher education programs. Student teachers hold two identities as learners and teachers of the future. It is crucial to examine their readiness because there is a bulk of evidence in the literature that teachers’ readiness for autonomy affects their ability to foster their students’ autonomy. The findings of the present study imply the need to foster vocabulary learning autonomy and utilizing some strategies to improve vocabulary size.
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Sanjaya, Muhammad Arif. "Stop-Motion Video as Media of Teaching Theme-Based Vocabulary for Elementary Students." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 10, no. 3 (2020): 185. http://dx.doi.org/10.24114/esjpgsd.v10i3.20018.
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This article presents a procedure of developing an attractive stop-motion video as media of teaching theme-based vocabulary for elementary students. Stop-motion video is typically a product of technology-based media or known as multimedia which is designed and developed with technology integration. The media is proposed to be utilized to teach theme-based vocabulary for elementary students in the second grade. Theme-based vocabulary deals with a list of words referred to such specific themes as family members, occupations, favorite foods, favorite drinks, and public places. The media hopefully will attract students’ intention to learn English vocabularyand ease teachers in teaching theme-based vocabulary. Related theories about multimedia, stop-motion video, teaching theme-based vocabulary, and also steps of media development are discussed.Key Words: multimedia, stop-motion video, teaching theme-based vocabulary
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Agafontsev, Maxim S. "CHARACTERISTICS OF THE VOCABULARY AND PHRASEOLOGY OF PUNISHMENT IN FAMILY DISCOURSE." Proceedings of Southern Federal University. Philology 28, no. 4 (2024): 10–19. https://doi.org/10.18522/1995-0640-2024-4-10-19.
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The article defines the extralinguistic features of the implementation of the communicative act of threat and punishment in family discourse. The lexical units are under analysis, as well as phraseological expressions denoting verbal and/or physical punishment in the family. On the basis of sociolinguistic research, the features of the existence of vocabulary and phraseology of punishment in the family are described, its representation by both customary units and neologisms, differing in component composition and semantic features of their usage.
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Hsu, Wenhua. "Voice of America News as Voluminous Reading Material for Mid-frequency Vocabulary Learning." RELC Journal 50, no. 3 (2018): 408–21. http://dx.doi.org/10.1177/0033688218764460.
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Schmitt and Schmitt (2014) labelled the first 4,000 to 9,000 word families as mid-frequency vocabulary and highlighted its essential nature based on Nation’s (2006) estimate that knowledge of the first 9,000 word families would provide 98% coverage of various texts. To attain this goal, this study first measured the vocabulary level of Voice of America (VOA) news for its potential as voluminous reading material for mid-frequency vocabulary learning. Then it investigated how much VOA news input is needed to encounter most of the first 9,000 word families enough times for learning to occur. To get different sized corpora, every 500,000 words of VOA news were incrementally added to examine mid-frequency words. Results show that VOA news reached the sixth 1,000-word-family level at 98% text coverage. Corpus sizes of 0.5 to 6 million words provided an average of 12+ repetitions for most of the words from the fourth to ninth 1,000-word-family levels. The figures may serve as a reference for English extensive reading practitioners and learners who are concerned with mid-frequency vocabulary learning.
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Satryo, AG Moh, Wendelinus Oscar Janggo, and Marselus Yumelking. "An analysis of students' difficulties in learning vocabulary at secondary school in Muhamadiyah Waipare Maumere." Langua: Journal of Linguistics, Literature, and Language Education 7, no. 1 (2024): 28–40. https://doi.org/10.5281/zenodo.10805544.
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This study aimed to identify the challenges and variables that eighth-grade students encounter when learning vocabulary. A quantitative research design was used in this study. The researchers employed close-ended questionnaires as the data collection tool in conjunction with an indirect communication technique to obtain the data. The eighth-grade pupils were the focus of this study. All of the data underwent descriptive analysis. The results demonstrated that students had a variety of challenges when it came to learning vocabulary. Grammar is the main factor, but students also have trouble learning vocabulary because of pronunciation and meaning. Additionally, there are external and internal factors that affect how well students learn vocabulary. The internal components included development, IQ, experience, drive, and memory. The usage of learning media, school facilities, family, and a variety of teaching methods were the external factors. The solutions to these problems are to read a lot of English vocabulary, practice learning vocabulary through exercises, and cultivate enthusiasm and motivation for learning vocabulary.
