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Journal articles on the topic 'Vocabulary'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

K. Eliah, K. Eliah, and Dr K. Suma Kiran. "Vocabulary Strategies : Building New Vocabulary." Indian Journal of Applied Research 4, no. 7 (2011): 191–93. http://dx.doi.org/10.15373/2249555x/july2014/58.

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2

Aoiz Pinillos, Martín. "L2 VOCABULARY AND LISTENING." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 21 (March 2, 2022): 133–66. http://dx.doi.org/10.48035/rhsj-fd.21.6.

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ABSTRACT The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item difficul

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3

Shavkidinova, Dilnavoz. "TEACHING ENGLISH VOCABULARY THROUGH VOCABULARY CLASSIFICATION TECHNIQUES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (2022): 189–201. http://dx.doi.org/10.55640/eijmrms-02-10-36.

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Students must begin learning vocabulary after it has been presented and often before it has been practiced. While practicing and applying vocabulary is an important part of the learning process, students often require time to process a vocabulary item. The first step is to figure out how to record various aspects of the word - What do words mean? to get an idea of how difficult it is to know a word. It is critical to keep a word somewhere accessible or to keep it in mind. In teaching English vocabulary to students through vocabulary classification techniques, we can group words and develop the

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4

Jeon, Ji-hye. "Elementary learners’ vocabulary according to CEFR basic user level." Korea Association of Primary English Education 29, no. 2 (2023): 47–67. http://dx.doi.org/10.25231/pee.2023.29.2.47.

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This study developed questionnaire items that can identify elementary learners’ vocabulary comprehension based on CEFR basic user level. This study also analyzed the use of textbooks’ vocabulary definitions based on CEFR basic user level. Vocabulary comprehension analysis was conducted on 141 students in 3rd through 6th grades for 33 vocabularies. As a result, Korean elementary learners’ vocabulary comprehension corresponded to CEFR basic user. Usually, A1 was higher than A2 in each vocabulary’s meaning comprehension. CEFR EVP(English Vocabulary Profile) classifies a single vocabulary’s variou

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5

Lalong, Krispianus, and Umi Hartati. "PERBANDINGAN ANTARA BAHASA RONGGA DI MANGGARAI TIMUR DENGAN BAHASA BAJAWA DI NGADA: TINJAUAN LINGUISTIK KOMPARATIF." Caraka: Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya 3, no. 2 (2017): 156–69. http://dx.doi.org/10.30738/caraka.v3i2.1846.

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The purpose of this study was to describe similarities and differences between Rongga language in East Manggarai with Bajawa language in Ngada terms of vocabulary. This research is a qualitative descriptive study. The data in this study in the form vocabulary by Rongga language in East Manggarai and Bajawa language in Ngada based of 200 Swadesh Vocabulary plus 100 Prof. H. Kern vocabulary. Therefore, that used data in this research is the vocabulary in Rongga language and Bajawa language it has relation with thats 300 vocabularies. Source of data in this study is the user of the Rongga languag

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6

Jensen, Arthur R. "Vocabulary and general intelligence." Behavioral and Brain Sciences 24, no. 6 (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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7

Facon, Bruno, and Therese Facon-Bollengier. "Chronological Age and Peabody Picture Vocabulary Test Performance of Persons with Mental Retardation: New Data." Psychological Reports 81, no. 3_suppl (1997): 1232–34. http://dx.doi.org/10.2466/pr0.1997.81.3f.1232.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 44 persons with mental retardation who were aged 6.8 yr. to 18.2 yr. Analysis indicated a significant influence of chronological age on the Test de Vocabulaire en Images Mental Age. This influence of chronological age probably explains why receptive vocabulary tests consistently overestimate the IQ of persons with mental retardation.

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8

Siskin, H. Jay, and Michael McCarthy. "Vocabulary." Modern Language Journal 78, no. 3 (1994): 386. http://dx.doi.org/10.2307/330119.

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9

Editors, Sensorium. "Vocabulary." Sensorium Journal 3 (March 26, 2021): 52–55. http://dx.doi.org/10.3384/sens.2002-3030.2021.3.52-55.

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This vocabulary is inspired by ”A Short List of Gilbert Simondon’s Vocabulary” on the blog Fractalontology, but for the most part based on the article and interviews in this issue of Sensorium Journal. For more concepts, see:  Fractalontology.wordpress.com.

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10

Yates, Rebecca Lee. "Vocabulary." Appalachian Heritage 28, no. 4 (2000): 60. http://dx.doi.org/10.1353/aph.2000.0062.

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11

Heath, David. "Vocabulary." System 20, no. 4 (1992): 531–37. http://dx.doi.org/10.1016/0346-251x(92)90064-a.

