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Journal articles on the topic 'Second language vocabulary acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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2

Gass, Susan M. "Second Language Vocabulary Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 92–106. http://dx.doi.org/10.1017/s0267190500000829.

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Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studi

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Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition / Éditorial: Acquisition du vocabulaire d'une langue seconde." Canadian Modern Language Review / La revue canadienne des langues vivantes 63, no. 1 (2006): 1–12. http://dx.doi.org/10.1353/cml.2006.0045.

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Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition." Canadian Modern Language Review 63, no. 1 (2006): 1–12. http://dx.doi.org/10.3138/cmlr.63.1.1.

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van Zeeland, Hilde. "Measuring second language vocabulary acquisition." Language Learning Journal 40, no. 2 (2012): 255–56. http://dx.doi.org/10.1080/09571736.2012.677623.

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6

Isel, Frédéric. "Neuroplasticity of second language vocabulary acquisition." Language, Interaction and Acquisition 12, no. 1 (2021): 54–81. http://dx.doi.org/10.1075/lia.20023.ise.

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Abstract The present article reviews a series of selected functional and structural magnetic resonance imaging (MRI) studies focusing on the neuroplasticity of second language vocabulary acquisition as a function of linguistic experience. A clear-cut picture emerging from the review is that brain changes induced by second language vocabulary acquisition are observed at both functional and structural levels. Importantly, second language experience is even able to shape brain structures in short-term training of a few weeks. The evidence that linguistic experience can sculpt the brain in late se

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PAGADALA, ASHA MADHAVI. "Second Language Vocabulary Acquisition through Mobile Assisted Language Learning." Think India 22, no. 2 (2019): 439–44. http://dx.doi.org/10.26643/think-india.v22i2.8746.

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Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring t

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Huckin, Thomas, and James Coady. "INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 21, no. 2 (1999): 181–93. http://dx.doi.org/10.1017/s0272263199002028.

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It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies

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Akbarian, Is’haaq. "Book review: Measuring Second Language Vocabulary Acquisition." Language Testing 29, no. 4 (2012): 597–601. http://dx.doi.org/10.1177/0265532212450420.

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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual

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Tahiri, Shejla. "The Impact of Pictures on Second Language Acquisition." SEEU Review 15, no. 2 (2020): 126–35. http://dx.doi.org/10.2478/seeur-2020-0021.

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Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the

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Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition res

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13

Loschky, Lester. "Comprehensible Input and Second Language Acquisition." Studies in Second Language Acquisition 16, no. 3 (1994): 303–23. http://dx.doi.org/10.1017/s0272263100013103.

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This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in t

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BATEMAN, BLAIR. "Measuring Second Language Vocabulary Acquisition by MILTON, JAMES." Modern Language Journal 95, no. 3 (2011): 477–78. http://dx.doi.org/10.1111/j.1540-4781.2011.01212_20.x.

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Adwani, Priya, and Sanjay Shrivastava. "Analysis of Factors Affecting Second Language Acquisition." International Journal of Social Sciences and Management 4, no. 3 (2017): 158–64. http://dx.doi.org/10.3126/ijssm.v4i3.17247.

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The purport of this paper is to provide an overview of five factors affecting second language acquisition (SLA). The factors include vocabulary, grammar, and interference of mother tongue (L1), self-efficacy and motivation. These factors are vital to research for the process of acquiring second language. Language is composed of vocabulary words which are synchronized by grammar affected by first language .Self efficacy is a consequential component of social cognitive and this entire process of second language acquisition is possible by the factor of motivation. Motivation is additionally a con

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Aljadani, Anwar Saad. "The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary." International Journal of Linguistics 12, no. 3 (2020): 1. http://dx.doi.org/10.5296/ijl.v12i3.16831.

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This paper provides an overview of the role of vocabulary frequency in second language (L2) acquisition as vocabulary is a dominant feature of language acquisition and vitally important to language learners. It reported the vocabulary frequency’s significant role in both the earlier acquisition and the easier remembering comparing to infrequent vocabulary in L2 acquisition. It also seeks to discuss the influence of frequency on the selection of vocabulary in L2 textbooks as they are sometime the only source of L2 vocabulary in the classroom. It presents discussions of what vocabulary should be

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Kikvadze, Maia. "Issues of mastering new vocabulary in Georgian, as in the process of learning a second language." International Journal of Multilingual Education IX (December 11, 2021): 127–34. http://dx.doi.org/10.22333/ijme.2021.190015.