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Suryani, Eka Amaranggana Ahmadi, A. Halim Majid, and Suryani Suryani. "Introducing English vocabulary to young learners with flashcards." English Education Journal 13, no. 2 (2022): 160–71. http://dx.doi.org/10.24815/eej.v13i2.25454.
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English has become the most commonly spoken language in the modern era. English should be taught in every primary school because it is widely used. The most important skill to master when studying the English language is vocabulary. Hence, before learning any language skill, such as reading, writing, or listening, students must first learn vocabulary. Flashcards are a visually appealing medium that can help students understand vocabulary. This study aimed to improve the vocabulary of sixth-grade pupils at an elementary school in Lam Awee, Aceh Besar, using flashcards. The sample was taken from the sixth grade which consisted of 6 students. The data was collected using a vocabulary matching test consisting of questions covering parts of body, family, color, and fruit. The data were analyzed by testing the hypothesis at the significance level of 0.05. The results showed that the student vocabulary score improved significantly after learning the language using flashcards. Therefore, it is recommended for teachers to use flashcards to provide a basic vocabulary to beginners because it helps boost students’ motivation to learn new English vocabulary.
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Muhammed, Areen Ahmed. "Vocabulary Fluency and Writing Skill: A Case Study on Kurdish Students in Learning English Vocabulary." International Research in Education 7, no. 2 (2019): 10. http://dx.doi.org/10.5296/ire.v7i2.14838.
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Currently, a wide range of papers have been conducted in the field of L2 learners’ vocabulary problems and difficulty in academic written texts; commonly, L1 processing routine over L2 learning brought problems in maintaining vocabulary fluency in academic writing for non-native speakers of English. The establishment of an initial form-meaning link should be regarded as early steps of vocabulary learning. The study investigates major problems of Kurdish learners of English Language in homogenous classes regarding the fluency use of vocabulary in their writings. Besides all those studies which have been carried out in the specified field; however, still, less progress can be seen, and still, students face obstacles when it comes to vocabulary fluency in English taught program.The study was conducted on Kurdish university students (n=33). English department of Charmo University was selected as the setting for the study. Moreover, 30 students who participated in the questionnaire were equally divided on both genders. Later, few students, in the range of 3, were tested from the same department. Though tests were considered as the main criteria for finding out students’ major problems in writing and especially vocabulary fluency, whenever the students were put in the position of the test, outer factors will take the bigger slice and main piece of the puzzle. Several essay writings were collected from them and different problems were carried out through those feedbacks that were given by the assigned program.As it can be seen in the discussion section personal desires and interest on the aforementioned language is not to the degree that they can improve their abilities; besides, each of culture, society, and family awareness plays a crucial part in common sense. Moreover, Sociology and psychology of the student, as each of culture, religion, gender differences, male dominance, and family motivation, have vital roles and effects on their use of low efficiency and contextually low frequent vocabulary when they compose in English.
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Carías, Marcela. "Revisión del vocabulario español-garífuna sobre salud." LETRAS, no. 45 (April 26, 2009): 69–87. http://dx.doi.org/10.15359/rl.1-45.3.
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Estudio de aspectos específicos referidos a procesos de renovación y actualización del garífuna, lengua de la familia arahuaca, hablada en territorios centroamericanos, especialmente de Honduras, Guatemala y Belice. Se centra en el análisis de sus contactos con el español, sobre todo del vocabulario sobre salud. 
 
 This study is about specific aspects of the renewal processes in the Garifuna language (belonging to the Arawak family) spoken in Central America, especially in Honduras, Guatemala and Belize. Its contact with Spanish is analyzed particularly regarding vocabulary related to health.
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Namsaeng, Pasara, Aummaraporn Nooyod, Rangsawoot Matwangsaeng, and Apisak Sukying. "Knowledge of English Affixes in Thai EFL Learners of Science and Language Programs." World Journal of English Language 14, no. 6 (2024): 454. http://dx.doi.org/10.5430/wjel.v14n6p454.