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12

Nation, Paul. "Vocabulary." System 22, no. 2 (1994): 283–87. http://dx.doi.org/10.1016/0346-251x(94)90067-1.

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13

Gyllstad, Henrik. "Researching Vocabulary: A Vocabulary Research Manual." System 39, no. 4 (2011): 567–69. http://dx.doi.org/10.1016/j.system.2011.06.008.

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14

Useini, Arafat. "VOCABULARY LEARNING AND VOCABULARY LEARNING STRATEGIES." Vision International Refereed Scientific Journal 7, no. 2 (2022): 99–108. http://dx.doi.org/10.55843/ivisum2272099u.

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15

McLean, Stuart, Jeffrey Stewart, and Aaron Olaf Batty. "Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach." Language Testing 37, no. 3 (2020): 389–411. http://dx.doi.org/10.1177/0265532219898380.

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Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively little research regarding which modalities of vocabulary knowledge have the strongest correlations to reading proficiency, and observed differences have often been statistically non-significant. The present research employs a bootstrapping approach to reach a clearer understanding of relationships between various modalities of vocabulary knowledge to reading proficiency. Test-takers ( N = 103) answer

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16

Facon, Bruno, Jean-Claude Grubar, and Christine Gardez. "Chronological Age and Receptive Vocabulary of Persons with down Syndrome." Psychological Reports 82, no. 3 (1998): 723–26. http://dx.doi.org/10.2466/pr0.1998.82.3.723.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 29 participants with Down syndrome aged 6.1 yr. to 13.0 yr. Analysis indicated a significant association between chronological age and the Test de Vocabulaire en Images mental age. This finding seems to suggest that the relationship between chronological age and the receptive vocabulary of persons with mental retardation is not specific to etiology.

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17

Adlof, Suzanne M. "Prologue to the Forum: Vocabulary Across the School Grades." Language, Speech, and Hearing Services in Schools 50, no. 4 (2019): 461–65. http://dx.doi.org/10.1044/2019_lshss-19-00007.

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Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-

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18

Nuur, Mauliddin, Tambunan Tambunan, and Nurnia Nurnia. "THE EFFECT OF KEEPING VOCABULARY NOTEBOOK ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE SECOND GRADES IN SMP N 2 RAHA." Journal of Teaching English 4, no. 4 (2019): 427. http://dx.doi.org/10.36709/jte.v4i4.13970.

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This study investigated the effect of keeping vocabulary notebooks on students’ vocabulary achievement at the second grade in SMPN 2 Raha. The purpose of this study is to find out a significant effect after keeping vocabulary notebook on students’ vocabulary achievement. This study applied quantitative research design. This study used vocabulary notebook as a treatment in learning process for the students. The subject of this study was second grades students of SMPN 2 Raha who were registered in academy year 2017-2018. The technique of taking sample of study was purposive sampling. The sample

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19

Hardwicke, Tom E., Sarah R. Schiavone, Beth Clarke, and Simine Vazire. "An empirical appraisal of eLife’s assessment vocabulary." PLOS Biology 22, no. 8 (2024): e3002645. http://dx.doi.org/10.1371/journal.pbio.3002645.

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Research articles published by the journal eLife are accompanied by short evaluation statements that use phrases from a prescribed vocabulary to evaluate research on 2 dimensions: importance and strength of support. Intuitively, the prescribed phrases appear to be highly synonymous (e.g., important/valuable, compelling/convincing) and the vocabulary’s ordinal structure may not be obvious to readers. We conducted an online repeated-measures experiment to gauge whether the phrases were interpreted as intended. We also tested an alternative vocabulary with (in our view) a less ambiguous structure

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20

Maemunah, Emma. "MAKNA KOSAKATA “JATUH” DALAM BAHASA SUNDA DAN BAHASA JAWA." Aksara 29, no. 2 (2017): 239. http://dx.doi.org/10.29255/aksara.v29i2.38.239-252.

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Sundanese and Javanese language derived from the same proto language. There are many similarities in both languages. The similarities are in the form and meaning. This study discusses the form and the meaning of vocabularyof "fall" in Sundanese and Javanese. The aim of this study is to describe the form of "fall" in Sundanese and Javanese as well as the shift of meaning happened to the vocabulary. Using the comparative historical linguistics and semantics, the vocabularyof "fall" will be analyzed qualitatively. The data are list of vocabulary of "fall" in Sundanese and Javanese. Data are quali

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21

Vsevolodova, M. V. "VOCABULARY AND GRAMMAR, OR VOCABULARY IN GRAMMAR." Professor’s Journal. Series: Russian and Literature: studying and teaching 1 (March 11, 2020): 7–15. http://dx.doi.org/10.18572/2687-0339-2020-1-7-15.

