Journal articles: 'English vocabulary'

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Shavkidinova, Dilnavoz. "TEACHING ENGLISH VOCABULARY THROUGH VOCABULARY CLASSIFICATION TECHNIQUES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 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 their learning and use of meanings more easily through classification techniques.

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Saadillah, Saadillah. "ENGLISH VOCABULARY TESTS." Jurnal Ta'lim Muta'allim 2, no. 4 (August 6, 2015): 1. http://dx.doi.org/10.18592/tm.v2i4.375.

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Planning and making English vocabulary tests need concentration much more. Like planning and presenting the English vocabulary material for the students, teachers/lecturers try doing the best, so planning and presenting the English vocabulary test. By doing the best, the teachers/lecturers are going to be able to measure their success in teaching and learning process. Whatever they have planned and they have done in the class or out side before, they would like to be seen by comparing the result of the tests. Therefore, reading and analyzing this writing is suggested.Key word: vocabulary, test

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Walker, Douglas C., Keith Denning, and William R. Leben. "English Vocabulary Elements." Language 74, no. 2 (June 1998): 451. http://dx.doi.org/10.2307/417952.

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Manyak, Patrick C., and Eurydice Bouchereau Bauer. "English Vocabulary Instruction for English Learners." Reading Teacher 63, no. 2 (October 2009): 174–76. http://dx.doi.org/10.1598/rt.63.2.11.

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Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (January 1, 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 Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.

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Friedman, Victor A., and David M. Young. "An English-Albanian Vocabulary." Modern Language Journal 77, no. 1 (1993): 101. http://dx.doi.org/10.2307/329576.

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VOVKODAV, Oksana. "English abstract vocabulary classification." Humanities science current issues 1, no. 48 (2022): 163–67. http://dx.doi.org/10.24919/2308-4863/48-1-24.

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Wang, Qingli. "Teaching of English Vocabulary." Learning & Education 10, no. 2 (September 16, 2021): 22. http://dx.doi.org/10.18282/l-e.v10i2.2252.

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Learning Vocabulary is an essential part of teaching and mastering English as a second language or foreign language for teachers, students, researchers, and material writers (Bai, 2018). However, syllabus and textbooks have not been giving clear guidelines on how teachers and learners can best pursue English vocabularies. Besides, vocabularies are important for student’s communication and language skills development, since lack of adequate words makes it difficult to relate ideas, feelings, and thoughts of who individuals are and their surrounding world ( Susanto, 2017).In this case, language teachers teach English Vocabulary by application of various strategies in either introducing new vocabularies, making the students easy to recall, and practising the vocabularies in a relevant and engaging manner( Asyiah, 2017). Deni and Fahriany (2020) point out that when teaching English second language vocabulary either in a classroom or through the internet, language teachers should apply several strategies such as, creating context around the vocabularies being taught, teaching relevant English vocabularies that students can practice immediately and repetitively in their daily activities,and considering the age of the students (Den & Fahriany, 2020). In addition, Vocabulary is one of the three key areas of language learning that includes grammar and pronunciation. It is the basic part of any language since it’s the part required to make sentences, express ideas, and communicate. Schmitt, (2007) maintains that it is important for teachers to acknowledge the vocabulary challenge facing learners before designing the principled vocabulary programs for their students because English compromises of the greatest number of words of other major languages, thus the learning of its vocabularies sufficiently is a formidable role. This essay seeks to explain and critically reflect the ways of teaching the English language in an observed lesson episode, analyzing the strengths and weaknesses of the observed episode, and provide recommendations for its improvements.

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Bauer, Laurie, and Garland Cannon. "Vocabulary Change in English." American Speech 64, no. 3 (1989): 252. http://dx.doi.org/10.2307/455593.

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Алена Вячеславовна, Дымова,, and Карева, Виктория Юрьевна. "CONTEXTUALIZING BASIC ENGLISH VOCABULARY." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 56–64. http://dx.doi.org/10.37972/chgpu.2022.117.4.008.

