Relevant bibliographies by topics / Teaching vocabulary

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Teaching vocabulary"

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Shahribonu Sirojiddinovna, Sirojiddinova, and Bakhriddinova Zarnigor. "TEACHING VOCABULARY THROUGH INTERACTION, LAW CONTENT BASED VOCABULARY TEACHING." International Journal of Advanced Research 7, no. 11 (November 30, 2019): 78–82. http://dx.doi.org/10.21474/ijar01/9977.

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Lee,Jong-Chul. "Teaching Writing and Teaching Vocabulary." korean language education research ll, no. 40 (April 2011): 159–84. http://dx.doi.org/10.20880/kler.2011..40.159.

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Sathyanarayanan, Padmini, and Sheenu Shekhar. "Teaching Vocabulary to Engineering Students through Movies." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 180–81. http://dx.doi.org/10.15373/2249555x/aug2013/60.

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

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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Repath-Martos, Lyn M., and Michael McCarthy. "Vocabulary (Language Teaching Series)." TESOL Quarterly 25, no. 4 (1991): 720. http://dx.doi.org/10.2307/3587089.

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Gader, Rachel, and Linda Taylor. "Teaching and Learning Vocabulary." TESOL Quarterly 25, no. 4 (1991): 721. http://dx.doi.org/10.2307/3587090.

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Meyer, Laura L., and Norbert Schmitt. "Vocabulary in Language Teaching." TESOL Quarterly 36, no. 2 (2002): 235. http://dx.doi.org/10.2307/3588334.

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Supriatin, Titin, and Venska Prajna Rizkilillah. "TEACHING VOCABULARY USING FLASHCARD." PROJECT (Professional Journal of English Education) 1, no. 4 (June 30, 2018): 479. http://dx.doi.org/10.22460/project.v1i4.p479-485.

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Vocabulary learning and teaching has been considered as one of the most important mechanisms of any educational program since early. Teachers have been using many techniques to help the learners to develop their knowledge of vocabularies in quality and quantity. There are many media in teaching vocabulary, one of them is by using flashcard. Flashcard is one of media which can help the teacher to teaching English easily. Flash cards in teaching vocabulary are very simple visual aids and the teacher can make the students more active during the teaching learning process. The study was conducted to find out the effect of flashcard on the vocabulary of the sixth graders of elementary school. This study employed a pre-experimental research design with one group pretest and posttest. An the research method used in this research is quantitative research with experimental research method. The subject consisted of 29 students of the sixth grader class of SDN Rengasdengklok Selatan 2 in the academic year of 2017/2018. Data collection techniques used in this study is a test. The procedures of collecting data are pretest, treatment and posttest. The data were analyzed using the SPSS 21.0. Based on the analysis, the mean score in pre-test was 66.21 improve to 79.55 in post-test. The result of t-test showed that significant 2-tailed was lower than 0.05 (0.000 < 0.05). It can be said that H0 is rejected, it means that there is effect of flashcard to the vocabulary of the sixth graders in SDN Rengasdengklok Selatan 2
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İnal, Hilal, and Abdulkadir Cakir. "Story-based Vocabulary Teaching." Procedia - Social and Behavioral Sciences 98 (May 2014): 675–79. http://dx.doi.org/10.1016/j.sbspro.2014.03.467.

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이창학. "Teaching Vocabulary through Anagram." Journal of Studies in Language 22, no. 3 (February 2007): 259–72. http://dx.doi.org/10.18627/jslg.22.3.200702.259.

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Dissertations / Theses on the topic "Teaching vocabulary"

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Esaiasson, Joel. "Teaching vocabulary : Pupils' attitudes towards vocabulary learning." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8144.

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This paper sets out to examine pupils’ attitudes towards vocabulary learning. The results of the paper are based on a survey conducted at a lower secondary school and the participants are aged between 13 and 15. The survey indicates that the learners are in general well motivated and they agree with the importance of learning new vocabulary. However, the pupils do not seem willing to spend more time than necessary on vocabulary homework and they prefer relatively simple methods of vocabulary acquisition like watch films and listen to music rather than teacher-controlled tuition. Even if a lot of pupils did not appreciated the vocabulary teaching during class a majority still believed that they had learned a lot of new words. A reason for this can be a so called incidental learning which take place while focus is on the use of language rather than the learning itself. It is suggested that more interactive media and technology should be integrated in the vocabulary teaching in line with the pupils’ own interests.
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Niese, Hannah L. "Jump Start Vocabulary: Teaching Shape Bias to Increase Expressive Vocabulary." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489924354210921.