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22

Hirschel, Rob, and Erik Fritz. "Learning vocabulary: CALL program versus vocabulary notebook." System 41, no. 3 (2013): 639–53. http://dx.doi.org/10.1016/j.system.2013.07.016.

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23

Rasmussen, Lisa. "Selected linguistic problems in indexing within the Canadian context." Indexer: The International Journal of Indexing 18, no. 2 (1992): 87–91. http://dx.doi.org/10.3828/indexer.1992.18.2.7.

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Study of the problems inherent in indexing within a Canadian context. Takes into account the linguistic characteristics of Canadian English (the divided usage between British and American spelling and vocabulary; the literary warrant of words of Canadian origin) and of Canadian French (the frequency of vocabular, morphological, and semantic anglicisms, the differences in vocabulary between standard and Canadian French) and the problems involved in bilingual indexing because of the trend in the English language towards nominalization.

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24

Hutagalung, Genta, Wirda Ningsih, Leni Rohliah, and Pratiwi Lestari. "Google Translate in Vocabulary Learning: The Positive Impact and The Drawbacks." Foremost Journal 5, no. 1 (2024): 9–16. http://dx.doi.org/10.33592/foremost.v5i1.4578.

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This article aims to 1) explicate the positive impact of using Google Translate in vocabulary learning and 2) to explicate the drawback of using Google Translate in vocabulary learning. The method used in this writing this article is Systematic Literature Review (SRs). To analyse the data, the writer used content analysis technique. The result of the study shows that Google Translate was found to enhance student engagement and self-awareness in their learning process. Google Translate also helped them master vocabulary because it is easy to use and accessible. It also assisted students to impr

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25

Galeas Arboleda, Gabriela Jacqueline. "LEYENDO PARA APRENDER: ENTENDIENDO LECTURAS CON INSTRUCCIÓN DE VOCABULARIO INTEGRADO EN ESTUDIANTES A1 DE INGLÉS COMO IDIOMA EXTRANJERO." REVISTA CIENCIAS PEDAGÓGICAS E INNOVACIÓN 6, no. 1 (2018): 124–30. http://dx.doi.org/10.26423/rcpi.v6i1.209.

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El presente estudio cuantitativo experimental busco explorar los efectos de la instrucción de vocabulario integrado en el desempeño de la comprensión lectora de estudiantes con nivel A1 de inglés como idioma extranjero en un colegio público rural en Ecuador. Los participantes fueron estudiantes entre 15 y 17 años en su primer año de bachillerato, todos ellos fueron seleccionados por un muestreo a conveniencia. Los participantes estuvieron divididos en dos grupos (tradicional e integrado) y se les solicitó participar en ocho lecciones de lectura. Después de cada clase, los estudiantes participa

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26

Sura, Muttlak Nasser. "Investigating Iraqi Students' Knowledge of Cognitive Vocabulary." International Journal of Arts, Humanities and Social Studies 4, no. 1 (2022): 305–13. https://doi.org/10.5281/zenodo.6319567.

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Teaching vocabulary successfully considered challenges in teaching English for Iraqi EFL students. Instructors of English language concentrate on teaching grammar. As a result of concerning grammar as a priority, vocabulary has been ignored. Some instructors have neglected the truth that learning vocabulary is needed for students, not only to enhance their realization but also to help them in other fields like grammar. In process of learning English language, vocabulary is regarded as a basic concept for a communication, Iraqi students face difficulties in memorizing and understanding vocabula

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27

Meizel, Janet E. "Vocabulary Toolkit." Hispania 69, no. 3 (1986): 749. http://dx.doi.org/10.2307/342803.

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28

Poole, Willis. "Vocabulary Prompter." Modern Language Journal 70, no. 1 (1986): 83. http://dx.doi.org/10.2307/328099.

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29

Wright, Roderick W. "Arresting Vocabulary." Science 238, no. 4823 (1987): 11. http://dx.doi.org/10.1126/science.238.4823.11.a.

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30

Renjilian, Jerry. "Vocabulary Lesson." English Journal 82, no. 3 (1993): 92. http://dx.doi.org/10.2307/820243.

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31

Zhumadilova, Nuria. "WISEWORDS–VOCABULARY." Bulletin of the Kyrgyz State University. I. Arabaev 2 (2019): 69–72. http://dx.doi.org/10.33514/1694-7851-2019-2-69-72.

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32

Pateşan, Marioara, Alina Balagiu, and Dana Zechia. "Vocabulary Acquisition." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (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 professio

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33

Babson, A. "Vocabulary Test." Minnesota Review 2006, no. 65-66 (2006): 24. http://dx.doi.org/10.1215/00265667-2006-65-66-24.

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34

McKeown, Margaret G., and Isabel L. Beck. "Learning Vocabulary." Remedial and Special Education 9, no. 1 (1988): 42–46. http://dx.doi.org/10.1177/074193258800900108.

