Relevant bibliographies by topics / Vocabulary acquisition

Contents

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

Academic literature on the topic 'Vocabulary acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 23 November 2024

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Journal articles on the topic "Vocabulary acquisition"

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Pateşan, Marioara, Alina Balagiu, and Dana Zechia. "Vocabulary Acquisition." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 300–304. http://dx.doi.org/10.2478/kbo-2019-0098.

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Abstract Introducing vocabulary to students is not always an easy task. Due to music and movies that young people are exposed to today, vocabulary acquisition is more often not taken seriously. Young people can hum or repeat sentences from a movie that impress them and think that they are able to communicate in a foreign language. In an academic environment you realize that each new vocabulary word is like a brick needed to build up a whole wall; is a small step that help you enrich your abilities to speak, write and understand all the English you might need at a certain time in your professional life. Studies have shown that the more words you know in a foreign language the more you can use it in real life situations. In this study we will approach the theoretical studies related to vocabulary acquisition as well as some practical exercises that might be used in class.
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Squires, Elizabeth L., and Linda J. Reetz. "Vocabulary Acquisition Activities." Academic Therapy 24, no. 5 (May 1989): 589–92. http://dx.doi.org/10.1177/105345128902400508.

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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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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 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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Bay-Williams, Jennifer M., and Stefanie Livers. "Supporting Math Vocabulary Acquisition." Teaching Children Mathematics 16, no. 4 (November 2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Abdinazarov, Khasan Shaymanovich. "VOCABULARY ACQUISITION VIA DRAMA." Theoretical & Applied Science 94, no. 02 (February 28, 2021): 61–63. http://dx.doi.org/10.15863/tas.2021.02.94.17.

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Johnson, Jacqueline S. "Children's Early Vocabulary Acquisition." Contemporary Psychology: A Journal of Reviews 40, no. 3 (March 1995): 219–20. http://dx.doi.org/10.1037/003470.

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Hua, Zhu. "Second Lunguuge Vocabulary Acquisition." International Journal of Bilingualism 1, no. 2 (September 1997): 193–95. http://dx.doi.org/10.1177/136700699700100209.

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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 studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.
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Chao, Aaron. "Vocabulary Acquisition Through Flowcharts." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 280. http://dx.doi.org/10.37546/jaltpcp2018-38.

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In light of recent research on student-centered learning, researchers have highlighted the need for strategies and tools to foster learner autonomy. Particularly within the area of vocabulary acquisition, the need for such strategies and tools is justified by the scope and depth of vocabulary that a learner needs in order to achieve a high proficiency level in a foreign language. This paper proposes the use of flowcharts as a metacognitive vocabulary learning strategy that helps promote vocabulary acquisition as well as foster learner autonomy. The justification for using such a strategy is discussed as well as practical suggestions for how it can be used in the classroom. 近年における学生主体の学習に関する研究を探ってみると、研究者たちは学習者オートノミーを促進する(学習)方略とツールの必要性を強調している。特に語彙習得の分野において、このような方略とツールの必要性は、学習者が外国語(学習)において高い習熟度に到達するために必要となる語彙の範囲と深みという観点から、正当化されるものである。本論文は、語彙習得の促進および学習者オートノミーの奨励を手助けするメタ認知的語彙学習方略として、フローチャートの使用を推奨する。この方略を使用する正当性、またこの方略をクラスルームでどう用いるかという実践的な提議について検討する。
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Dissertations / Theses on the topic "Vocabulary acquisition"

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Al-Homoud, Faisal A. "Vocabulary Acquisition via Extensive Input." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485692.

