Relevant bibliographies by topics / Teaching vocabulary in the ESL/EFL classroom

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

Academic literature on the topic 'Teaching vocabulary in the ESL/EFL classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Teaching vocabulary in the ESL/EFL classroom"

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Arju, Sayma. "A study on ESL vocabulary acquisition needs and classroom practice: a Bangladeshi context." Stamford Journal of English 6 (February 22, 2013): 54–71. http://dx.doi.org/10.3329/sje.v6i0.13902.

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The main objective of teaching vocabulary in EFL classes is to empower the learners with sufficient word stock for successful communication. Observations show, for both EFL instructors and learners (of Bangladesh), vocabulary acquisition is an important but tiring task as in most of the cases learners need to memorize blindly lengthy word lists suggested by their instructors as a practice of vocabulary learning. But in their real life communication, learners could rarely use any word that they have been taught as vocabulary items in language classes because only dependency on memorization cannot serve them properly with the right word/s at times of their needs. This study critically analyzes the reasons that makes vocabulary related tasks done in EFL classes mostly unsuccessful and suggests some recommendations that could come in help for achieving an improved outcome. Though the study is done focusing the context of Bangladesh, the picture is more or less common in all EFL contexts. Therefore, the recommendations are applicable anywhere where ESL /EFL Vocabulary acquisition is the concern. Stamford Journal of English; Volume 6; Page 54-71 DOI: http://dx.doi.org/10.3329/sje.v6i0.13902
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Ashkan, Ladan, and Seyyed Hassan Seyyedrezaei. "The Effect of Corpus-Based Language Teaching on Iranian EFL Learners’ Vocabulary Learning and Retention." International Journal of English Linguistics 6, no. 4 (July 14, 2016): 190. http://dx.doi.org/10.5539/ijel.v6n4p190.

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<p>The use of corpora in second/foreign language (ESL/EFL) classes has established to be a valuable tool in teaching grammar, vocabulary and natural language use. The corpus-based approach to language teaching and linguistics has gained its prominence since the mid-1980s. However, there has been little research on investigating the corpus-based tasks openly in the classroom. The current research attempts to examine the effect of corpus-based teaching on EFL learners’ vocabulary learning and retention of Iranian EFL learners. Forty pre university Iranian female students at Saei high school in Gorgan, aged 18 participated in this study. The number of participants in each group was 20. After administering the pretest, students in the experimental group were taught using corpus-based approach while students in the control group were taught using traditional methods. After instruction, a posttest was administrated to both groups. After two weeks of the first posttest, the second posttest was administrated to both groups to see the effect of corpus-based teaching on vocabulary retention (immediate retention). The design of the study was quasi-experimental, as there was no random selection. T-tests were employed to analyze the collected data from the vocabulary tests including pretest and posttests. The results of the study indicated a significant difference between the experimental and control group in favor of corpus-based vocabulary teaching. The result also showed that corpus-based teaching has a significant effect on EFL students’ vocabulary retention and the effect did not fade away over time. This study has some pedagogical implications which can bring fruitful results for language teachers and learners and material developers.</p>
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H AlGhamdi, Haifa, and Fatimah M A Alghamdi. "Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study." International Journal of English Language Education 5, no. 2 (July 29, 2017): 34. http://dx.doi.org/10.5296/ijele.v5i2.11616.

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The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.
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Therova, Dana. "General Word Lists: Overview and Evaluation." Vocabulary Learning and Instruction 9, no. 1 (2020): 51–61. http://dx.doi.org/10.7820/vli.v09.1.therova.

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Vocabulary learning is unarguably one of the sub-goals in every language classroom. The learning and teaching of vocabulary have been transformed by the development of general word lists, providing compilations of the most prevalent vocabulary items used in everyday contexts. These lists have made an invaluable contribution to the field of applied linguistics in terms of both research and pedagogy; they have assisted the learning, teaching and testing of vocabulary; and they have also been widely used in materials development and vocabulary research. However, if they are to be utilised effectively, it is important to understand the characteristics of these word lists. Thus, this article offers a review of the various general word lists presently available with the aim of assisting English as a Foreign Language (EFL)/English as a Second Language (ESL) practitioners in making informed decisions regarding the choice and utility of these word lists in their practices.
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Hermagustiana, Istanti, Arifuddin Hamra, Andi Qashas Rahman, and Kisman Salija. "Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 34. http://dx.doi.org/10.5539/ijel.v7n5p34.