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35

de Blois, L. "Dio’s Vocabulary." Classical Review 49, no. 1 (1999): 36–37. http://dx.doi.org/10.1093/cr/49.1.36.

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36

Mosey, Anne Cronin. "Common Vocabulary." Occupational Therapy Journal of Research 11, no. 2 (1991): 67–68. http://dx.doi.org/10.1177/153944929101100201.

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37

Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.

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The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledg

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38

Johnston, Susan S., Beth L. Tulbert, Joan P. Sebastian, Kathy Devries, and Anne Gompert. "Vocabulary Development." Intervention in School and Clinic 35, no. 5 (2000): 311–15. http://dx.doi.org/10.1177/105345120003500511.

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39

Blake, Nancy. "Healthy vocabulary." New Scientist 202, no. 2711 (2009): 26. http://dx.doi.org/10.1016/s0262-4079(09)61501-3.

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40

Hill, Kathryn. "Assessing Vocabulary." English for Specific Purposes 22, no. 1 (2003): 104–6. http://dx.doi.org/10.1016/s0889-4906(01)00037-0.

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41

WRIGHT, R. W. "Arresting Vocabulary." Science 238, no. 4823 (1987): 11. http://dx.doi.org/10.1126/science.238.4823.11.

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42

Jones, Michael. "Interesting vocabulary." Early Years Educator 12, no. 1 (2010): 38–40. http://dx.doi.org/10.12968/eyed.2010.12.1.47824.

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43

Westby, Carol. "Vocabulary Cubing." Word of Mouth 30, no. 1 (2018): 15–16. http://dx.doi.org/10.1177/1048395018796520e.

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44

Nemeskey, Dávid Márk, and András Kornai. "Emergency Vocabulary." Information Systems Frontiers 20, no. 5 (2018): 909–23. http://dx.doi.org/10.1007/s10796-018-9843-x.

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45

Abrams, Sandra Schamroth, and Sara Walsh. "Gamified Vocabulary." Journal of Adolescent & Adult Literacy 58, no. 1 (2014): 49–58. http://dx.doi.org/10.1002/jaal.315.

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46

Bearman, David. "Vocabulary control." Archives and Museum Informatics 7, no. 4 (1993): 6–8. http://dx.doi.org/10.1007/bf02770738.

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47

Taveggia, Diane. "The Vocabulary Notebook as Vehicle for Vocabulary Acquisition." Issues in Language Instruction 1, no. 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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48

Winarsih, Winarsih. "IMPROVING STUDENTS VOCABULARY ACHIEVEMENT USING VOCABULARY CHARTS TECHNIQUE." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 11, no. 2 (2019): 123–28. http://dx.doi.org/10.35457/konstruk.v11i2.720.

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This article investigates the technique of teaching vocabulary using Beare’s vocabulary charts. The technique helps to improve students’ mastery of English language and widens their passive and active vocabulary based on related word group areas. The relevancy between vocabularies in the charts is the vocabulary used in students’ daily activities. Adopting a Classroom Action Research, this study collected the data by using vocabulary charts, tests, field notes, checklist, and questionnaires. The result showed that the implementation of vocabulary chart has improved semester three students’ voc

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49

Salhotra, Neeraj. "The Vocabulary Initiative: A Model for Vocabulary Instruction." Undergraduate Journal of Service Learning & Community-Based Research 2 (November 22, 2013): 1–14. http://dx.doi.org/10.56421/ujslcbr.v2i0.127.

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The U.S. currently has wide income and racial achievement gaps in reading. The disparity between African Americans or Hispanics and Caucasians is multiple grade levels; in other words, 13-year-old Caucasians' reading scores are equivalent to those of 17-year-old Hispanics or African Americans (Family Facts 2009). While this reading gap has multiple causes, the vocabulary disparity is one of the primary drivers. These vocabulary differences are present when students begin school and only widen in each successive school year. Additionally, vocabulary understanding is critical for reading compreh

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50

Denison, G., and I. Custance. "Vocabulary Learning Using Student-Created Class Vocabulary Lists." Vocabulary Learning and Instruction 9, no. 2 (2020): 1–8. http://dx.doi.org/10.7820/vli.v09.2.denison.custance.

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In this article, we describe the pedagogical basis for class vocabulary lists (CVLs) and their implementation using Google Sheets. CVLs allow students to collaborate and build “notebooks” of vocabulary that they feel is important to learn. CVL choices of students (N = 53) in three classes of mixed non-English majors and one informatics class were compared against frequency-based lists (British National Corpus/Corpus of Contemporary American English Word Family Lists [BNC/COCA], New General Service List [NGSL], Test of English for International Communication [TOEIC] Service List [TSL]) using th

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