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Journal articles on the topic 'Vocabulary acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 23 November 2024

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1

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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4

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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10

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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Bay-Williams, Jennifer M., Stefanie Livers, and Introduction by: Kate Proctor. "“Supporting Math Vocabulary Acquisition”." Mathematics Teacher: Learning and Teaching PK-12 116, no. 9 (September 2023): 713–14. http://dx.doi.org/10.5951/mtlt.2023.0193.

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12

Zheng, Hanwen. "Vocabulary Knowledge and Acquisition." Advances in Humanities Research 5, no. 1 (April 24, 2024): 32–36. http://dx.doi.org/10.54254/2753-7080/5/2024046.

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This essay is written to promote effective vocabulary teaching for Chinese English teachers. Vocabulary is an important part of English learning in primary school, and it is also important for students to focus on memorizing during the learning process. This essay begins with a review of existing literature that summarizes main theories of vocabulary and different teaching approaches. Then, it suggests which aspects of English vocabulary should be taught and the suitability of different teaching methods for learners based on the characteristics of Chinese primary school students learning English. Finally, it provides suggestions for improving teachers' effective teaching and young learners' interest in vocabulary learning.

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13

Taveggia, Diane. "The Vocabulary Notebook as Vehicle for Vocabulary Acquisition." Issues in Language Instruction 1, no. 1 (August 1, 2012): 9–17. http://dx.doi.org/10.17161/ili.v1i1.6944.

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This past semester I conducted my dissertation research at Penn Valley Community College (PVCC) in Kansas City, Missouri. PVCC is located in the urban core of Kansas City, Missouri, and its academic English program serves primarily refugees and immigrants, as opposed to the international students that we work with at the Applied English Center. I chose to work with the students at PVCC because my roots as an ESL teacher are within the refugee and immigrant communities, and I enjoy maintaining my connection with these very interesting students.

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Dubiner, Deborah. "Using vocabulary notebooks for vocabulary acquisition and teaching." ELT Journal 71, no. 4 (February 23, 2017): 456–66. http://dx.doi.org/10.1093/elt/ccx008.

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15

Yamamoto, Yuka. "Multidimensional vocabulary acquisition through deliberate vocabulary list learning." System 42 (February 2014): 232–43. http://dx.doi.org/10.1016/j.system.2013.12.005.

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

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Shakhzoda Damirovna, Egamberdieva, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun, and Ergasheva Yulduz. "Psycholinguistic conditions in vocabulary acquisition." International Journal on Integrated Education 2, no. 3 (July 30, 2019): 23–25. http://dx.doi.org/10.31149/ijie.v2i3.90.

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Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition.

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VAN MOL, M. "Arabic language and vocabulary acquisition." MIDEO 24 (January 1, 2000): 434–40. http://dx.doi.org/10.2143/mid.24.0.565639.

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19

Victori, R. M., Margaret G. McKeown, and Mary E. Curtis. "The Nature of Vocabulary Acquisition." TESOL Quarterly 25, no. 4 (1991): 717. http://dx.doi.org/10.2307/3587087.

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20

Nordlund, Marie. "Vocabulary acquisition and the textbook." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 2015): 199–228. http://dx.doi.org/10.1075/itl.166.2.01nor.

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Recycling words, that is, using and/or encountering words many times in different contexts, is important for vocabulary acquisition and long-term retention to be successful. In the language classroom, the textbook plays an important role, but despite that, surprisingly few studies have investigated the vocabulary component of textbooks. This is particularly the case for textbooks for young learners. To somewhat remedy this scarcity, this case study reports the analysis of vocabulary in teaching materials aimed at students aged 10–12 years in Sweden. A corpus of all texts in three textbooks was compiled to facilitate analysis and comparison as regards what words can be found in the texts, their frequency and to what extent and how they are recycled. The results suggest that more conscious attention is needed to what words are included in textbooks and to how often they are recycled.

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Yoshikawa, Mariko. "Vocabulary acquisition by advanced learners." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 169–82. http://dx.doi.org/10.1075/aralss.15.11yos.