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Teachers are highly influenced by their cognitions related to their ideas, to their views of the world, and to their values and conceptions of their environment. The study of teachers’ cognitions forms a part of the process of understanding how teachers conceptualize their work (Hassankiadeh, 2012). Therefore, this study attempted to investigate the cognitions the Indonesian EFL teachers hold about vocabulary instruction along with analyzing reflected cognitions in their teaching practices in classroom context. This qualitative study used semi-structured interview and direct classroom observation to obtain the data from four Indonesian EFL teachers of senior high school. It was revealed that the teachers have well-developed cognitions about EFL vocabulary instruction. It is shown from their beliefs, understanding, and perceptions about the role of vocabulary, its importance in EFL teaching and learning including what words are taught and how words are taught. Moreover, some aspects of their cognitions about vocabulary teaching emerge to be in congruence with their vocabulary teaching practices although some inconsistencies have been identified as well.
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Yunusovna, Munojat Sultonova. "The role of teaching vocabulary in the efl classroom." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1261–68. http://dx.doi.org/10.5958/2249-7137.2020.01628.6.

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Sari, Dina Merris Maya. "CONTEXTUAL REDEFINITION : A TEACHING STRATEGY FOR ENHANCING BEGINNER LEVEL OF READING ACHIEVEMENT." Journal of English Educational Study (JEES) 3, no. 2 (November 19, 2020): 110–18. http://dx.doi.org/10.31932/jees.v3i2.720.

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Reading is the most important skill for both English as a Second Language (ESL) and English as a Foreign Language (EFL) learners especially in academic context, because the students need to comprehend and deal with al reading aspects and diffculties. Departing from those needs, so it takes a strategy in teaching reading, especially basic reading. Contextual Redefinition is a strategyof teaching that helps students learn the significance of context clues in understanding the meaning of a word or concept. This research design is classroom action research. This study purposes to determine the extent to which the Contextual Redefinition strategy can improve students' vocabulary mastery and to find out factors of increasing students' vocabulary mastery. The subjects of this study were 26 English Education students of first semester. The research instruments were vocabulary tests, observation checklists and field notes, and questionnaire. Based on the results of the vocabulary test, there was an increase in students' vocabulary mastery from 30.77% at the beginning of the data to 42.30% in cycle 1 and 65.38% in cycle 2. The factors that increased students' vocabulary mastery were educator factors (class management) and students' factors (interests, enthusiasm, participation, and attention).
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Lakew, Anteneh Kebede. "Words: Are we really teaching them? The case of two EFL teachers in Ethiopia." Global Journal of Foreign Language Teaching 8, no. 4 (November 30, 2018): 146–53. http://dx.doi.org/10.18844/gjflt.v8i4.1948.

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This paper discuses a short account of vocabulary instruction. It identifies some obstacles to the teaching and learning of English words and points out possible ways of addressing the obstacles. Moreover, actual classroom practices of two EFL teachers in Ethiopia were observed and examined with the state-of-the-art in vocabulary instruction worldwide. Finally, some implications were drawn out for EFL practitioners.
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González-Reyes, Nicole, Pamela Ibáñez-Acevedo, María-Jesús Inostroza-Araos, and Brandee Strickland. "Exploratory Action Research: Teaching EFL Vocabulary to Deaf Students through the Use of Visual Aids." Colombian Applied Linguistics Journal 23, no. 1 (May 5, 2021): 94–116. http://dx.doi.org/10.14483/22487085.16125.

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In Chile, the 2015 Decree 83 from the Ministry of Education demands curriculum adaptations to ensure that students with special learning needs fully develop their skills by being included into the mainstream classroom. However, little information can be found regarding deaf and hard of hearing (D/HH) students in English as a Foreign Language (EFL) classrooms. Therefore, this qualitative Exploratory Action Research (EAR) aims to explore the contribution of using visual aids in the EFL classroom for teaching written vocabulary to five D/HH students from a public school in Chile. Two multitask tests were conducted before and after the intervention to assess the performance of the students on recalling vocabulary, and a semi structured interview was carried out to identify the students’ perspectives regarding visual aids and EFL learning. While the performance test showed inconclusive results, the students’ perspectives on the use of visual aids were positive. These findings are relevant to provide insights into the challenges these students face and the importance of Sign Language and visual aids to create an effective environment for inclusive teaching practices.
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Al-Bogami, Basmah, and Tariq Elyas. "Promoting Middle School Students’ Engagement Through Incorporating iPad Apps in EFL/ESL Classes." SAGE Open 10, no. 2 (April 2020): 215824402092657. http://dx.doi.org/10.1177/2158244020926570.