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This study investigated the knowledge of affixes on vocabulary development among English as a Foreign Language (EFL) learners, focusing on the differentiation between students studying science and those studying the language. Affix knowledge, encompassing both prefixes and suffixes, is essential for expanding word family knowledge, serving as a cognitive bridge to proliferate word family members. To explore this, 111 secondary school students from a semi-urban Thai school, split into 53 science and 58 language program students, were assessed through receptive and productive affix knowledge tests. The findings reveal that science program students outperformed their language counterparts in receptive affix knowledge tests. Additionally, results indicated a learning continuum in affix acquisition, with students showing better average performance on receptive tests compared to more complex productive tasks. Notably, affix knowledge concerning prefixes was superior to that of suffixes across both test types. Moreover, the correlational analysis revealed a medium to strong relationship between English affix knowledge and vocabulary knowledge. The findings also suggest that suffix knowledge has a greater impact on productive vocabulary than on receptive vocabulary. Regression analysis supports the correlation results, highlighting that a deeper understanding of affixes is linked to stronger vocabulary knowledge in both comprehension and usage. These results suggest a structured progression in affix learning, from recognition to production, and underline the significance of affix knowledge in vocabulary expansion for EFL learners. The study emphasizes the need for further research into the mechanisms of affix acquisition and its role in language learning curricula.
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LOHNDORF, Regina T., Harriet J. VERMEER, Rodrigo A. CÁRCAMO, and Judi MESMAN. "Preschoolers’ vocabulary acquisition in Chile: the roles of socioeconomic status and quality of home environment." Journal of Child Language 45, no. 3 (2017): 559–80. http://dx.doi.org/10.1017/s0305000917000332.
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AbstractPreschoolers’ vocabulary acquisition sets the stage for later reading ability and school achievement. This study examined the role of socioeconomic status (SES) and the quality of the home environment of seventy-seven Chilean majority and Mapuche minority families from low and lower-middle-class backgrounds in explaining individual differences in vocabulary acquisition of their three-and-a-half-year-old children. Additionally, we investigated whether the relation between SES and receptive and expressive vocabulary was mediated by the quality of the home environment as the Family Investment Model suggests. The quality of the home environment significantly predicted receptive and expressive vocabulary above and beyond ethnicity, SES, parental caregiver status, and quantity of daycare. Furthermore, the quality of the home environment mediated the relation between SES and expressive and receptive vocabulary acquisition.
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Rianti, Rianti, St Haliah Batau, and Muliati Muliati. "ANALYSIS OF FACTORS FOR STUDENTS' VOCABULARY MASTERY IN ENGLISH AT SMPN 35 MAKASSAR." ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL 8, no. 2 (2023): 149–57. http://dx.doi.org/10.52208/aellj.v8i2.1068.
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The objective of the research was to find out the factors that influence the English vocabulary mastery of the second grade of SMPN 35 Makassar. This research method is descriptive quantitative research method. This research was conducted on the second-grade students of SMPN 35 Makassar. The sample in this study were 20 students in class VIII-1 for the 2023/2024 academic year. The researcher analyzed data from questionnaires which distributed to students using quantitative descriptive analysis with the percentage of information frequency divided by the number of samples. The finding reveals that there were two factors that influence to students' vocabulary mastery namely, internal factors and external factors. The Internal factors is the most dominant factors influencing to students' vocabulary mastery. These internal factors consist of two, namely students' motivation to learn vocabulary and students' self-confidence in learning vocabulary. External factors are factors that influence students from outside in mastering vocabulary. These external factors consist of the family environment and the school environment. Keywords: Factors, Mastery, Students’ Vocabulary
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Rudiuk, T. V. "FAMILY VOCABULARY IN THE CONTEXT OF NONVIOLENT COMMUNICATION (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy 2, no. 30 (2020): 85–89. http://dx.doi.org/10.32843/2663-6085/2020/30-2.16.
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Rudiuk, T. V. "FAMILY VOCABULARY IN CULTURAL TRADITIONS OF WEDDING ANNIVERSARIES (COMMUNICATIVE-ACTIVE APPROACH)." Innovate Pedagogy 2, no. 29 (2020): 23–29. http://dx.doi.org/10.32843/2663-6085/2020/29-2.4.
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van Viersen, Sietske, Elise H. de Bree, Mathilde Verdam, et al. "Delayed Early Vocabulary Development in Children at Family Risk of Dyslexia." Journal of Speech, Language, and Hearing Research 60, no. 4 (2017): 937–49. http://dx.doi.org/10.1044/2016_jslhr-l-16-0031.
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Güldemann, Tom, and Robyn Loughnane. "Are There “Khoisan” Roots in Body-Part Vocabulary? On Linguistic Inheritance and Contact in the Kalahari Basin." Language Dynamics and Change 2, no. 2 (2012): 215–58. http://dx.doi.org/10.1163/22105832-20120209.