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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.

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Shaw, Erin Margaret. "Teaching Vocabulary Through Data-Driven Learning." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3024.

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The purpose of this master's project was to write a resource book that demonstrates how teachers can use data-driven learning methods to teach vocabulary. First, a brief overview of corpus linguistics, data-driven learning, and the corpus used in this book (COCA) is given. Then, the book presents different aspects of vocabulary learning in the context of a corpus. Topics included are frequency knowledge, part of speech knowledge, morphological knowledge, synonym knowledge, collocational knowledge, and register knowledge with a chapter on each topic. For each aspect of vocabulary learning there is a section that introduces the topic to the teacher, followed by instructions on performing topic related searches in the corpus. Each chapter also includes examples and ideas for application to the vocabulary classroom. Additional chapters provide information on individual language learning, and an evaluation of the project. The goal of this project was to provide teachers with specific knowledge of vocabulary and corpus-linguistics to be able to teach less-frequently addressed aspects of vocabulary instruction and to encourage more use of corpora in the language classroom. It is hoped that after reading this book, teachers will be able to improve their vocabulary teaching and ability to use the Corpus of Contemporary American English and DDL methods in the ESL/EFL classroom. The evaluation of this project will consist of teacher reviews of the book after reading. Specifically, the questionnaire addresses readers' feelings of increased knowledge and understanding of these areas and desire to use them in the classroom.
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Wood, Rachel E. "Instructional Readers: Teaching Content through Vocabulary." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2517.

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This project resulted in the creation of a prototype for a new book series entitled Instructional Readers that will be linguistically engineered to assist English-language learners in acquiring academic and content-based vocabulary in the sciences. The development of the prototype represented a process of trial and error, with decisions firmly grounded in extensive research concerning linguistic features that assist vocabulary growth while reading. The end result, the prototype entitled Cellular Transport, reflects the author's best attempt to combine these features. The project write-up details the steps used in writing the prototype to aid in the creation of similar instructional readers in the future.
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.

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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.

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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.
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Ferrari, Giorgia. "Teaching and learning Arabic variation through vocabulary." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34217.

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The field of Teaching Arabic as a Foreign Language (TAFL) has seen in recent decades a growing interest in portraying and teaching one of the most salient and intrinsic features of Arabic: language variation. This thesis takes a position in contrast to approaches that portray the two varieties as being distinct and well-defined dichotomic units, in favour of an approach that interprets them as two heterogeneous language varieties within one singular linguistic system. The two language varieties are embodied by Standard and Colloquial Arabic and it is argued here for the teaching of both varieties to students of Arabic as a foreign language. In this light, this thesis sets out to investigate the development of two language skills, vocabulary knowledge and language awareness, in a diglossic learning environment. Moreover, it explores the attitudes and perceptions of the students towards Arabic variation. Two experimental methods based on focus-on-form instruction are used in this research to teach Colloquial Arabic to students of Arabic as a foreign language at higher-education level, and the empirical research is conducted within a semi-embedded research design in which qualitative and quantitative data are collected. Students from three universities participate in this research: the Universities of Exeter, Genoa and Milan. This allows for the comparison of results from students of different mother tongues. The main research question that this thesis sets out to answer is: does focus-on-form instruction lead to vocabulary development in two diglossic varieties, namely Standard and Colloquial Arabic, more effectively when it focuses on the two varieties separately or when it links their forms? Two sub-questions investigate which of the two methods of focus-on-form instruction lead more efficiently to the development of language awareness, and the impact they have on students’ attitudes towards Arabic variation. The last sub-question asks to what extent the development of the diglossic language skills and attitudes is a consequence of the method of instruction received. The results of this study suggest that the answer lies in focusing predominantly on one variety at a time with additional consolidation exercises that compare the forms of the two varieties. The main contributions of this thesis are both theoretical, to the literature of TAFL, and empirical, regarding the development of the language skills and attitudes measured.
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Qin, Xizhen. "Hierarchical context model for teaching Chinese vocabulary." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400075149.

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Соколова, І. В. "Teaching Professional Judicial Vocabulary at English Classes." Thesis, Дніпропетровський національний університет, 2004. http://essuir.sumdu.edu.ua/handle/123456789/61779.

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Робота присвячена деяким аспектам викладання професійного судового словника на уроках англійської мови за допомогою ряду завдань та заходів.
The paper is devoted to some aspects of teaching professional judicial vocabulary at English classes through a range of tasks and activities.
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Books on the topic "Teaching vocabulary"

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Wallace, Michael J. Teaching vocabulary. London: Heinemann, 1987.