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Данная статья рассматривает проблему внеконтекстного введения лексических единиц. Как показывают наши наблюдения, изучающие английский язык (уровни В1+) часто неспособны вспомнить название какого-либо дня недели без необходимости сначала перечислить все дни недели по порядку, а также имеют сложности в различении слов to ski и to skate. Это подтверждают данные проведенного нами опроса (у 82 % респондентов были сложности при вспоминании названий дней недели, а у 52 % - с различием между двумя зимними видами спорта. Подобная базовая лексика изучается на ранних этапах обучения обычно механически. Согласно имеющимся данным по обучению лексике было выявлено, что такой прием запоминания существенно уступает контекстуальному, что делает наше исследование актуальным. Подтвердив выдвинутую гипотезу, мы попытались контекстуализировать лексемы посредством презентации, где были освещены истоки названий дней недели, предоставлены ассоциации с каждым из них, а также сочетания со словами to ski / to skate и параллель с долготой гласного звука и оборудования, используемого в этих видах спорта. Во втором опросе 82 % и 52 % респондентов, у которых были ранее трудности при вспоминании названий дней недели и видов спорта соответственно, должны были ответить, помогли ли им предоставленные материалы и контекст. 85 % и 90 % опрошенных сообщили о снижении трудностей. Из этого можно сделать вывод, что контекстуализация исследуемых лексических единиц посредством ассоциаций, примеров и визуальных элементов привела к их улучшенному распознаванию и усвоению. Помимо этого, данная проблема достаточно распространена, так как респонденты предоставили существенное количество похожих по сложности пар/групп лексических единиц, которые могут быть исследованы в будущем. This article considers the problem of decontextualized vocabulary learning. Our observation that learners of English, who have at least B1+ level, often report having difficulties recalling the English variant for a specific weekday without having previously enumerated all of them as a sequence as well as distinguishing to ski and to skate prompted this study. This is confirmed by our survey data (82% of respondents had difficulty in remembering the names of the days of the week, and 52% had difficulty in distinguishing between the two winter sports. This kind of vocabulary is studied at the early stages of the education process and is learnt mechanically by drilling. According to the available data on vocabulary learning, it has been found that this method of memorizing is significantly inferior to the contextual one, which makes our study relevant. Confirming the hypothesis, we tried to contextualize the lexemes through a presentation highlighting the origins of the names of the days of the week, providing associations with each of them as well as combinations with words to ski / to skate and a parallel to the long vowel sound and equipment used in these sports. In the second survey, 82% and 52% of respondents who had previously had difficulties remembering the names of days of the week and sports, respectively, had to say whether the material and context had helped them. 85% and 90% of respondents reported a decrease in difficulty. From this we can conclude that the contextual learning of the studied lexical units by means of associations, examples and visual elements led to their improved recognition and comprehension. In addition, this problem is quite common, as the respondents provided a significant number of similar complexity pairs/groups of lexical units which can be investigated in the future.

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Fitton, Lisa, Kristina Nichole Bustamante, Mary Claire Wofford, Dana Brown, Clariebelle Gabas, Rachel Hoge, and Carla Wood. "Intensifying English Vocabulary Instruction for English Language Learners." Perspectives of the ASHA Special Interest Groups 1, no. 16 (March 31, 2016): 4–14. http://dx.doi.org/10.1044/persp1.sig16.4.

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English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

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Lee, Simju, and Yousun Shin. "The Effects of College Students' Beliefs about English Vocabulary Learning on English Vocabulary Strategies, and Vocabulary Knowledge." Journal of Language Sciences 27, no. 1 (February 28, 2020): 47–73. http://dx.doi.org/10.14384/kals.2020.27.1.047.

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DAVIDSON, Denise, Sandra B. VANEGAS, Elizabeth HILVERT, Vanessa R. RAINEY, and Ieva MISIUNAITE. "Examination of monolingual (English) and bilingual (English/Spanish; English/Urdu) children's syntactic awareness." Journal of Child Language 46, no. 04 (March 14, 2019): 682–706. http://dx.doi.org/10.1017/s0305000919000059.

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AbstractIn this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting grammatically correct and incorrect word order constructions than gender constructions, regardless of language group. In fact, bilingualism per se did not impact the results as much as receptive vocabulary range. For example, children with the highest receptive vocabulary scores were more accurate in detecting incorrect word order constructions (i.e., word order violations, semantic anomalies) and incorrect gender agreement than children in the lower receptive vocabulary ranges. However, no differences were found between the ranges for ambiguous gender constructions. These results highlight the importance of receptive vocabulary ability on syntactic awareness performance, regardless of language group.

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Wu, Jiali. "A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 177–81. http://dx.doi.org/10.18178/ijlll.2021.7.4.308.

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Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.

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Sun, Dongyun. "A Contrastive Analysis between English Vocabulary Profile and College English Wordlist." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 729. http://dx.doi.org/10.17507/tpls.0709.04.

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This paper makes a contrastive analysis between English Vocabulary Profile (EVP) and College English Wordlist (CEW) from the aspects of philosophy, vocabulary, criteria and word frequency. Results show that the latter has a numerical advantage in the mere term of vocabulary, but these words are mainly passive ones. By contrast, the former attaches greater importance to the number of active words and usage, and is more concerned with learners' actual word power. This study sheds light on the reform of college English teaching and the preparation of the vocabulary syllabus.