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Study and acquisition of the second language primary foresees gradual development of the lexis. A rich lexicon of the person directly promotes easy acquisition of the second language. In our reality, at Batumi Shota Rustaveli State University, we deal with different groups of the Armenians, Azerbaijanian, Turks, Russians, Ukrainians, Belarusians, Kazakhs and other people, prompted with different aims to study the Georgian language. Some of them acquire the Georgian language easily, some with difficulties. In order to detect the factors promoting and complicating acquisition of Georgian vocabul

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Laufer, Batia. "Second language vocabulary acquisition from language input and from form-focused activities." Language Teaching 42, no. 3 (2009): 341–54. http://dx.doi.org/10.1017/s0261444809005771.

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Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central

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19

Samaraweera, S. G. S. "Second Language Reading and Vocabulary Acquisition by Adult Learners of English." Vidyodaya Journal of Humanities and Social Sciences 08, no. 01 (2023): 158–73. http://dx.doi.org/10.31357/fhss/vjhss.v08i01.11.

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Even though vocabulary knowledge is crucial in receiving and producing meaning in a language, improving vocabulary knowledge can be challenging for both teachers and students. Exposure to the target language through meaning-focused reading can be considered one of the predictors that can address this challenge. As language learners are exposed to written language while reading, reading may help them enrich their vocabulary knowledge. Accordingly, this study investigated whether meaning-focused reading can contribute to the development of vocabulary knowledge (Breadth and Depth) among adult lea

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Yang, Lynne R., and T. Givón. "BENEFITS AND DRAWBACKS OF CONTROLLED LABORATORY STUDIES OF SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 19, no. 2 (1997): 173–93. http://dx.doi.org/10.1017/s0272263197002039.

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A consistent finding in second language acquisition research has been that in the early stages of acquisition learners often receive simplified input. This finding has led researchers to question whether or not simplified input has a facilitative effect on the acquisition process. This study examines the effects of simplified input in early L2 acquisition by experimentally manipulating language input to two groups of learners and then assessing their acquisition longitudinally within a controlled laboratory setting. The impetus for the study described here was Givón's (1990) competition hypoth

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21

Liang, Xiaojing. "Application of Information Processing Theory in Second Language Vocabulary Acquisition." Journal of Contemporary Educational Research 5, no. 12 (2021): 109–13. http://dx.doi.org/10.26689/jcer.v5i12.2819.

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Vocabulary acquisition is an intricate process, which has a close relationship with memory. In cognitive psychology, a large number of studies on memory system have been conducted based on the information processing theory, placing great value on second language learners’ cognitive process. This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.

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22

Yang, Shuyi. "Chinese as Second Language Learners’ Beliefs about Vocabulary Acquisition." Journal of Modern Education Review 4, no. 10 (2014): 789–801. http://dx.doi.org/10.15341/jmer(2155-7993)/10.04.2014/007.

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23

Moreno Jaén, María. "The Role of Memory in Second Language Vocabulary Acquisition." International Journal of Learning: Annual Review 12, no. 6 (2006): 259–66. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47893.

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24

Elgort, Irina. "Deliberate Learning and Vocabulary Acquisition in a Second Language." Language Learning 61, no. 2 (2010): 367–413. http://dx.doi.org/10.1111/j.1467-9922.2010.00613.x.

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Barcroft, Joe. "Second Language Vocabulary Acquisition: A Lexical Input Processing Approach." Foreign Language Annals 37, no. 2 (2004): 200–208. http://dx.doi.org/10.1111/j.1944-9720.2004.tb02193.x.

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Appel, Rene, and Anne Vermeer. "Speeding up Second Language Vocabulary Acquisition of Minority Children." Language and Education 12, no. 3 (1998): 159–73. http://dx.doi.org/10.1080/09500789808666746.

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27

Martinez, Ron. "Connected Words: Word Associations and Second Language Vocabulary Acquisition." System 39, no. 1 (2011): 121–22. http://dx.doi.org/10.1016/j.system.2011.01.006.

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Pichette, François, Linda de Serres, and Marc Lafontaine. "Sentence Reading and Writing for Second Language Vocabulary Acquisition." Applied Linguistics 33, no. 1 (2011): 66–82. http://dx.doi.org/10.1093/applin/amr037.

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Mattheoudakis, Marina. "Connected words. Word associations and second language vocabulary acquisition." Language Learning Journal 40, no. 2 (2012): 259–60. http://dx.doi.org/10.1080/09571736.2012.681513.

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30

Tang, Zhongqing. "A Review on Studies into Incidental Vocabulary Acquisition through Different Input." English Language Teaching 13, no. 6 (2020): 89. http://dx.doi.org/10.5539/elt.v13n6p89.