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The current research explores vocabulary acquisition via extensive input in the L2. The first study reported here was conducted in the Saudi EFL context, where intensive reading is the prominent approach. The treatment used an extensive reading design in which participants were offered a wide range of graded readers at different levels to read from. The second study was carried out on Arab students studying in the UK. The aim of this study was to determine the relative vocabulary acquisition from extensive reading vs. extensive listening. The third study was based on a corpus of 8'4 graded read~rs from the Oxford Bookworms series. It is a replication ofNation and Wang's (1999) study into vocabulary coverage. The objective of this study was to examine potential opportunities for vocabulary learning available in those graded readers. All ofthe three studies were conducted with quantitative measurements, such as the VLT, PET, TOEFL, a word knowledge scale, and a questionnaire. The results of the first study demonstrated that extensive reading had positive effects on the participants' vocabulary knowledge, reading comprehension, reading speed, and attitudes towards reading in the L2. The findings ofthe second study showed that both extensive reading and listening coUld lead to incidental vocabulary learning. However, these gains are very small. The study also indicated that reading may be more advantageous than listening in terms ofvocabulary gains. Finally, the corpus-based study revealed that graded readers are a suitable means of helping learners encounter new as well as old vocabulary; even if they read less than one graded reader a week. The study also demonstrated that reading more texts at different levels would enable learners to meet words quite frequently.
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Thompson, Jeremy Paul. "Learning biblical hebrew vocabulary : insights from second language vocabulary acquisition." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17819.

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Thesis (DPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning.
AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.
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Erlandsson, Tina, and Gutierrez Sara Wallgren. "Incidental Vocabulary Acquisition through Reading : A Literature Review Examining Vocabulary Acquisition, Reading Comprehension and their Connection." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139095.

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In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when learning vocabulary? What does research say about incidental vocabulary learning through reading? What relationship does vocabulary have with reading comprehension? We have answered our questions by synthesizing and analyzing empirical studies which have been divided into two categories: cognitive processes and strategies, and vocabulary acquisition through reading. The findings show that, when encountering new vocabulary, learners use memory, determination, social and metacognitive strategies. Learning vocabulary happens both incidentally and intentionally and during this procedure words go through cognitive processes that determine where in our knowledge system they belong but this procedure can be affected by both internal and external factors. Results show that learners find reading and reading while listening to be a good method of learning vocabulary and these approaches also show good results in incidental vocabulary acquisition. Learners acquire new vocabulary incidentally through reading but the number of words they learn varies greatly. Learner’s prior vocabulary knowledge and the level of the target text is important for the outcome of new vocabulary acquisition. If the learner does not have an adequate prior vocabulary, associations and connections cannot be made and coherence not completed. In summary, the relationship between incidental vocabulary acquisition and reading comprehension is mutually beneficial. Reading provides context during a learner’s integration process and this leads to comprehension and vocabulary growth. There is a reciprocal relationship between comprehension and vocabulary growth, where both build on one another. However, since all the empirical studies did not take the same factors into consideration, the results have varied. In other words, external and internal factors can have a major impact on incidental vocabulary acquisition through reading. We suggest further research to investigate these factors in order to get a clearer picture of how we as teachers can improve strategies and instructions for vocabulary acquisition through reading.
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Chiu, Chia-Hui. "Semantic development in ESL vocabulary acquisition." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3247996.

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Behr, Karlsson Nina. "Mnemonic Techniques in L2 Vocabulary Acquisition." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-18745.

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Students in high school have a need to be able to remember a lot of information during their years of schooling. The purpose of this study was to investigate if mnemonic techniques could help the participating students to become more efficient in recalling new English vocabulary. If the results were to indicate an increase in efficiency with either of the two techniques selected, it would make a case for using this technique in foreign- and second language learning contexts. The students who participated were taught the reminiscent technique and the loci method because these techniques focus on connecting vocabulary to existing memories, thus enabling encodement to long-term memory. Research within second language studies recommends using mnemonic techniques as a help to retrieve words. The students’ recall of vocabulary was tested after an introduction to each technique. They were given three initial tests containing 15 new English words each, a total of 45 words. The first such set tested the efficiency of the students’ own techniques, while the second and third set tested the reminiscent technique and loci method, respectively. After a period of three weeks there was a final test on all the 45 new words at once, testing the possible encodement to long-term memory. The most interesting results were found regarding the percentages of lowest difference in "decrease of retrieval rate" of each vocabulary item between the first initial tests and the final test. The smaller the decrease could indicate a stronger encodement to long-term memory. The top two recalled words were linked to the reminiscent technique and the one in third place to the loci method. Thus, there was some indication that these helped to achieve a stronger encodement to long-term memory. However, when comparing the total number of recalled words, the students’ own technique came out as the winner.
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Poon, Fung-ying, and 潘鳳英. "Word Association and L2 vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956695.

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McGarry, Theresa. "Task-Induced Involvement and Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6170.

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Dwyer, Edward J. "Involving Students Actively in Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etsu-works/3348.