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Winarsih, Winarsih. "IMPROVING STUDENTS VOCABULARY ACHIEVEMENT USING VOCABULARY CHARTS TECHNIQUE." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 11, no. 2 (August 11, 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’ vocabulary achievement at Universitas Islam Balitar, Blitar. 77% of the students passed the minimum criteria of success in the first cycle, and 75% of the students passed the minimum criteria in the second cycle. This technique is beneficial to facilitate students in learning English vocabulary. Vocabulary word charts in teaching English vocabulary are thus recommended.

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Rasmussen, Lisa. "Selected linguistic problems in indexing within the Canadian context." Indexer: The International Journal of Indexing 18, no. 2 (October 1, 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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Ma, Yu-han, and Wen-ying Lin. "A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge." Education Research International 2015 (2015): 1–14. http://dx.doi.org/10.1155/2015/209154.

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The present study aimed to investigate the overall and relative contribution of four subcomponents of vocabulary knowledge to reading comprehension. The four vocabulary subcomponents were vocabulary size, word association knowledge, collocation knowledge, and morphological knowledge. The participants were 124 college students from a university in Taipei, Taiwan. Six instruments were employed: (1) a reading comprehension test, (2) a vocabulary size test, (3) a test on word association knowledge and collocation knowledge, (4) a test of morphological knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The results can be summarized as follows. First, after the effects of motivation and self-efficacy have been controlled, the four vocabulary subcomponents altogether contributed significantly (20%) to reading comprehension performance. Moreover, depth of vocabulary knowledge (including word association knowledge, collocation knowledge, and morphological knowledge) provided an additional explained variance (6%) in reading comprehension performance over and above vocabulary size. Finally, among the three subcomponents of depth of vocabulary knowledge, collocation knowledge explained the most proportion of variance (5.6%) in contributing to performance on reading comprehension. Based on these findings, some implications and suggestions for future research were provided.

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Fitria, Tira Nur. "Pengajaran Kosakata Dasar Bahasa Inggris (English Basic Vocabulary) dengan Metode Drilling Untuk Anak-Anak Desa Kalangan Mulur Sukoharjo." Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi 1, no. 2 (August 9, 2022): 67–72. http://dx.doi.org/10.34312/ljpmt.v1i2.15435.

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The purpose of this community service activity is to teach and introduce English vocabulary through the drilling method so that it can improve the ability to memorize English vocabulary. The method of community service used is a demo. In carrying out this activity, teaching English vocabulary is carried out using the drilling or retreat method. There are several stages carried out, namely: scheduling the teaching of foreign language vocabulary, presenting English vocabulary material, introducing and using English vocabulary around, inviting children to interpret or define each new vocabulary taught, repeating English vocabulary material, and conducting tests to assess the level of achievement in learning English vocabulary using the drilling method. So that children can master vocabulary easily, fun learning is needed so that children are interested in memorizing English vocabulary. In its use, children must also be able to manage time well by using various drilling methods so that children do not feel bored quickly, enthusiastically, and enthusiastically learning English. Here, the task of educators is to determine and use appropriate English teaching techniques applied to children.

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Adnyani, Ni Wayan Satri, and A. A. I. Bulan Fitria Dewi. "Teaching English Vocabulary using Song." Yavana Bhasha : Journal of English Language Education 1, no. 1 (May 4, 2020): 88. http://dx.doi.org/10.25078/yb.v1i1.1381.

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<p>Vocabulary is one of the English elements besides grammar, spelling, and pronunciation supporting English language skill such as listening, speaking, reading, and writing. Vocabulary is the first element that should be master before the learners going to other element. When the learners have mastered vocabulary, they will be able to produce many sentences in spoken and written form easily. On the other hand, when they lack of vocabulary, they will find difficulty in deliver their thought, even their opinion to other people. One of the teaching strategies to enhance students’ vocabulary is using English Song. This paper aims at describing the use of English song in teaching English vocabulary for students. The method of this research was a qualitative research combination of seven several journals from abroad and within the country about teaching vocabulary with song. Although there are many reasons why songs can be considered a valuable teaching tool, there are some issues to consider.</p>

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Olsson, Eva, and Liss Sylvén. "Extramural English and academic vocabulary." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 77–103. http://dx.doi.org/10.17011/apples/urn.201512234129.

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In content and language integrated learning (CLIL), where school subjects are taught trough an L2 – in this case English – students often reach higher L2 proficiency levels than students who follow regular education. There are also indications that English encountered and used outside of school, e.g. through books, computer games or films, may be as influential as CLIL instruction for vocabulary growth. However, there is little research on the development of academic vocabulary in this connection, and few studies have considered students’ use of English outside school, when evaluating the effect of CLIL instruction. In this study, male and female CLIL and non-CLIL students’ use of English in their spare time is investigated and compared (N=230). Further, the possible impact of extramural English on students’ progress in academic vocabulary use in writing is investigated. The results indicate that CLIL students use English in their spare time to a significantly greater extent than non-CLIL students. Male CLIL students, who used English outside school most frequently, also included the highest proportion of academic vocabulary in their essays. However, they did not progress more than other students; extramural English does not seem to have any significant impact on progress of academic vocabulary over time.