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AbstractThis paper looks at the acquisition of the vocabulary used in daily conversation by advanced level English speaking learners of Japanese language. Five factors which were found to affect learners’ acquisition are discussed. The aim of this paper is to discuss lexical errors made by advanced learners of Japanese and identify the factors which hinder their lexical acquisition by focusing on intralexical factors and interlexical factors. The data was obtained from interviews with fourteen advanced level students. The findings of the study reveal that interlexical divergence of semantic structure is the most common reason for advanced learners failure to acquire vocabulary in the target language. This finding highlights the difficulty learners face in comprehending the lexical semantic structure in the target language and maintaining all the lexical items which correspond to single word in their native language. Intralexical phonological similarity is also a confounding factor for learners. These findings are relevant in the context of vocabulary teaching from the aspect of facilitating learners’ semantic knowledge.

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22

O'TOOLE, CIARA, and PAUL FLETCHER. "Profiling vocabulary acquisition in Irish." Journal of Child Language 39, no. 1 (April 6, 2011): 205–20. http://dx.doi.org/10.1017/s0305000910000796.

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ABSTRACTInvestigations into early vocabulary development, including the timing of the acquisition of nouns, verbs and closed-class words, have produced conflicting results, both within and across languages. Studying vocabulary development in Irish can contribute to this area, as it has potentially informative features such as a VSO word order, and semantically rich prepositions. This study used a parent report adapted for Irish, to measure vocabulary development longitudinally for children aged between 1 ; 04 and 3 ; 04. The findings indicated that the children learned closed-class words at relatively smaller vocabulary sizes compared to children acquiring other languages, and had a strong preference for nouns.

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23

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

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24

Aguiar, Linda, and Susan Brady. "Vocabulary acquisition and reading ability." Reading and Writing 3, no. 3-4 (December 1991): 413–25. http://dx.doi.org/10.1007/bf00354971.

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25

Engelbart, Silke Maria, and Beate Theuerkauf. "Defining context within vocabulary acquisition." Language Teaching Research 3, no. 1 (January 1999): 57–69. http://dx.doi.org/10.1177/136216889900300104.

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Sharkey, Amanda J. C., and Noel E. Sharkey. "Contextual constraints and vocabulary acquisition." First Language 12, no. 36 (October 1992): 350. http://dx.doi.org/10.1177/014272379201203623.

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Beykirch, Hugh L., Tammi A. Holcomb, and Judith F. Harrington. "Iconicity and Sign Vocabulary Acquisition." American Annals of the Deaf 135, no. 4 (1990): 306–11. http://dx.doi.org/10.1353/aad.2012.0563.

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D. R., D. R., and R. Joseph Ponniah. "Incidental Vocabulary Acquisition Through Listening." Mextesol Journal 47, no. 1 (January 1, 2023): 1–6. http://dx.doi.org/10.61871/mj.v47n1-3.

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Incidental acquisition of vocabulary has been extensively studied by many researchers through various media, such as employing reading comprehension. However, there is a dearth of studies that focus on the contribution of listening to the incidental acquisition of vocabulary. The current study aims to fill this gap. This study explored the effect of watching on-screen content on the incidental acquisition of vocabulary through listening. Participants were 49 Indian learners of English as a second language. Based on the survey on their frequency of watching videos, movies, or songs in English, we categorized them into viewer types. The different viewer types are associated with varying frequencies of listening to English. The participants were asked to take a vocabulary test. A one-way ANOVA was performed to test if the vocabulary scores differed among the groups. The between-group analysis of variance yielded a statistically significant value F (1, 47) = 79.56, p = .000, indicating strong evidence against the null hypothesis. The findings suggest that listening significantly contributes to the learners' incidental vocabulary acquisition and that their test scores vary based on the time they devote to listening.

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Tang, Zhongqing. "A Review on Studies into Incidental Vocabulary Acquisition through Different Input." English Language Teaching 13, no. 6 (May 19, 2020): 89. http://dx.doi.org/10.5539/elt.v13n6p89.