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Dwyer, Edward J., and M. L. Simpson. "Vocabulary Acquisition and the College Student." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3395.

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Alf, Kerstin, and erik starck. "Vocabulary acquisition and the second language learner." Thesis, Linnaeus University, School of Language and Literature, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8475.

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It is unclear how L2 students acquire vocabulary – how is it taught – or wheather it can even be taught. In an SSL (Swedish as second language) program for young adults the ambition has been to integrate the L2 students’ into the national high school (gymnasium) courses as quickly as possible, in order to meet the students’ demands for subject education and to challenge them on an appropriate knowledge level. Teachers noticed quite early that the course – integrated L2 students seemed to have a deeper understanding of words and an easier flow in their speech. The study was conducted to map and learn more about the differences in vocabulary with L2 students who were integrated in the national L1 programs in several subjects and L2 students who have chosen to focus, in an isolated group, on SSL only. How does the students’ vocabulary evolve in relation to time? The study is based on the vocabulary knowledge scale as the methodological tool and Stephen Krashen’s monitor model as the theoretical practice, and in particular the input hypothesis and the hypothesis of acquisition and learning in combination with Pauline Gibbons’s methodologies in scaffolding. In the study the test results of eight SSL students are compared; four of the students have chosen to integrate with the L1 classes and four of them have chosen not to integrate with the L1 students. We will show that students that participate in national “high school” courses on the same premises as the L1 students will, through exposure to vocabulary in text books, lectures and post scaffolding, learn their vocabulary at a faster and higher rate than students who focus on the structural functions and, often non-contextual, vocabulary training alone.

 

 

 

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Books on the topic "Vocabulary acquisition"

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Paul, Nation, Carter Ron, and International Association of Applied Linguistics., eds. Vocabulary acquisition. [Amsterdam?]: Association internationale de linguistique appliquée, 1989.

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Milton, James. Measuring second language vocabulary acquisition. Bristol, UK: Multiligual Matters, 2009.

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Milton, James. Measuring second language vocabulary acquisition. Bristol: Multiligual Matters, 2009.

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1956-, Schmitt Norbert, and McCarthy Michael 1947-, eds. Vocabulary: Description, acquisition and pedagogy. Cambridge: Cambridge University Press, 1997.

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G, McKeown Margaret, and Curtis Mary E, eds. The Nature of vocabulary acquisition. Hillsdale, N.J: Lawrence Erlbaum Associates, 1987.

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C, Simmons Deborah, Kameenui Edward J, and Educational Resources Information Center (U.S.), eds. Vocabulary acquisition: Synthesis of the research. Eugene, OR: National Center to Improve the Tools of Educators, College of Education, University of Oregon, 1995.

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Clark, Eve V. The lexicon in acquisition. Cambridge [England]: Cambridge University Press, 1993.

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F, Marcus Gary, ed. Overregularization in language acquisition. Chicago: University of Chicago Press, 1992.

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Dorte, Albrechtsen, Haastrup Kirsten, Henriksen Birgit, Cumming Alister H, Baba Kyoko, Gentil Guillaume, Yang Luxin, and Københavns universitet Engelsk institut, eds. Writing and vocabulary in foreign language acquisition. Copenhagen: Museum Tusculanem Press, 2004.

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Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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Book chapters on the topic "Vocabulary acquisition"

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Schmitt, Norbert. "Vocabulary Use and Acquisition." In Researching Vocabulary, 3–43. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230293977_1.

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Udaya, Muthyala, and Chada Ramamuni Reddy. "Vocabulary and Acquisition." In Vocabulary, Corpus and Language Teaching, 7–44. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-45986-3_2.

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Kuiper, Koenraad, Georgie Columbus, and Norbert Schmitt. "The Acquisition of Phrasal Vocabulary." In Language Acquisition, 216–40. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_10.

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Schmitt, Norbert. "Issues of Vocabulary Acquisition and Use." In Researching Vocabulary, 47–116. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230293977_2.

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Hackl, Hannah. "Aptitude for Vocabulary Acquisition." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience, 43–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_3.

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Daller, Michael, John Turlik, and Ian Weir. "Chapter 7. Vocabulary acquisition and the learning curve." In Vocabulary Knowledge, 185–218. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/sibil.47.09ch7.