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Bărbuleț, Gabriel. "Teaching English vocabulary through ICT’s." Journal of Linguistic and Intercultural Education 6 (June 15, 2013): 59–76. http://dx.doi.org/10.29302/jolie.2013.6.4.

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H. S. M, Ovitigama, and Premaratna C. D. H. M. "Eclecticism in Teaching English Vocabulary." International Journal of Scientific and Research Publications (IJSRP) 10, no. 06 (June 26, 2020): 848–56. http://dx.doi.org/10.29322/ijsrp.10.06.2020.p102100.

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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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Restrepo, Maria Adelaida, Gareth P. Morgan, and Marilyn S. Thompson. "The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 748–65. http://dx.doi.org/10.1044/1092-4388(2012/11-0173).

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Purpose In this study, the authors evaluated the efficacy of a Spanish–English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. Method The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs with typical development received no intervention. The vocabulary intervention consisted of a 12-week small-group dialogic reading and hands-on vocabulary instruction of 45 words. Postintervention group differences and linear growth rates were examined in conceptual, English, and Spanish receptive and expressive vocabulary for the 45 treatment words. Results Results indicate that the bilingual vocabulary intervention facilitated receptive and expressive Spanish and conceptual vocabulary gains in DLLs with language impairment compared with the English vocabulary intervention, mathematics intervention, and no-intervention groups. The English-only vocabulary intervention differed significantly from the mathematics condition and no-intervention groups on all measures but did not differ from the bilingual vocabulary intervention. Vocabulary growth rates postintervention slowed considerably. Results support the idea that bilingual interventions support native- and second-language vocabulary development. Conclusion English-only intervention supports only English. Use of repeated dialogic reading and hands-on activities facilitates vocabulary acquisition.

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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 the Compleat Web Vocabulary Profiler (Web VP) to determine the usefulness of the selected vocabulary. An information technology keywords list, constructed using AntConc and AntCorGen, was compared against the informatics group’s CVL to determine if those students were choosing field-appropriate vocabulary. Results suggest that when given autonomy to choose vocabulary, students generally select useful and relevant words for their contexts (e.g, simulation, virtual, privacy, artificial, denuclearization, aftershock, heatstroke) and that CVLs supplement frequency-based lists in beneficial ways.

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Ismael, Shorsh Mohammed. "Analyzing the Influence of English Vocabulary Learning Strategies on English Language Learners." International Journal of English Literature and Social Sciences 8, no. 1 (2023): 001–11. http://dx.doi.org/10.22161/ijels.81.1.

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The purpose of this study is to examine the role of ESL instructors in assisting their students with vocabulary development at a private institution in Kurdistan. When learning a new language, vocabulary plays a key role in both language acquisition and overall academic success. Having a working grasp of English is essential for students in Kurdistan, not just to meet the academic requirements for a given degree but also to help them succeed in using English in their daily lives. Because vocabulary is so important in communicating in English, this study aims to investigate the wide range of approaches students take to learning new words. Results showed that self-regulation abilities were positively related to memory, cognitive, metacognitive, and social techniques for vocabulary acquisition. The strongest correlation was found between social strategy and the ability to regulate one's own vocabulary learning (B=.547).

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Wang, B. T., C. W. Teng, and H. T. Chen. "Using iPad to Facilitate English Vocabulary Learning." International Journal of Information and Education Technology 5, no. 2 (2015): 100–104. http://dx.doi.org/10.7763/ijiet.2015.v5.484.

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Bai, Zhihong. "An Analysis of English Vocabulary Learning Strategies." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 849. http://dx.doi.org/10.17507/jltr.0904.24.

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Vocabulary is one of the three elements of language, the building material and the basic of language. To communicate with others fluently, the first premise is that we must have a certain amount of vocabularies. Facing so many words to learn, it’s necessary to investigate the vocabulary leaning strategies. The paper mainly studies the strategies of English vocabulary learning. Firstly it introduces the importance of vocabulary learning. Secondly, it explains the significance and purpose of the study, and does the survey to the current problems of students’ vocabulary learning. Thirdly, it gives the definition and classification about the vocabulary learning strategies. Then, in the paper some factors which affect the strategies of vocabulary learning are listed. Finally, it points out the specific strategies of vocabulary learning and gets some opinion about it. It is hoped that this paper can offer some help for students’ English vocabulary learning, and expand students’ vocabulary. Also, it can improve students’ interest in vocabulary learning and make vocabulary learning easy.