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Vocabulary acquisition, after being neglected for centuries, aroused people’s attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass & Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listening activities was another good way to enhance incidental vocabulary acquisition. Nowadays, task mode of incidental vocabulary acquisition has become more pluralistic than before. This article is to review studies into incidental vocabulary acquisition through different input and point out the limitations of previous studies. The first limitation of previous studies is that word knowledge framework was undefined in previous studies and the second limitation is that prior knowledge, an factor which needs to be controlled, was neglected by some scholars. This review will hopefully provide some suggestions for both language teachers and language learners.

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Walters, JoDee, and Neval Bozkurt. "The effect of keeping vocabulary notebooks on vocabulary acquisition." Language Teaching Research 13, no. 4 (October 2009): 403–23. http://dx.doi.org/10.1177/1362168809341509.

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Jensen, Arthur R. "Vocabulary and general intelligence." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1109–10. http://dx.doi.org/10.1017/s0140525x01280133.

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Acquisition of word meanings, or vocabulary, reflects general mental ability (psychometric g) more than than do most abilities measured in test batteries. Among diverse subtests, vocabulary is especially high on indices of genetic influences. Bloom's exposition of the psychological complexities of understanding words, involving the primacy of concepts, the theory of mind, and other processes, explains vocabulary's predominant g saturation.

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Dahlia, Iis, Luthfi Qolbi Azzahra, and Agung Setiyawan. "Psycholinguistic Studies: Strategies for Acquiring Arabic Vocabulary in Preschool Children." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 7, no. 2 (October 4, 2024): 787. http://dx.doi.org/10.35931/am.v7i2.3783.

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The purpose of this study is to find out the strategy of acquiring Arabic vocabulary in preschool children. The method used in this study is a qualitative method, with a library research approach. The data collection technique used is in the form of documentation techniques. Data analysis techniques with a descriptive-analytical approach. by using the content analysis method. The data sources in this study are references and guidelines related to the problem being researched as literature data. The results of this study show that there are seven strategies that can be applied to acquire Arabic vocabulary in preschool children, including: First, contextual learning strategies. Second, image-based vocabulary acquisition strategies. Third, vocabulary acquisition strategies by singing and rhyme. Fourth, vocabulary acquisition strategies with illustrated stories. Fifth, vocabulary acquisition strategies are based on language games. Sixth, vocabulary acquisition strategies with creative activities, and Seventh, vocabulary acquisition strategies with social interaction. Hopefully, this research can help future research and these strategies can be applied in learning for the acquisition of Arabic vocabulary in preschool children.

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SAIMAITI, Xiemusikaimaier·. "Literature review on effect of task types on English vocabulary acquisition." Region - Educational Research and Reviews 6, no. 1 (February 22, 2024): 133. http://dx.doi.org/10.32629/rerr.v6i1.1736.

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English vocabulary can be seen as an overt manifestation of one's English competence. However, in China, students have a variety of problems in vocabulary acquisition, such as only learning the Chinese meaning of vocabulary without learning its connotation, insufficient vocabulary input. Therefore, in order to solve these problems in students' English vocabulary acquisition, cultivate students' English vocabulary ability and improve the efficiency of English vocabulary learning, the study of vocabulary acquisition has become a hot topic in the field of second language acquisition. This study compares 3 empirical studies and analyzes their differences and similarities in terms of theoretical basis and research design. At last, it also provides references and suggestions for English vocabulary teaching and learning.

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Tran, Thi Cuc, and Manh Cuong Do. "The Use of Vocabulary Notebooks for EFL Non-majors ESP Vocabulary Acquisition." ICTE Conference Proceedings 3 (March 9, 2023): 68–81. http://dx.doi.org/10.54855/ictep.2336.