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The use of iPad and other handheld devices in classrooms is spreading. Their use can empower learners and expose them to a plethora of resources. Yet, when it comes to learning a foreign language, reasonably little has been done to empirically ascertain the influence of iPad apps on facilitating language learning as well as engaging language learners. Thus, this study endeavored to illumine the extent to which a selection of iPad applications, used as a pedagogical tool, augment young learners’ engagement and learning in English as a foreign language (EFL) environments. The participants were a group of 20 middle school girls in Saudi Arabia. The study adopted a mixed-methods approach by utilizing a self-reported Likert-type scale questionnaire divided into three constructs, namely, helpfulness, ease of use, and engagement to measure learners’ perception after the intervention of the iPad apps. In addition, observational data were gathered to record students’ primary actions toward the apps. Ultimately, based on the statistical evidence, learners exhibited highly positive attitudes toward the use of the apps in their EFL classes (reading and vocabulary) as they found the apps bolstering their level of engagement and learning compared to traditional teaching paradigms. It was also found that the apps helped foster more active learning in the classroom. This investigation hopes to assist EFL/English as a second language (ESL) practitioners, particularly in the growing domain of iPads in education.
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Dissertations / Theses on the topic "Teaching vocabulary in the ESL/EFL classroom"

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Longhurst, Mark. "The Benefits of Explicit Vocabulary Teaching in the EFL Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32832.

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For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.
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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30611.

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This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.
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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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李安麗 and On-lai Annie Lee. "A study of vocabulary explanations in the intermediate EFL classroom: the variety and effectiveness of strategiesemployed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956531.

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Thomas, Chloé. "Glosläxor eller ord i kontext? : En studie i hur mellanstadieelever lär sig nya ord i engelska." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31625.

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Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.
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Johansson, Johanna. "Benefits of Songs in the ESL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41364.

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One can argue that songs offer a useful learning opportunity for learning English as a second language since it includes the combination of music and text. Therefore, the purpose of this paper is to examine in what ways songs can affect the ESL classroom. The aim is further to compare and apply the findings to a Swedish upper secondary school context to examine how development can take place for ESL learners in Sweden. Moreover, the approach to this study consisted of a literaturereview of articles within the research area, which were used to answer the two research questions: To what extent can the use of songs in the ESL classroom stimulate incidental vocabulary learning?Additionally, what are other potential benefits from using songs in the ESL classroom? The results were unified regarding the main question of songs and vocabulary acquisition; all findings included positive effects of songs on incidental vocabulary learning and retention of new words. Moreover, implementing songs in the ESL classroom showed more positive attitudes towards school among students and teachers; in addition, the results indicated on a decrease regarding anxiety and stress among the learners. Furthermore, the Swedish National Curriculum emphasizes the importance of a positive classroom environment for the learners, and the syllabus for English requires a variety of texts, in which songs can offer useful learning conditions for vocabulary acquisition. Therefore, the song-based approach is presented as suitable for a Swedish upper secondary classroom.
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Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.

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The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
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Luck, Renberg Teresa. "Approaches to Critical Literacy Instruction in the Middle School ESL/EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26330.

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The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.
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Lugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.

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This paper aims at finding out if code-switching is an asset or a problem in a multilingual classroom. The main goal of the study was to find out what impact code-switching into mother tongue has on L2 development and what learning/teaching situations induce the act of code-switching. Through classroom observation, interviews and a questionnaire data were collected and the main questions of the study answered.Previous research and the results from the present study show that code-switching is a natural phenomenon in L2 development and that code-switching has a positive impact on L2 development as it fulfils a significant number of functions in the classroom, including vocabulary and concept development, need for clarification and emphasis, provides a learning strategy for L2 acquisition, and generally helps students maintain and develop their L2.
Denna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.
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Oskarsson, Marie. "Approaches to English literature in the uppersecondary school classroom : A study from an EFL/ESL perspective." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27439.