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Gleitman, Lila, and Henry Gleitman. "Bootstrapping a First Vocabulary." In Language Acquisition and Language Disorders, 79–96. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.23.07gle.

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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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Boers, Frank. "Expanding Learners' Vocabulary Through Metaphor Awareness: What Expansion, What Learners, What Vocabulary?" In Studies on Language Acquisition, 211–32. Berlin, New York: Mouton de Gruyter, 2004. http://dx.doi.org/10.1515/9783110199857.211.

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Aguiar, Linda, and Susan Brady. "Vocabulary Acquisition and Reading Ability." In Reading Disabilities, 225–37. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-2450-8_15.

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Conference papers on the topic "Vocabulary acquisition"

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Mosiyevych, Larysa, Olena Mikhailutsa, Karina Belokon, Andriy Pozhuyev, and Tetiana Kurbatova. "Applying the Content-Based Instruction Approach to Vocabulary Acquisition for Students of English for Specific Purposes." In International Conference on History, Theory and Methodology of Learning, 50–60. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012646200003737.

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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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Palacios, Cristina, and Cristina Pérez-Guillot. "EXPOSURE TO VOCABULARY TRANSLATION: ITS IMPLICATIONS ON VOCABULARY ACQUISITION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1377.

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Indriyani, Ayu, and Sugirin. "The Impact of Vocabulary Learning Strategies on Vocabulary Acquisition to Adult Learners." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.20.

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Fuadah, Nafisatul, Miftakhul Fariz, and Rohmani Indah. "Arabic Vocabulary Acquisition through Short Animation Movie." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295551.

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Ghabanchi, Zargham. "Task-based instruction and L2 vocabulary acquisition." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31271.

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Vundela, Meena, A. V. S. L. G. Swetha, and Kishore Prahallad. "A vocabulary acquisition framework using audio books." In Speech and Language Technology in Education (SLaTE 2011). ISCA: ISCA, 2011. http://dx.doi.org/10.21437/slate.2011-30.

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Wu, Zhongdi, Eric Larson, Makoto Sano, Doris Baker, Nathan Gage, and Akihito Kamata. "Towards Scalable Vocabulary Acquisition Assessment with BERT." In L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3573051.3596170.

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Sun, Yanqing. "Effective Strategies for Second Language Vocabulary Acquisition." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.476.

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Liao Gaogao and Zong Xueping. "Classroom monitoring vocabulary acquisition based on cognitive semantics." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543629.

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Reports on the topic "Vocabulary acquisition"

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Kalogeros, Brittney, Raquel Serrano, and Elsa Tragant Mestres. Children’s L2 vocabulary acquisition through extensive reading. Edicions i Publicacions de la Universitat de Lleida, 2023. http://dx.doi.org/10.21001/sintagma.2023.35.05.

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McNamara, Danielle S., and Alice F. Healy. A Generation Advantage for Multiplication Skill and Nonword Vocabulary Acquisition. Fort Belvoir, VA: Defense Technical Information Center, July 1998. http://dx.doi.org/10.21236/ada349411.

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Montgomery, Doug, Mark Carson, Timothy Winters, Michayla Newcombe, and Timothy Carlin. NIST IPv6 Profile. National Institute of Standards and Technology, November 2020. http://dx.doi.org/10.6028/nist.sp.500-267ar1.

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This profile establishes a basic taxonomy of IPv6 capabilities, defined in terms of IETF specifications, resulting in specific capability labels for common network functions and usage scenarios. The profile maps each such labeled capability to one or more specific technical specifications, or parts of specifications. Each labeled capability adopts by reference the normative requirements of the cited specifications. In rare cases the profile may augment or modify the normative requirements of a base specification. The defined capability labels effectively form a vocabulary for expressing IPv6 requirements for, and documenting the IPv6 capabilities of, specific products. It is expected that, when combined with specific acquisition and product testing programs, this profile can facilitate the efficient adoption of IPv6 technologies in many industry sectors.
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Which genetic mechanisms underlie the relationship between preschool vocabulary and later literacy skills? ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.15018.

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Preschool vocabulary acquisition is associated with later language and literacy skills. Genetic factors might partially explain this link, but the precise mechanisms are unclear. Thus far, twin-based studies have implicated mechanisms involving genetic amplification or genetic innovation.
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