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Yue, Nan. "Computer Multimedia Assisted English Vocabulary Teaching Courseware." International Journal of Emerging Technologies in Learning (iJET) 12, no. 12 (December 20, 2017): 67. http://dx.doi.org/10.3991/ijet.v12i12.7955.

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English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

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Yu, Yangyang. "Understanding, Thinking and Exploring: Cultural Teaching of Vocabularies under the New English Curriculum Standard." Journal of Humanities and Education Development 4, no. 5 (2022): 58–63. http://dx.doi.org/10.22161/jhed.4.5.8.

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English vocabulary plays an important role in English language learning, and the methods of vocabulary acquisition also have a profound impact on its effect. Under the guidance of the New Curriculum Standard, the cultivation of cultural awareness is also an important part of the core literacy of English subjects, so it will be an inevitable trend of English vocabulary learning to apply the study of cultural awareness to vocabulary acquisition. In actual vocabulary teaching, to truly grasp the core essence of cultural awareness, teachers should recognize the shortcomings of cultural teaching and vocabulary teaching, and under the guidance of the core literacy of English subjects, combine vocabulary teaching with the transmission of cultural knowledge, aiming at exploring the English cultural connotation behind vocabulary, promoting the effective implementation of vocabulary and cultural teaching, and providing some reference suggestions for vocabulary cultural teaching.

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Novari, Ari Fajria, Yeni Maryani, and Heva Rostiana. "A Comparative Between British English And American English: Vocabulary Analysis." Journal of English Education Studies 4, no. 1 (May 31, 2021): 27–40. http://dx.doi.org/10.30653/005.202141.65.

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This research paper aims to analyze the comparative between British English and American English, because many language learners or English users still confuse to differentiate both of them, especially in the countries where English is foreign language. Sometimes, it cause misunderstanding in communication. The research paper use qualitative research design with characteristic of content analysis. It uses observation and documentation in collecting the data. The obtained data is vocabulary in Oxford Advanced Learner’s Dictionary 9th edition which published in 2015. The researcher took 150 words to be analyzed. Based on the data analysis there are three differences in Vocabulary of British English and American English. The researchers divide the differences into three categories they are differences in Vocabulary (word using), spelling, and pronunciation. The researcher found 50 different words in vocabulary (word using), 50 different words in spelling and 50 words which have differences in pronunciation. Based on findings of this research, it is significant for language learners or English user to know the differences of British English and American English and improve their vocabulary of British and American English in order to decrease misunderstanding in communication. The researchers hope language learners or English user can decide which English varieties that will they use and the can use one of English varieties consistently.

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Choi, William, Xiuli Tong, and Helene Deacon. "From Cantonese Lexical Tone Awareness to Second Language English Vocabulary: Cross-Language Mediation by Segmental Phonological Awareness." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1875–89. http://dx.doi.org/10.1044/2019_jslhr-l-17-0323.

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Purpose Cantonese lexical tone awareness is closely associated with 1st language Cantonese vocabulary knowledge, but its role in 2nd language English vocabulary knowledge was unclear. We addressed this issue by investigating whether and, if so, how Cantonese lexical tone awareness contributes to English expressive vocabulary knowledge in Hong Kong Cantonese–English bilingual children. Method A sample of 112 Hong Kong Cantonese–English bilingual 2nd graders were tested on Cantonese lexical tone awareness, English lexical stress sensitivity, Cantonese– English segmental phonological awareness, and both Cantonese and English expressive vocabulary knowledge. Results Structural equation modeling analyses revealed that Cantonese lexical tone awareness contributed indirectly to English expressive vocabulary knowledge through English lexical stress sensitivity and Cantonese–English segmental phonological awareness. Conclusion These results demonstrate the role of Cantonese lexical tone awareness in Cantonese–English bilingual children's English vocabulary knowledge. This also underscores the importance of 1st language suprasegmental phonological awareness in 2nd language expressive vocabulary knowledge.

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Aziz, Muhammad Farriz, Kamariah Yunus, and Fatihah Nazmi. "English Major Students’ Perceptions of Using Animated Cartoons on English Vocabulary Knowledge of Rare Words in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 7 (July 10, 2021): 311–20. http://dx.doi.org/10.47405/mjssh.v6i7.837.