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Vocabulary acquisition, after being neglected for centuries, aroused people&rsquo;s attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass &amp; Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listeni

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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1

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Wang, Xue. "The Role of Glosses in L2 Incidental Vocabulary Acquisition in Reading." International Journal of Linguistics, Literature and Translation 5, no. 10 (2022): 149–53. http://dx.doi.org/10.32996/ijllt.2022.5.10.17.

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Incidental vocabulary acquisition is the primary way for second language learners to acquire vocabulary knowledge and adding glosses has been proven a great contributor to this process. Generally speaking, glosses refer to the translation equivalent words, L2 synonyms or brief L2 explanations of target words. This paper reviewed studies on the role of glosses in L2 incidental vocabulary acquisition in reading in terms of gloss languages, gloss types, gloss locations and gloss modalities. Findings indicate that 1) adding glosses is conducive to vocabulary acquisition; 2) effects of gloss langua

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Gao, Huan. "Analysis of Fossilization Process of the Second Language Vocabulary from the Perspective of Memetics." Theory and Practice in Language Studies 10, no. 10 (2020): 1326. http://dx.doi.org/10.17507/tpls.1010.21.

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Vocabulary acquisition is important in the second language acquisition research. Research shows that the fossilization of the second language exists generally. From the perspective of Memetics and according to the reason and process from different stages of the second language acquisition, this study helps learners to know vocabulary petrochemical causes and process more clearly, which can achieve better preventive action and improve learners’ learning efficiency.

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Liu, Shan. "Review on Incidental Vocabulary Acquisition through Reading." Theory and Practice in Language Studies 8, no. 6 (2018): 702. http://dx.doi.org/10.17507/tpls.0806.22.

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The teaching and research of vocabulary acquisition, after having been neglected for decades in the arena of second language teaching and learning, has assumed its rightful place as a fundamentally important part of language development. Much research has been done on second language vocabulary acquisition. Among them plenty of studies have been conducted to find out how to enhance incidental vocabulary acquisition through reading. In the present paper, related research has been reviewed and evaluated, providing helpful information for future research.

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Shuke, Huang, and Pan Cuiqiong. "The Influence of Reading Purpose on Second Language: Incidental Vocabulary Acquisition." IRA International Journal of Education and Multidisciplinary Studies 14, no. 1 (2019): 1. http://dx.doi.org/10.21013/jems.v14.n1.p1.

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<p>In recent years, the study of incidental vocabulary acquisition has received worldwide attention from scholars at home and abroad. Based on the relevant literature and some relevant empirical studies, this paper mainly explores the influence of reading purposes on the incidental acquisition of second language vocabulary in natural reading. It also put forward some constructive suggestions on how to use these factors to guide students' vocabulary learning.<strong><em></em></strong></p>

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Shakouri, Nima, and Mehdi Shokouhi. "Theories in Second Language Acquisition Need to be Corroborated." Studies in English Language Teaching 3, no. 1 (2015): 73. http://dx.doi.org/10.22158/selt.v3n1p73.

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<p><em>Interdisciplinary research is a key thrust for the future</em><em>. The present paper puts forth that most of the theories born in the last three decades are revitalization of old vocabulary; they are more or less assumption-based. Revitalization of old vocabulary should not be at the expense of discordance but corroboration of each other. In fact, the divergent epistemic orientations in SLA give a competitive nature to SLA. Thus, to the present writers, much<strong> </strong></em><em>of the dialogue concerning the strengths and weaknesses

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Verhelst, Machteld, Koen Jaspaert, and Kris Van den Branden. "The Impact Of Input On Early Second Language Vocabulary Acquisition." ITL - International Journal of Applied Linguistics 163 (January 1, 2012): 21–42. http://dx.doi.org/10.1075/itl.163.02ver.

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Abstract This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model. Students in four lower intermediate EFL classes participated in the pre-test (of vocabulary size) post-test experimental study. Some of them only read the new text before taking an immediate and a delayed word retention test (control group); others read the text and afterwards completed compreh

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SPECIALE, GIOVANNA, NICK C. ELLIS, and TRACEY BYWATER. "Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition." Applied Psycholinguistics 25, no. 2 (2004): 293–321. http://dx.doi.org/10.1017/s0142716404001146.