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This is a qualitative study about how literature is used in the subject of English as a foreign language (EFL) or English as a second language (ESL) in the upper secondary school classroom. The study specifically focuses on what goals and activities are ascribed to the use of literature in the English language classroom. Literature has been used in the Swedish language classroom for decades but there is still an uncertainty as to how literature can and could be used. The aim for this thesis was to achieve an understanding of teacher’s choices when it came to goals and activities linked to the EFL/ESL classroom. This is a literature review where primary sources have been analyzed using critical literacy and cultural theory to specify the different authors stand-point about the use of literature. Background information also provides a basis for the analysis where authors dedicated to the use of literature in the language classroom discuss and describe general concepts and ideas of how literature is used and could or should be used. The study showed that depending on the teacher’s goals with literature different methods and activities are linked to the lessons. Critical literacy and cultural theoryhelped develop an understanding of the thoughts and ideas underpinning the concepts of the primary sources, whether it was about altering students’ behavior or fostering democratic and empathetic citizens. The results showed that literature is used in a variety of ways, but at times the student-oriented goals and activities are unclear. This calls for further research on the area of using literature in the EFL/ESL classroom.
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Books on the topic "Teaching vocabulary in the ESL/EFL classroom"

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Reflective research in the ESL/EFL classroom. New York: Continuum, 2003.

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Mona, Scheraga, ed. The complete ESL/EFL resource book: Strategies, activities, and units for the classroom. Lincolnwood, Ill., U.S.A: National Textbook Co., 1988.

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Honigsfeld, Andrea. Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, N.C: Information Age Pub., Inc., 2012.

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Vernon, Shelley Ann. ESL classroom activities for teens and adults: [fluency activities and grammar drills for EFL and SL students]. 2nd ed. [North Charleston, SC]: [Createspace], 2009.

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August, Diane, and Donald R. Bear. Treasures: Grammar practice book. New York: Macmillan McGraw-Hill, 2011.

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Company, Macmillan/McGraw-Hill School Publishing, ed. Treasures: A reading/language arts program. New York: Macmillan McGraw-Hill, 2011.

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Teaching Vocabulary. Alexandria, Virginia: TESOL International Association, 2013.

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Reflective Research in the Esl/efl Classroom. Continuum Intl Pub Group (Sd), 2006.

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Maculaitun-Cooke, Jean, and Mona Scheraga. Complete Esl/Efl Resource Book Strategies Activities and Units for Classroom. Natl Textbook Co, 1987.

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Folse, Keith S. The Art of Teaching Speaking: Research and Pedagogy for the ESL/EFL Classroom. University of Michigan Press/ESL, 2006.

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Book chapters on the topic "Teaching vocabulary in the ESL/EFL classroom"

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Klimczak, Agata. "British Politeness in a Polish ESL/EFL Classroom?" In Second Language Learning and Teaching, 93–102. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20141-7_8.

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Dewaele, Jean-Marc, Christina Gkonou, and Sarah Mercer. "Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice?" In Emotions in Second Language Teaching, 125–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_8.

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Bobkina, Jelena, and Elena Domínguez. "10. Towards an Inclusive Model for Teaching Literature in Multimodal Frameworks: The Case of a Film-Based Workshop in the Complutense EFL/ESL Teacher Training Programme." In Using Film and Media in the Language Classroom, edited by Carmen Herrero and Isabelle Vanderschelden, 141–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924498-013.

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Montaner-Villalba, Salvador. "The use of Quizlet to enhance vocabulary in the English language classroom." In CALL and complexity – short papers from EUROCALL 2019, 304–9. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1027.

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This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education.
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Obdalova, Olga A. "Content-Based EFL Teaching to Undergraduate Science Students." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 208–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch012.