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The rapid developments throughout language technologies have catered tremendous chances for learning and teaching vocabulary in second language learning. The development of vocabulary knowledge does not merely oscillate in academic vocabulary, high frequency vocabulary and technical vocabulary, English major students should also need to learn low-frequency vocabulary or rare vocabulary which enhance their language proficiency. In order to accommodate students with vocabulary knowledge of rare words, it should come with the best resort of teaching technique that can help them to learn in a meaningful way. One of the rarely used multimedia tools is animated cartoons. This paper aims at exploring the students’ perceptions of using animated cartoons in improving their English vocabulary knowledge of rare words in Universiti Sultan Zainal Abidin (UniSZA), Terengganu. Employing a semi-structured interview, the qualitative data collection method was conducted. Employing the qualitative data collection method, semi-structured interviews were conducted to six students who learned vocabulary using animated cartoons to obtain their perceptions towards these multimedia materials in improving the English vocabulary knowledge of rare words. The results of semi-structured interviews highlighted the positive responses from the students who preferred animated cartoons as these materials in improving their English vocabulary knowledge of rare words. In conclusion, this study contributes to the current literature on English vocabulary learning of rare words by exposing and underlining the impacts of animated cartoons which provide opportunities for students to encounter a conducive technological-based learning environment.

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Hwang, Jin Kyoung, Jeannette Mancilla-Martinez, Janna Brown McClain, Min Hyun Oh, and Israel Flores. "Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary." Applied Psycholinguistics 41, no. 1 (October 14, 2019): 1–24. http://dx.doi.org/10.1017/s0142716419000365.

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AbstractVocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

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Yan, Qilin. "Vocabulary Test for Vocabulary Learning in Middle School." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 66–72. http://dx.doi.org/10.26689/jcer.v5i8.2435.

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As one of the core aspects and basic unit in language, vocabulary plays a salient role in improving student’s language ability. Besides, vocabulary learning strategies play an obviously important part in the whole process of language learning. By examining the theories and approach to the vocabulary test, found by linguists locally and abroad, as well as vocabulary learning strategies, this research tries to systematically explicate several vocabulary tests in order to help English teachers design more creditable vocabulary tests to evaluate student’s vocabulary knowledge. At the same time, in hope that through this research, middle school students would be guided to use English vocabulary learning strategies more efficiently, thus enhancing their self-learning ability.

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He, Bing. "Application of Mobile Technology in College English Vocabulary Teaching." Journal of Mathematics 2022 (February 16, 2022): 1–8. http://dx.doi.org/10.1155/2022/9009008.

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In order to improve the quality of college English vocabulary teaching, this paper studies the application of mobile technology in college English vocabulary teaching. The advantages of mobile technology are analyzed, and different mobile technology communication deployment schemes are determined according to different needs and environments of English vocabulary learning, so as to build a college English vocabulary teaching system, which is mainly composed of the user layer, mobile network layer, and English vocabulary data layer. Among them, the main functions of the user layer are user login, system information setting, English vocabulary resource browsing, uploading English vocabulary homework, etc., and determine user preference data through user logs. The mobile network layer is designed using mobile technology to create the delay control technique of the system mobile communication, and the system mobile network layer’s LAN is set up to increase data transmission speed. Finally, set up the database according to the English vocabulary of English words field, calculating Euclidean distance to determine the relationship between them, and then through random set classification vocabulary data types, calculate the similarity degree of the data extraction vocabulary data characteristics and remove high similarity of the English vocabulary data to reduce the difficulty of system storage. The experimental findings suggest that the mobile technology-based system has high performance and dependability and may be widely used in practice.

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Zhang, Xiaochi. "On cultivation of intercultural communication awareness in english vocabulary teaching." International Journal for Innovation Education and Research 3, no. 9 (September 30, 2015): 69–73. http://dx.doi.org/10.31686/ijier.vol3.iss9.433.

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Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

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Li, Jie. "Adaptive Learning Model of English Vocabulary Based on Blockchain and Deep Learning." Mobile Information Systems 2022 (July 22, 2022): 1–13. http://dx.doi.org/10.1155/2022/4554190.

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As one of the three basic elements of language, vocabulary is particularly important when learning English. Nowadays, many students are faced with problems such as boring vocabulary teaching, forgetting quickly after reciting, inefficient vocabulary learning, and lack of initiative. Therefore, it is imperative to seek a scientific and effective teaching mode to improve students’ vocabulary achievement. It builds an adaptive learning model of English vocabulary based on blockchain and deep learning, and tests the model. According to the experimental data, 46.8% of the learners will often read English newspapers or magazines to expand their English vocabulary. 50.4% of the students classified and memorized English vocabulary according to different categories. 59% of students often use context to memorize English vocabulary. The results show that before using the English vocabulary adaptive learning model based on blockchain and moderate learning, the average score of students’ methods and strategies is in the middle and lower levels. After using the adaptive learning model, some students have been able to use some learning strategies, and a small number of students have expanded their vocabulary through extracurricular reading.

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Anggaira, Aria Septi, Nurul Aryanti, Suryadi Suryadi, and Tusriyanto Tusriyanto. "Songs for Teaching Vocabulary: English Learning Media for Preschoolers." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 6 (October 6, 2022): 6069–78. http://dx.doi.org/10.31004/obsesi.v6i6.2870.