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English for Special Purposes (ESP) students often struggle with vocabulary acquisition. Vocabulary notebooks are a potential solution. This study investigates the effectiveness of vocabulary notebooks in supporting vocabulary expansion and retention for 30 intermediate-level ESP students in a 15-week International Relations class. The study utilized a mixed-methods approach based on a questionnaire, pre-test, post-test, and data analysis. The results show a statistically significant improvement in vocabulary acquisition and retention among students who used vocabulary notebooks. The findings suggest that vocabulary notebooks are a useful tool for ESP students, particularly in the acquisition of specialized vocabulary. Hence, the study also identified areas where the implementation of vocabulary notebooks could be improved, such as the need for explicit instruction and scaffolding to support effective use. This study highlights the potential of vocabulary notebooks and provides insights into how they can be effectively used to support ESP vocabulary acquisition.

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Aljadani, Anwar Saad. "The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary." International Journal of Linguistics 12, no. 3 (May 5, 2020): 1. http://dx.doi.org/10.5296/ijl.v12i3.16831.

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

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Coskun, Zeynep Nesrin. "Vocabulary acquisition in adults with dyslexia." International Journal of Special Education and Information Technologies 9, no. 1 (November 15, 2023): 10–18. http://dx.doi.org/10.18844/jeset.v9i1.9179.

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This case study design aims to explore the effect of multimedia-integrated game-based learning on an adult dyslexic learner’s vocabulary development and retention, sixteen weeks after an intervention. The study contributes to the gap in the literature for English as a Foreign Language in adults with dyslexia in a university context by pinpointing differences in vocabulary retention in long-term memory. In the study, the learner’s retention of the previously learned vocabulary is evaluated, and 50 new words are introduced under the three new themes over three weeks. The results highlighted an increase in vocabulary acquisition and retention, which pointed out that game-based learning has a positive effect on the language development of adult learners with dyslexia. Keywords: Dyslexia; game-based learning; language development; long-term memory; vocabulary retention

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37

Yim, Dexter. "Metaphor as a cognitive facilitator in L2 vocabulary acquisition." Journal of Language Teaching 3, no. 5 (April 30, 2023): 23–28. http://dx.doi.org/10.54475/jlt.2023.012.

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Vocabulary acquisition is a cognitive activity that poses a significant challenge to second language learners. Non-literal language, particularly metaphor, has long been recognized as a potent cognitive and linguistic tool for expressing and understanding abstract concepts, emotions, and experiences. However, some contend that learning non-literal language may impede L2 vocabulary acquisition. This research paper aimed to investigate the impact of metaphorical competence and metaphorical awareness on vocabulary acquisition in second language learners based on theoretical and empirical studies. It examined a few studies that demonstrated how metaphorical competence and awareness facilitate vocabulary acquisition, such as scaffolding learners’ acquisition of word meanings and improving their vocabulary retention. The implications for L2 vocabulary research were discussed for future design, and pedagogical implications were proffered for educators.

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Meara, Paul. "The rediscovery of vocabulary." Second Language Research 18, no. 4 (October 2002): 393–407. http://dx.doi.org/10.1191/0267658302sr211xx.

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This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields.

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Asmayanti, St. "USING INCIDENTAL VOCABULARY ACQUISITION TO ENRICH THE STUDENTS VOCABULARY MASTERY." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 4, no. 1 (May 6, 2015): 79. http://dx.doi.org/10.26618/ejpbi.v4i1.919.

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The research aimed to find out the improvement the students’vocabulary in terms of improving their understanding about of nouns and adjectives. To explain the increase, the researcher used a classroom action research (CAR) which was conducted in two cycles in which each cycle consisted of four meetings.The subject was the students at the eight grade of SMP Askari Pallangga Gowa. The number of samples consisted of 37 students. The research findings indicated that using Incidental Vocabulary Acquisition could improve the students’ vocabulary of noun and adjective.It was proved by the result of the diagnostic test, the students’ mean score got was 53.78. After applying the Incidental Vocabulary Acquisition in cycle I, the students’ achievement increased to be 63.6. In cycle II the students’ vocabulary increased to be 85.