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This chapter explores the contextual and linguistic potential of the content-based approach in language teaching. The first part of the analysis focuses on the theoretical underpinnings of this approach. The analysis of the cognitive-discursive activity of a non-native learner of a foreign language reveals the complex multi-level organization of cognitive-discursive activity. The author anticipates that context plays a decisive role in the processes of perception and understanding of a foreign language message embedded in a context. The second part of this chapter synthesizes research on learning outcomes in content-based EFL teaching of undergraduate science students. It deals with classroom-based research and participants' use of English taking account discourse factors, students' language resources, and didactic potential of the content-based teaching model. The findings demonstrated that the designed theme-based teaching framework proved to be more effective for science undergraduate students' speech skills development and acquisition of topic-related vocabulary.
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Badea, Mihaela, and Diana Presada. "Developing Students' English Language Skills and Cultural Awareness by Means of Food Topics." In Food Science, Production, and Engineering in Contemporary Economies, 176–202. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0341-5.ch007.

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The chapter tackles the topic of food in teaching English as a second language from different instructional perspectives, which include an integrated approach to skill-development, vocabulary acquisition as well as to American and British culture and civilization. The major purpose is to suggest various classroom activities based on topics related to food that can be used by ESL teachers in their classes. Consequently, the focus is on the strategies conducing to the development of receptive and productive language skills, practice of lexical items and enhancement of cultural awareness. Various theoretical elements regarding the teaching process lie at the basis of practical activities proposed by the chapter.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Bobkina, Jelena, and Elena Domínguez Romero. "Video-Literature Teaching in the EFL/ESL Classroom." In Teaching Literature and Language Through Multimodal Texts, 35–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch003.

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This chapter reports on work carried out to develop an inclusive multimodal framework for the implementation of literary works with film adaptations as part of a video/literature workshop designed for one of the Master's courses aimed at the training of EFL/ESL secondary teachers in the Complutense University in Madrid (Spain). This multimodal framework was motivated primarily by the fact that literature has recently become an essential part of the curriculum in Bilingual Secondary Schools in Madrid. The reality that the use of film adaptations of literary texts facilitates the implementation of literature in the EFL/ESL classroom was also a key factor. The lines following not only describe the framework developed, but also provide one example of implementation of the model for the teaching of Geoffrey Chaucer's “The Wife of Bath,” without any doubt one of the hardest texts to tackle in the EFL/ESL classroom out of the literary works recommended for the bilingual official curriculum in the Spanish Community of Madrid.
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Saykili, Abdullah, and Evrim Genç Kumtepe. "Facebook’s Hidden Potential." In The Social Classroom, 120–46. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch007.

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As Social Networking Sites have come to play a greater part in our lives, more and more people interact with each other in these environments. Because social networking tools have managed to attract billions of users worldwide, they have also drawn the attention of educators. As the largest social networking site, Facebook has captured the interest of educators and educational institutions, regardless of its desirable or undesirable effects on education settings. However, empirical research on the implications of how Facebook can be utilized in English as a foreign or second language (EFL/ESL) learning and teaching setting is limited. This issue needs further exploration to provide deeper insights and meaningful conclusions. This chapter focuses on the utility of a multicultural Facebook special interest group, FaceLearning, which was created by the authors to support the EFL/ESL learning and teaching. The research attempts to map the potentials and the concerns that arise from the perspectives of three instructors involved in the study to explore the value, role, and educational implications of Facebook for EFL/ESL settings.
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Adorján, Mária. "Introducing corpus linguistic tools to EFL undergraduates and trainee teachers." In Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design, 45–51. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.1086.

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Many language teachers use Information and Communications Technology (ICT) in their classrooms to create tasks, quizzes, or polls with general online learning platforms. Few teachers have experience, however, of incorporating online corpus tools in their teaching or assessment practices. This paper will explore how autonomous learning can be fostered by gradually introducing freely available lexical databases, online collocation dictionaries, pronunciation guides, concordancers, N-gram extractors, and other text analysis tools for vocabulary building, skills practice, or self-checking. Tasks used with English as a Foreign Language (EFL) undergraduates and teacher trainees on a Master’s Teaching English as a Foreign Language (MA TEFL) course will be presented. I will also explain why having some familiarity with linguistics research can enable teachers to use these applications more meaningfully.
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Conference papers on the topic "Teaching vocabulary in the ESL/EFL classroom"

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Anwar, Choiril. "Flipped Classroom in Teaching Vocabulary to EFL Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.13.

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Fudhla, Nora, Carbiriena Solusia, and Rifky Oktoviandry. "Context Clues as a Vocabulary Learning Strategy: A View of Its Implementation in EFL Classroom." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.014.

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