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In terms of language acquisition, preschoolers are associated with the golden age. This led to the awareness of the importance of mastering English as early as possible. Vocabulary learning is an important aspect of learning a language because the basis of language is vocabulary. However, a lack of strategy in introducing English vocabulary is the problem faced by preschool teachers. This study is a literature review that aims to review the use of songs in vocabulary learning for preschoolers. In addition, the success of using songs in English vocabulary learning for preschoolers, which was reported by a lot of studies, is thought to be paramount to discuss. This study refers to 49 references which are books or articles from journals related to the use of songs as a medium in vocabulary learning for early childhood. Therefore, this article is intended to review the use of songs in English vocabulary learning for preschoolers. The English vocabulary, English children's songs, and development of English Vocabulary in preschoolers were presented descriptively. The review concludes that songs can be an alternative media in vocabulary learning for preschoolers.

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PALERMO, FRANCISCO, ARIANA M. MIKULSKI, RICHARD A. FABES, LAURA D. HANISH, CAROL LYNN MARTIN, and LAUREN E. STARGEL. "English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers’ English vocabulary skills." Applied Psycholinguistics 35, no. 6 (January 28, 2013): 1163–87. http://dx.doi.org/10.1017/s0142716412000732.

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ABSTRACTThis study examined the combined and unique contributions of home, teacher, and peer English exposure levels on Spanish-speaking preschoolers’ (N = 107) English receptive and expressive vocabulary skills. The combined levels of English exposure during the fall of preschool were positively associated with children's English receptive and expressive vocabulary skills in the spring. Furthermore, English exposure levels at home were uniquely and positively associated with children's English receptive and expressive vocabularies, whereas peer English exposure levels were uniquely and positively associated with children's English expressive vocabulary. Teachers’ English exposure levels were not uniquely associated with children's English vocabulary. The findings highlight the importance of the home environment and peer experiences in the classroom for maximizing Spanish-speaking children's early English vocabulary skills.

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Suliyono, Suliyono. "The Effect of CICADA English Youth Magazine on Secondary School Orphans' Vocabulary Mastery." Beyond Words 10, no. 1 (May 2022): 1–14. http://dx.doi.org/10.33508/bw.v10i1.3429.

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The low English vocabulary mastery has caused Baitul Hijrah Orphanage’s orphans poor achievement of English. Regarding the issue, this research was conducted to find a breakthrough to help the orphans’ vocabulary improvement. In term of boosting their vocabulary need, the researcher explored English youth magazine as a media to be used. Thus, this study was aimed to examine and compare between the effects of using English youth magazine and English textbook on students' vocabulary mastery. This study assigned true-experimental research design to test the hypothesized relationship between variables. The sample of this study was 28 orphans at second grade of senior high school that were divided into control and experimental group by systematic sampling method. Data collection was vocabulary test scores results consisted of 100 multiple choice questions. The result showed that the English youth magazine usage as media could significantly improve vocabulary mastery; thus, students who were taught vocabulary using English youth magazine obtained higher scores than those who were taught vocabulary using English textbook. In conclusion, English youth magazine is a teaching aid that can be used to gain the students' vocabulary mastery.

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Yulia, Miga, and Muhammad Fazaki. "The effect of an English TV series with a bimodal subtitle on students' vocabulary acquisition." English Education Journal 13, no. 4 (January 9, 2023): 478–90. http://dx.doi.org/10.24815/eej.v13i4.29673.

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Students of English struggle to remember large amounts of new vocabulary, which leads to a lack of vocabulary, and effective teaching methods and media affect students' knowledge of vocabulary. The current research focuses on using bimodal English-subtitled movie series to improve student vocabulary. The purpose of this research was to determine whether the vocabulary of students improved as a result of watching a seven-part English television series with English subtitle. This study employed quantitative approach, and thirty undergraduate students majoring in EFL were chosen to take part in this study. Prior to the intervention, the students were given a test of the vocabulary that was often found in the series, and they were given the same test following the intervention. The data were analyzed using paired sample t-test and the significance level of 0.05 was used to reject the null hypothesis. The finding shows that watching an English TV series with English subtitle significantly enhanced the students’ vocabulary. As a result, it is recommended that learners use an English TV series with English subtitles to improve their English vocabulary.

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Zhu, Dongmei. "A Study of English Vocabulary Translation Based on Quantitative and Qualitative Analysis of Internet Database." MATEC Web of Conferences 365 (2022): 01010. http://dx.doi.org/10.1051/matecconf/202236501010.