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Lexical evidence has played an important role in trying to establish a “Khoisan” language family. With respect to the southern African languages there is indeed a considerable amount of shared vocabulary across all three major established non-Bantu families subsumed under “Khoisan,” viz. Khoe-Kwadi, Kx’a, and Tuu. A historical reevaluation of this phenomenon is presented in a first comparative treatment of body-part vocabulary, including newly collected data. While our research provides support for the above three main lineages (this evidence is not discussed in this paper), it contradicts the view that vocabulary shared across them should also be interpreted in genealogical terms. Such vocabulary can rather largely be explained as the result of different types of language contact, supporting the current dominant view among specialists about the untenability of a “Khoisan” family. From a general perspective, the article argues against superficial unqualified lexical comparison and for a canonical historical-comparative procedure, whereby one reconstructs bottom-up and evaluates at every step whether genealogical relations should be built up further. Although such an approach is deeply entrenched in the traditional method, it is often neglected in many areas of historical language research. We apply it for the first time to the evaluation of the purported “Khoisan” language family and, in addition, venture that contact scenarios should be given more scope in the assessment of historical relations between languages, both in the Kalahari Basin and in general.
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Gold, Joshua M. "Generating a Vocabulary of Mourning: Supporting Families Through the Process of Grief." Family Journal 28, no. 3 (2020): 236–40. http://dx.doi.org/10.1177/1066480720929693.
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While grief and loss are common and universal life transitions, the language and customs of grieving differ based on the intersection of family practice and spiritual/religious affiliation. One aspect of cultural awareness and sensitivity to differing mourning processes may be the counselor’s awareness of meaningful verbiage and practice. This literature-based article will introduce family counselors to the differing nomenclature and practices of bereavement and offer implications for culturally relevant and sensitive counseling practice to support the family members’ mourning processes ( n = 80).
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Munirah Lateh, Nor Hazwani, Sarimah Shamsudin, and Abdul Halim Abdul Raof Abdul Raof. "ENGLISH LANGUAGE RECEPTIVE VOCABULARY PROFILE: A CASE OF NOVICE BUSINESS UNDERGRADUATE STUDENTS." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 29–44. http://dx.doi.org/10.24200/jonus.vol4iss2pp29-44.
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One of the challenges for undergraduate students is coping with the demand for English language use at universities. Generally, vocabulary knowledge of learners affects how well learners can function in the language, whereby better vocabulary attainment enables more effective use of the language. Thus, it is vital to understand the vocabulary ability of university students to ensure that their overall English language proficiency could be enhanced. This study explores the receptive vocabulary profile of 35 novice business undergraduates at a public university in Malaysia. The profile was explored in terms of size and level. Two tests were administered -- the Vocabulary Size Test (Nation & Beglar, 2007) and Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001). In terms of size, the results indicate the average was 2971 word families (the maximum known was 3800). This is in line with their vocabulary level which reveals 97% of the students did not reach the mastery level of 3000 word family level i.e. have not acquired adequate vocabulary to be able to use the language. The study offers insights into the profile of receptive vocabulary of novice undergraduate students which could be used to enhance vocabulary teaching and learning at universities.
 
 Keywords: Business undergraduates, receptive vocabulary profile, vocabulary level, vocabulary size, word families
 
 Cite as: Lateh, N. H. M., Shamsudin, S., & Abdul Raof, A. H. (2019). English language receptive vocabulary profile: A case of novice business undergraduate students. Journal of Nusantara Studies, 4(2), 29-44. http://dx.doi.org/10.24200/jonus.vol4iss2pp29-44
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Monica, Jeanita, and Herlina Jasa Putri Harahap. "Development of Learning Blocket Media for Vocabulary at A2 Level." Asian Journal of Applied Education (AJAE) 3, no. 1 (2024): 99–112. http://dx.doi.org/10.55927/ajae.v3i1.8038.
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The research aims to determine the process of making learning media using Blooket media for vocabulary learning and to describe the results of making learning media using Blooket for vocabulary learning. This research is a compilation study. This research uses the Richey and Klein model. There are three steps in this research, which are divided into three steps: (1) planning, (2) production, and (3) evaluation. The research results show that learning materials on the topic of family history were created using data collected from existing data sources during the research. Blooket's media about family history is packaged well, practical, interesting and effective so that students can easily understand the material and use it as a learning tool.
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Brown, Dale. "Examining the Word Family through Word Lists." Vocabulary Learning and Instruction 7, no. 1 (2018): 51–65. http://dx.doi.org/10.7820/vli.v07.1.brown.