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Vocabulary in language teaching. Cambridge: Cambridge University Press, 2000.

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Teaching and learning vocabulary. Boston, Mass: Heinle & Heinle Publishers, 1990.

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1947-, McCarthy Michael, ed. Vocabulary and language teaching. London: Longman, 1988.

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Teaching and learning vocabulary. New York: Prentice Hall, 1990.

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Nation, I. S. P. Teaching and learning vocabulary. New York: Newbury House Publishers, 1990.

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Nation, I. S. P. Teaching and learning vocabulary. [Wellington]: English Language Institute, Victoria University of Wellington, 1987.

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John, Morgan. Vocabulary. Oxford: Oxford University Press, 1986.

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Blachowicz, Camille L. Z. Teaching vocabulary in all classrooms. 4th ed. Boston: Allyn & Bacon, 2010.

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Anne, O'Keeffe, and Walsh Steve, eds. Vocabulary matrix: Understanding, learning, teaching. Andover: Heinle, Cengage Learning, 2010.

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Book chapters on the topic "Teaching vocabulary"

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Horst, Marlise. "Teaching Vocabulary." In The Routledge Handbook of Second Language Acquisition and Speaking, 273–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-24.

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Lennon, Paul. "Vocabulary." In The Foundations of Teaching English as a Foreign Language, 180–208. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-7.

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Branagan, Anna, and Stephen Parsons. "Principles of Vocabulary Teaching." In Word Aware 3, 2–10. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003159377-1.

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Sonbul, Suhad, and Anna Siyanova-Chanturia. "Teaching and Learning Vocabulary." In Research Questions in Language Education and Applied Linguistics, 499–503. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_88.

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Uchihara, Takumi, and Stuart Webb. "Materials for teaching vocabulary." In The Routledge Handbook of Materials Development for Language Teaching, 202–17. London: Routledge, 2022. http://dx.doi.org/10.4324/b22783-18.

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Young, Chase, David Paige, and Timothy V. Rasinski. "Artful Teaching of Vocabulary." In Artfully Teaching the Science of Reading, 89–112. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003218609-6.

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Roy, Kaustuv. "A Vocabulary of Time." In Teachers and Teaching, 53–78. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24670-9_2.

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Lupo, Sarah M., Christine Hardigree, Emma S. Thacker, Amanda G. Sawyer, and Joi D. Merritt. "Developing Vocabulary." In Teaching Disciplinary Literacy in Grades K-6, 181–213. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003041641-8.

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Meara, Paul. "Texts as Vocabulary Networks." In Second Language Learning and Teaching, 193–204. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_12.

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Sasao, Yosuke. "Vocabulary Teaching: A Systemic Perspective." In Translational Systems Sciences, 39–47. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6272-9_4.

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Conference papers on the topic "Teaching vocabulary"

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Atsari, Fauzan. "Strategies in Vocabulary Acquisition." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

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Turchyn, Iryna. "ONLINE TOOLS IN TEACHING ENGLISH VOCABULARY." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.04.

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Liando, N. V. F., J. D. Adam, and T. K. Londa. "Efforts and Difficulties in Teaching Vocabulary." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.127.

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Li, Ping. "Teaching English Vocabulary under Cognitive Theory." In ICIMTECH 21: The Sixth International Conference on Information Management and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3465631.3465986.

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Pipuš, Darja. "Introducing Vocabulary in the EFL Classroom." In 3rd International Academic Conference on Teaching, Learning and Education. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.tleconf.2021.07.150.

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Qian, Jing. "AN EMPIRICAL STUDY ON ONLINE READING AND INCIDENTAL VOCABULARY ACQUISITION." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.023.

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Ruiyang, Wang. "The Design Of Situational Teaching Method In English Vocabulary Teaching." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.107.

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Yang, Wei, and Guangyan Chen. "Research on Chinese Medicine Teaching Material Based on Vocabulary Teaching." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.085.

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Li, Guohua. "An Integration of Etymology with Vocabulary Teaching." In 2015 Eighth International Conference on Internet Computing for Science and Engineering (ICICSE). IEEE, 2015. http://dx.doi.org/10.1109/icicse.2015.55.

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Costeleanu, Mirela. "The Role Of Vocabulary In Esp Teaching." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.120.

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Reports on the topic "Teaching vocabulary"

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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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