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In the process of English vocabulary translation, translators make full use of the advantages of electronic means such as CNKI translation assistant, online corpus of COCA, etc., a systematic, automatic and manual quantitative and qualitative analysis of the target English vocabulary is carried out to obtain accurate and accurate translation results. Therefore, the method of quantitative and qualitative analysis based on internet database and corpus can help translators solve the problem of English vocabulary translation and improve the quality of English vocabulary translation. Based on the characteristics of English vocabulary translation and the TECHNIQOF quantitative and qualitative analysis in internet database, the strategies of English vocabulary translation are put forward.

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Shin, Hasik, Byeongkil Ahn, and Daekweon Bae. "English Vocabulary Learning through Metacognitive Memory Strategy and Vocabulary Testing." Journal of Modern British and American Language and Literature 34, no. 1 (February 29, 2016): 121. http://dx.doi.org/10.21084/jmball.2016.02.34.1.121.

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Halid, Ahmad, and Vicky Fatimatus Zahra. "Peningkatan Hasil Belajar Siswa Melalui Penggunaan Media English Vocabulary Card." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 3, no. 2 (October 29, 2021): 1–21. http://dx.doi.org/10.36835/au.v3i2.577.

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This article describes the urgency of using English Vocabulary Card media. Media cards contain pictures (objects, animals, and so on) that can train students and create vocabulary, these cards become instructions or stimuli for students to give good responses. The research problem is how is English Vocabulary Card media in improving class English learning outcomes?. The purpose of this research is to find out what the English Vocabulary Card media is in improving English learning outcomes for class V at MIMA 34 Hasyim Asy'ari, using a qualitative approach and statistical CAR analysis. The results showed that if the use of English Vocabulary Card media could improve student learning scores, it was seen from the results before using that students got a percentage of 42.8% after using the English Vocabulary Card media, student scores could increase by 92.8%. Keywords: Learning Outcomes, Media English Vocabulary Card

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UCHIKOSHI, YUUKO. "Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners." Applied Psycholinguistics 35, no. 1 (September 12, 2012): 119–53. http://dx.doi.org/10.1017/s0142716412000264.

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ABSTRACTThis study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print.

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Fan, Jia, and Sun Yu. "The Application of Greco-Roman Mythology Learning in English Vocabulary Teaching from the Perspective of Etymology." International Journal of Languages, Literature and Linguistics 7, no. 1 (March 2021): 38–43. http://dx.doi.org/10.18178/ijlll.2021.7.1.284.

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Language is the carrier of culture and culture nourishes language. According to statistics, 56% of the commonly used 10,000 English words are adopted from Latin and ancient Greek, which are the carrier languages of Roman civilization and Greek civilization respectively. Greco-Roman mythology, with its rich cultural connotation, permeates all aspects of people's social life in English-speaking countries and becomes a source of vitality for the expansion of English vocabulary. Etymology, the scientific study of the origin of words, is crucial in English vocabulary teaching, as etymological study improves vocabulary learning. This paper adopts the methodology of literature research to gather materials about English vocabulary teaching methods, etymology theory, and Greco-Roman mythological origin of English vocabulary. In order to better explain the cultural connotation of words in English vocabulary teaching, this paper proposes method of applying Greco-Roman mythology learning in English vocabulary teaching, and classifies English vocabulary into four forms according to etymological motivation: direct use, metaphorical use, semantic transfer and derivation from the perspective of Greco-Roman mythological origin, thus stimulating English learners' interest and improving the efficiency of both teaching and learning.

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Sari, Intan Permata, Elva Elvinna Asahra, and Yana Yana. "IMPROVING STUDENTS’ VOCABULARY MASTERY USING ENGLISH SONG." PROJECT (Professional Journal of English Education) 2, no. 3 (May 21, 2019): 410. http://dx.doi.org/10.22460/project.v2i3.p410-415.

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This research is a Classroom Research Action. The research aims to improve the tenth grade students of SMK Wirasaba Karawang in mastering vocabulary using English songs. Songs can be trusted to help remember vocabulary and used the songs are interested in learning English. Memorizing song can be used to develop English vocabulary mastery so that the purpose of learning English as a communication tool can be achieved optimally. It can be seen from the students’ score on vocabulary test which increased from three vocabulary tests given in the Cycle I and Cycle II. In the students’ achievement Cycle I was 67.33 and Cycle II was 83.7. It can be concluded that songs have a significant impact on improving students’ vocabulary mastery. Keywords: English song, vocabulary mastery, CAR

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Maulani, Dwi Siska, Lilies Youlia Friatin, and Etika Rachmawati. "Voicing The Students’ Need of English Vocabulary English for Specific Purposes in Vocational High School." JELITA: Journal of Education, Language Innovation, and Applied Linguistics 1, no. 1 (January 24, 2022): 56–66. http://dx.doi.org/10.37058/jelita.v1i1.4440.

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The goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students.Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.

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Journal articles on the topic 'English vocabulary'

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