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Two studies examined individual cognitive differences affecting the acquisition of second language word forms. Experiment 1 measured 40 undergraduates' ability to learn phonological sequences, their phonological short-term store capacity as indexed by ability to repeat nonwordlike nonwords, and their learning of novel foreign language vocabulary (German) in an experimental task. Phonological sequence learning predicted receptive vocabulary learning. Phonological sequence learning and phonological store capacity made independent additive contributions to productive vocabulary learning. Experime

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BORDAG, DENISA, and MARIA ROGAHN. "The role of literariness in second language incidental vocabulary acquisition." Applied Psycholinguistics 40, no. 2 (2018): 399–425. http://dx.doi.org/10.1017/s0142716418000620.

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ABSTRACTIn two reading experiments involving a self-paced reading task, we explored how literariness affects initial stages of incidental vocabulary acquisition during reading in second language German. In Experiment 1, literariness was operationalized along the formalist, language-driven approach, focusing on the role of literary devices and their assumed ability to draw readers’ attention to the verbal message itself. In Experiment 2, we included conventions related to reading fiction (book title, author name, and year of publishing) to modulate the reader’s mode of text processing, which de

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Yudintseva, Anastassiya. "Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review." Open Journal of Social Sciences 03, no. 10 (2015): 101–9. http://dx.doi.org/10.4236/jss.2015.310015.

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Jacobs, George M. "Book Review : Second Language Vocabulary Acquisition: a Rationale for Pedagogy." RELC Journal 29, no. 1 (1998): 148–51. http://dx.doi.org/10.1177/003368829802900109.

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Jiang, Nan. "FORM–MEANING MAPPING IN VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 24, no. 4 (2002): 617–37. http://dx.doi.org/10.1017/s0272263102004047.

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The mapping of lexical form to meaning is an important part of vocabulary acquisition in a second language (L2). This study examines the proposition that L2 lexical forms are often mapped to the existing semantic content of their first language (L1) translations rather than to new semantic specifications of their own. Native and nonnative English speakers were asked to perform two semantic judgment tasks in which they had to determine the degree of semantic relatedness of English word pairs (experiment 1) or to decide whether two English words were related in meaning (experiment 2). The nonnat

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Segler, Thomas M., Helen Pain, and Antonella Sorace. "Second Language Vocabulary Acquisition and Learning Strategies in ICALL Environments." Computer Assisted Language Learning 15, no. 4 (2002): 409–22. http://dx.doi.org/10.1076/call.15.4.409.8272.

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Restrepo Ramos, Falcon Dario. "Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review." PROFILE Issues in Teachers' Professional Development 17, no. 1 (2015): 157–66. http://dx.doi.org/10.15446/profile.v17n1.43957.

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GOLBERG, HEATHER, JOHANNE PARADIS, and MARTHA CRAGO. "Lexical acquisition over time in minority first language children learning English as a second language." Applied Psycholinguistics 29, no. 1 (2008): 41–65. http://dx.doi.org/10.1017/s014271640808003x.

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ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Ch

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Gnevsheva, Ksenia, Anita Szakay, and Sandra Jansen. "Lexical preference in second dialect acquisition in a second language." International Journal of Bilingualism 26, no. 2 (2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.

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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Austra

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Frijns, Carolien, and Kris Van den Branden. "Unlocking the power of productive classroom talk for early second language acquisition." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (2021): 71–99. http://dx.doi.org/10.1075/task.00004.fri.

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Abstract This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their parti

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Mazur, Michal, Krzysztof Karolczak, Rafal Rzepka, and Kenji Araki. "A System for English Vocabulary Acquisition based on Code-Switching." International Journal of Distance Education Technologies 14, no. 3 (2016): 52–75. http://dx.doi.org/10.4018/ijdet.2016070104.

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Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in context using a code-switching based approach for Japanese learners. First they introduce the CO-MIX system, an English vocabulary teaching system that uses code-switching for vocabulary acquisition. Next, they show how they utilize incidental learning tech

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two prep

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Tomme-Jukēvica, Ingēra. "LEXICAL ERRORS IN THE ACQUISITION OF THE LATVIAN LANGUAGE AS THE SECOND LANGUAGE AT PRESCHOOL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 469. http://dx.doi.org/10.17770/sie2016vol2.1406.

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Abstract:

The lexical component plays a significant role in the first stages of language acquisition. However, there has been relatively little research into the lexical errors of young second language learners at preschool age. Moreover, the Russophone children’s Latvian language as a second language has not been analyzed in lexical aspect so far. The aim of this study is to investigate types of lexical errors and the reasons for their occurrence. The data on 12 six-seven year old children, who study L2 (Latvian) in a formal language learning context were collected. Children’s speech (using the author’

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