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The choice of lexical unit has important consequences for L2 vocabulary research, testing and instruction. In recent years, the most widely used lexical unit has been the word family. This study examines the characteristics of word lists based on the word family and explores the levels of text coverage such lists may provide should the assumption that learners can deal with word families be incorrect. This is pursued through the detailed examination of a set of word-family-based word lists. The study finds that such word lists pose a number of challenges, including the number of word forms with multiple affixes, the number of word forms with more challenging affixes, and the number of word families in which the base word is not the most frequently occurring member. Moreover, the first thousand word families in particular are shown to be challenging. The study then demonstrates that if learners are unable to deal with the complexity of word families, even to a relatively small degree, word-family-based lists may provide far lower text coverage levels than may be assumed. It concludes that in work on second language vocabulary, careful consideration is needed of the appropriacy of the word family as the lexical unit and highlights the range of work based on the word family that may need reevaluating.
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Luo, Minxia, Rudolf Debelak, Gerold Schneider, Mike Martin, and Burcu Demiray. "Real-World Language Use With Familiar Versus Unfamiliar Interlocutors in Young and Older Adults." Innovation in Aging 4, Supplement_1 (2020): 623. http://dx.doi.org/10.1093/geroni/igaa057.2121.
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Abstract Real-world contexts may compensate for age-related changes in language production. We compared age effects on vocabulary richness (i.e., entropy) and grammatical complexity (i.e., clause length) in conversations with familiar interlocutors (i.e., significant other, friends, family members) versus with strangers. We collected thousands of 30-seconds speech samples from 61 young and 48 healthy older adults across four days using a portable audio recording device — the Electronically Activated Recorder (EAR). Bayesian multilevel analyses showed that participants used richer vocabulary and more complex grammar with familiar interlocutors than strangers. Young adults used richer vocabulary than older adults. Furthermore, older adults produced equally complex grammar with the significant other as young adults did, but simpler grammar with friends and family members. We found no age group differences in grammatical complexity with strangers (lacking statistical power). In sum, familiarity with the significant other may benefit older adults in producing complex grammar in real-world conversations.
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Ishikawa, Shin’ichiro. "A Reconsideration of the Construct of “A Vocabulary for Japanese Learners of English”: A Critical Comparison of the JACET Wordlists and New General Service Lists." Vocabulary Learning and Instruction 8, no. 1 (2019): 1–7. http://dx.doi.org/10.7820/vli.v08.1.ishikawa.
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By comparing the vocabularies included in the Japan Association of College English Teachers (JACET) wordlists (1993, 2003, and 2016 editions) and recently released New General Service Lists (Brezina & Gablasova, 2013; Browne, 2013), we tried to identify the construct of “the vocabulary for Japanese learners” with which JACET researchers have been concerned. Our quantitative analysis has shown that it includes the vocabulary concerning (a) family and people, (b) houses and daily life, (c) foods and cooking, (d) clothes and fashions, (e) sports, (f) social meetings, (g) transportation, and (h) emotions and mental states, as well as (i) spoken English vocabulary and (j) non-basic forms. This finding will shed new light on the discussion of what kind of vocabulary should be included in pedagogical wordlists.
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Huang, Bingbing, and M. V. Kamensky. "Discourse Analysis of the Semiotic Field of the Concept FAMILY: A Comparative Study of the Chinese and English Parallel Corpora (In Eng.)." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2023): 152–60. http://dx.doi.org/10.29025/2079-6021-2023-1-152-160.
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The article is devoted to the analysis of the semiotic field of the concept FAMILY in the English and Chinese languages through the application of the methodology of critical discourse analysis and corpus linguistics. The article is based on the materials of the Chinese English Learners Corpus (CELC) and the combined materials of the BROWN and the written British National Corpus (BNC) for studying the vocabulary co-occurrence of the node word “family” from the point of view of collocation, colligation, semantic preference, and semantic prosody. The differences between Chinese and Western family cultures are revealed from the perspective of critical discourse analysis and the use of a horizontal combination of vocabulary relevant to the semiotic field of family. The study exemplifies the significant differences between Chinese learners and English native speakers in the choice and the use of core collocations in the minimal context of the family-related vocabulary. The conducted examination of the use of the node word “family” and its collocations in the Chinese English Learners Corpus compared to the combined English native speakers corpus in terms of semantic preference and semantic prosody demonstrates the most significant differences in understanding of the related concept as observed through the most common collocations. The article demonstrates the efficiency of the critical discourse analysis use in combination with the methods of corpus linguistics for the purpose of validation and verification of the conclusions regarding the content of the semiotic fields, as exemplified on the basis of the semiotic field of the concept FAMILY. Future research developments are seen in the possible extension of the corpus material base, including the materials on a wide variety of languages, for the purpose of further comparative analysis.