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40

Chen, Sitong. "Critical Analysis of Eye-tracking Methods in Vocabulary Acquisition under Implicit and Explicit Instruction: A Comprehensive Review." Journal of Education, Humanities and Social Sciences 29 (April 19, 2024): 13–18. http://dx.doi.org/10.54097/br5wxs76.

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Learning and teaching styles play a crucial role in determining the effectiveness of vocabulary acquisition. Style usually involves both implicit and explicit modes. However, previous studies have produced inconsistent evidence on the effectiveness of these two modes. The purpose of this paper is to elucidate the application of eye-tracking methodology in this area and to contribute to the understanding of vocabulary acquisition based on the exploration of vocabulary acquisition by previous studies using offline methods. The paper begins with a comprehensive overview of theories related to vocabulary acquisition and explicit and implicit acquisition. Then, it introduces the eye-tracking method and examines the major studies that have explored vocabulary acquisition using this technology. The analysis reveals that very few comparative studies have been conducted on eye-tracking methodology in vocabulary acquisition. This paper suggests that there is great potential for applying the eye-tracking method to comparative studies between implicit and explicit instruction.

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Nguyen, Nam Khanh, Nam Phuong Tran, and Thi Thu Hoai Tran. "Vocabulary Acquisition based on Personal Learning Pace." ICTE Conference Proceedings 5 (October 30, 2024): 180–201. http://dx.doi.org/10.54855/ictep.24514.

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The quasi-experimental study investigates the use of Flippity, an interactive online platform, to enhance vocabulary acquisition among 62 non-English major undergraduate students at Thai Nguyen University of Education. The research addresses a gap in the literature by focusing on the effectiveness of Flippity for Vocabulary learning at the undergraduate level. The study evaluates the impact of personalized, game-based learning on vocabulary retention through home-based practice. Results show significant improvements in the vocabulary proficiency of the experimental group using Flippity, demonstrating that the platform effectively supports vocabulary learning. These findings suggest that Flippity can be a valuable resource for educators, providing a flexible and engaging tool for improving vocabulary acquisition in home environments.

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Xu, Chenyang. "Enhancing English Vocabulary Acquisition Through Integrated Teaching Approaches." Lecture Notes in Education Psychology and Public Media 56, no. 1 (July 25, 2024): 142–51. http://dx.doi.org/10.54254/2753-7048/56/20241626.

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In the realm of foreign language acquisition, vocabulary is often recognized as the cornerstone of communicative competence. The complexity and diversity of English vocabulary present a formidable challenge to learners, particularly in non-English speaking contexts. Traditional vocabulary teaching methods have been criticized for their limited effectiveness, prompting a need for innovative approaches that address the multifaceted nature of vocabulary learning. Moreover, the cognitive processes underlying vocabulary acquisition and the role of learner autonomy in this process have become focal points in contemporary language pedagogy. This study aims to explore and analyze the challenges and opportunities in English vocabulary teaching, especially within the context of higher education in China. By comprehensively reviewing the research findings of some scholars, this paper reveals the multi-dimensional approaches and teaching strategies for English vocabulary acquisition. The study points out that vocabulary teaching should transcend the traditional model of separating grammar and vocabulary, and achieve an organic integration of vocabulary and grammar through morphological methods, metacognitive strategy training, and the application of the connectionist theory, thereby promoting the comprehensive improvement of students language abilities. In addition, this paper also emphasizes the application of corpora in English vocabulary teaching and the insights of cognitive linguistics for vocabulary instruction, proposing a novel vocabulary teaching model based on the theory of lexical chunks. The research results indicate that by comprehensively applying a variety of teaching methods and strategies, it is possible to significantly enhance students vocabulary memory, comprehension, and application abilities, thereby improving the overall effectiveness of English teaching.

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Alshraideh, Doniazad Sultan, and Nesreen Saud Alahmdi. "Using Drama Activities in Vocabulary Acquisition." International Journal of English Language Teaching 7, no. 1 (February 6, 2020): 41. http://dx.doi.org/10.5430/ijelt.v7n1p41.

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Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.

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Akhmetova, G. S. "Lexical semantic modeling as a means of effective vocabulary acquisition and expansion." Bulletin of the Karaganda University. Pedagogy series 112, no. 4 (December 29, 2023): 123–32. http://dx.doi.org/10.31489/2023ped4/123-132.

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English vocabulary is a challenging task for school students, so EFL teachers’ main aims is to find effective ways for faster and better vocabulary acquisition. This study implements using lexical semantic models based on semantic fields as an alternative strategy of teaching foreign vocabulary for vocabulary masteryand ex-pansionin a structured way. The present study aims to investigate the effect of lexical semantic modeling on students’foreign vocabulary acquisition and vocabulary expansion. The research design of this study is basedon experimental teaching, modeling, observation, and post experimental testing. Thirty-three university stu-dents participated in this study. During the treatment students in experimental group learnt new words in par-adigmatic and syntagmatic relationship by means semantic modeling, while students in the control group used the wordlists strategy. The research results has shown that learning words through lexical semantic modeling is more beneficial for EFL students comparing to wordlist strategy, as it facilitates better memorization and vocabulary retention, significantly enriches learners’ vocabulary through synonyms and antonyms, improves understanding of word relationship and correct word usage and collocations in different contexts and enlarges learner’s active vocabulary.The study results have shown that lexical semantic models has a positive effect on vocabulary acquisitionand expansion when it is implemented together with lexical semantic exercises, and students practice new vocabulary using varioustypes of lexical semantic exercises.

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Finger-Bou, Rebeca, and Carmen Muñoz. "THE EFFECTS OF REGULAR AND ENHANCED CAPTIONS ON INCIDENTAL VOCABULARY ACQUISITION." Elia, no. 23 (2023): 15–50. http://dx.doi.org/10.12795/elia.2023.i23.01.

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Research has demonstrated that watching audiovisual materials in the target language (L2) through using captions can foster vocabulary learning. Some studies have redirected learners’ attention by enhancing specific parts of those captions, thus increasing their saliency. This study explores the effects of regular and enhanced captions on incidental vocabulary acquisition by L1-Spanish/Catalan learners of English through short exposure to a documentary. It also analyses how vocabulary learning might be affected by previous vocabulary knowledge and language learning aptitude. Two randomly distributed groups were formed. One was provided with regular captions, and the other with enhanced captions (target words in yellow and bold). Vocabulary gains were assessed through preand post-tests that tapped into meaning recall, meaning recognition and form recognition knowledge. The results showed that the difference between the pre-test and the post-test was greater in the students with enhanced subtitles, but the difference was not significant between the two groups in the post-test. Vocabulary size emerged as the most significant predictor, but not aptitude. Retrospective questionnaires on participants’ focus of attention reported an emphasis on captions and comprehension. Analyses indicate that paying attention to the enhanced items might have positively affected acquisition and retention. This study has provided new evidence that shows the potential advantage of multimodal input as an accessible pedagogical tool for acquiring languages.

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Niitemaa, Marja-Leena. "Informal acquisition of L2 English vocabulary." Nordic Journal of Digital Literacy 15, no. 02 (July 2, 2020): 86–105. http://dx.doi.org/10.18261/issn.1891-943x-2020-02-02.

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Cardinale, Loretta A. "Using Explication to Improve Vocabulary Acquisition." American Biology Teacher 54, no. 3 (March 1, 1992): 177–78. http://dx.doi.org/10.2307/4449442.

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신규철. "Graded Reading Instruction for Vocabulary Acquisition." Jungang Journal of English Language and Literature 55, no. 4 (December 2013): 283–301. http://dx.doi.org/10.18853/jjell.2013.55.4.013.

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이은희. "Vocabulary Acquisition according to Task Types." English21 24, no. 3 (September 2011): 315–36. http://dx.doi.org/10.35771/engdoi.2011.24.3.015.

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Qian, David D. "ESL Vocabulary Acquisition: Contextualization and Decontextualization." Canadian Modern Language Review 53, no. 1 (October 1996): 120–42. http://dx.doi.org/10.3138/cmlr.53.1.120.

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