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Han, Yunjung. "A Basic Study on the Development of Essential Korean Academic Vocabulary Collection Using Meta-metering." Korean Association of General Education 16, no. 1 (2022): 269–85. http://dx.doi.org/10.46392/kjge.2022.16.1.269.
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In this study, a basic discussion was conducted on the development of the “Essential Korean Academic Vocabulary Collection” necessary for teaching and learning major academic vocabulary that foreign students must know for academic performance before entering their major. Since there was no official academic vocabulary list, six appropriate academic vocabulary lists were meta-metered to secure sufficient vocabulary, and the source redundancy and grade information of each vocabulary were scored and evaluated. A total of 4,475 vocabulary words were listed and documented by meta-metering, and the importance was evaluated with 1,154 vocabulary roots excluding 971 sources per person. As a result of the evaluation, 550 of 1,154 roots with 50 or more points were selected as the main heading, and roots with 40 or more points were suggested to be additionally collected as needed if possible. Next, a discussion was conducted on the microstructure setting and technical method of the essential academic vocabulary collection. It was suggested that the microstructure of the collection could be largely composed of a heading presentation part, as well as a word family and usage presentation part. This study is meaningful in that it drew a blueprint for the development of a vocabulary collection that can use academic vocabulary for actual teaching and learning based on existing research for the selection of academic vocabulary. In particular, it is meaningful in that it has dealt with the areas that should be considered when it comes to actual development, and has also increased the possibility of this by analyzing and proposing plans from various angles.
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Zeng, Yuntao, Qiuxia Lu, Matthew P. Wallace, Yawei Guo, Chun-Wai Fan, and Xiaofei Chen. "Understanding Sustainable Development of English Vocabulary Acquisition: Evidence from Chinese EFL Learners." Sustainability 14, no. 11 (2022): 6532. http://dx.doi.org/10.3390/su14116532.
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Vocabulary learning is often seen as an important but also difficult aspect of learning English as a foreign language (EFL). Thus, it is particularly important to promote the sustainable development of vocabulary acquisition. Many features of English words affect the sustainable development of vocabulary acquisition, including frequency, polysemy, word family, part of speech, and word length. The influence of most of these factors on vocabulary acquisition has been extensively explored in previous studies, but the effects of cognateness and lexicalization remain unclear. This is in part due to the measurement tool, the Vocabulary Size Test, which does not include enough cognates and non-lexicalized words to adequately represent the language used in authentic contexts. To better our understanding of the effect of word features in the context of Chinese EFL learners, the present study modified the Vocabulary Size Test by including additional 19 non-lexicalized words and 33 cognates and administered it to 527 Chinese non-English major sophomores. The results revealed that cognateness, frequency, and polysemy were positively correlated with vocabulary acquisition, whereas word length and lexicalization were negatively correlated with acquisition. Further, multiple regression analysis indicated that cognateness, polysemy, and frequency were the largest contributors to acquisition.
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Alshehri, Ahmad. "The Impact of Vocabulary Size on the Receptive Skills of Saudi EFL Learners." World Journal of English Language 13, no. 7 (2023): 108. http://dx.doi.org/10.5430/wjel.v13n7p108.
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The present study aimed to investigate the impact of vocabulary size on Saudi EFL learners’ reading and listening skills. Thirty-eight undergraduate Saudi EFL learners participated in the study. The study tools consisted of vocabulary size test (VST) developed by Nation and Beglar (2007). The test was developed to provide a reliable, accurate, and comprehensive measure of a learner’s vocabulary size from the 1st 1000 to the 14th 1000-word family of English word-level tests. A paid reading and listening comprehension tests were used. Both tests were obtained from ETS, TOEFL official application. The results revealed that the vocabulary size of the Saudi EFL learners in the tertiary stage was 2790 words. Furthermore, the study found a positive relationship between the scores of the vocabulary test levels and the score of the reading and listening test. This indicates that a higher level of performance in the vocabulary test may lead to a higher level of performance in the reading and listening test, and these relationships were statistically significant at the level of 0.01. Because of this, it was recommended that teachers and learners use different approaches and styles for teaching and learning vocabulary.