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Journal articles on the topic 'Middle English vocabulary'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Thomason, Sarah G. "Middle English." Language Dynamics and Change 6, no. 1 (2016): 42–45. http://dx.doi.org/10.1163/22105832-00601010.

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The Viking hypothesis is fatally flawed, in part because syntax is readily borrowed in intense contact situations, while inflectional morphology usually is not—and Middle English inflectional morphology is overwhelmingly of West Germanic origin. The dismissal of lexical evidence is also misguided: the vast majority of basic vocabulary items come from Old English, not from Norse.

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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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Yu, Xiaomei. "English Vocabulary Teaching Techniques at Junior Middle Schools." English Language Teaching 13, no. 11 (October 14, 2020): 12. http://dx.doi.org/10.5539/elt.v13n11p12.

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English teachers at junior middle schools often employ traditional vocabulary teaching techniques such as L1 equivalents, word lists, pictures, and word formation rules. They reinforce the students' retention of vocabulary by asking them to read aloud the words repeatedly and copy the new words as homework. In this study, suggestions are given to improve English vocabulary teaching techniques at junior middle schools.

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Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

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With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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Smith, Jeremy J., and Jacek Fisiak. "Middle English Miscellany: From Vocabulary to Linguistic Variation." Modern Language Review 93, no. 4 (October 1998): 1079. http://dx.doi.org/10.2307/3736285.

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Bowern, Claire, and Jacek Fisiak. "Middle English Miscellany: From Vocabulary to Linguistic Variation." Language 75, no. 3 (September 1999): 642. http://dx.doi.org/10.2307/417124.

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7

ROTHWELL. "ANGLO-FRENCH AND MIDDLE ENGLISH VOCABULARY IN "FEMINA NOVA"." Medium Ævum 69, no. 1 (2000): 34. http://dx.doi.org/10.2307/43631489.

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8

Roig-Marín, Amanda. "Spanish Arabic loanwords in late Middle and early Modern English." SELIM. Journal of the Spanish Society for Medieval English Language and Literature. 25, no. 1 (September 29, 2020): 173–85. http://dx.doi.org/10.17811/selim.25.2020.173-185.

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The influx of Arabic vocabulary into English has received relatively scarce attention in the past: Taylor (1934) and Cannon Kaye (1994) remain classic lexicographical works, but few subsequent investigations have monographically tackled the Arabic lexical legacy in English. This article concentrates on the Spanish Arabic influence on English, that is, on Arabic-origin lexis specifically used in the Iberian Peninsula as well as on the vocabulary which was mediated by Spanish at some point in its history from Arabic to its adoption into the English language. It assesses two sets of data retrieved from the Oxford English Dictionary and examines the most frequent routes of entry into the English language (e.g. Arabic Spanish French English) and the larger networks of transmissions of these borrowings throughout the history of the language, with particular attention to the late medieval and early modern periods.

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9

Nishi, Hironori. "English within Japanese." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 211–29. http://dx.doi.org/10.1075/japc.00031.nis.

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Abstract The present study examined English textbooks used in Japanese middle and high schools, and analyzed to what extent the English words that are included in those textbooks are already integrated into the vocabulary pool of Japanese as loanwords. The findings of the present study showed that approximately 80% of the English words introduced in the first four years of English education in schools in Japan are already integrated into Japanese as loanwords. Based on this high percentage of English words with loanword counterparts in Japanese, the present study has argued that English loanwords in Japanese can be used as a resource for learning new vocabulary in the field of EFL education for L1 speakers of Japanese.

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Lutz, Angelika. "Norse Loans in Middle English and their Influence on Late Medieval London English." Anglia 135, no. 2 (June 2, 2017): 317–57. http://dx.doi.org/10.1515/ang-2017-0028.

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AbstractMost of the Norse legal and administrative terms attested in Old English were replaced by equivalents from the French superstrate soon after the Norman Conquest, whereas a remarkable number of more basic terms are known to have become part of the very basic vocabulary of modern Standard English. This paper focuses on Norse lexical loans that survived during and beyond the period of French rule and became part of this basic vocabulary. It explores (1) the regional and textual conditions for the survival of such loans and (2) their expansion into late medieval London English and into the emerging standard language. Based on selective textual evidence it is argued that they were not quite as basic originally, that they typically survived and developed in regional centres far away from the French-dominated court, and eventually infiltrated the area in and around late medieval London owing to its growing attraction as an economic and intellectual centre. Both the survival of Norse loans and their later usage expansion are shown to be in harmony with the principles of comparative contact linguistics.

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11

Lindberg, Conrad. "A note on the vocabulary of the Middle English Bible." Studia Neophilologica 57, no. 2 (January 1985): 129–31. http://dx.doi.org/10.1080/00393278508587912.

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12

Townsend, Dianna, and Penny Collins. "Academic vocabulary and middle school English learners: an intervention study." Reading and Writing 22, no. 9 (September 4, 2008): 993–1019. http://dx.doi.org/10.1007/s11145-008-9141-y.

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13

SYLVESTER, LOUISE. "Contact effects on the technical lexis of Middle English: a semantic hierarchic approach." English Language and Linguistics 22, no. 2 (July 2018): 249–64. http://dx.doi.org/10.1017/s1360674318000126.

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In the context of multilingualism in later medieval Britain, the influx of French terminology into the emerging technical vocabulary of Middle English is likely to have produced synchronous synonyms. For functional reasons, some native terms are expected to be dropped from the language, others to undergo differentiation through semantic shift. A significant proportion of the French borrowings are often seen as having been new technical terms, but earlier historical research on the nature of technical vocabulary in English has not clearly characterized this lexical domain; ways are therefore explored here of identifying technical terminology in this period. Definitions contained in historical dictionaries, principally theMiddle English Dictionary, provide the main diagnostic, specificity of meaning. As a case study, borrowings in a technical register are examined using the terms contained in the subdomain ‘Instruments’ within the Middle English vocabulary for Building (extracted from theBilingual Thesaurus of Everyday Life in Medieval Englandproject) supplemented with lexis from theHistorical Thesaurus. Utilizing the components of meaning in theMiddle English Dictionaryand theOxford English Dictionarydefinitions, the lexical items are classified into semantic hierarchies as was done for theHistorical Thesaurus of the Oxford English Dictionary. In addition to dates of first usage, etymological information about the lexical items is included in the semantic hierarchies, allowing analysis of patterns of replacement by borrowed terms at different levels of the lexicon. It is found that the impact of French on the native lexicon in this dataset is most evident at the superordinate and basic levels of the lexicon, where we find almost equal numbers of native and borrowed terms, while at the hyponymic level native terms are in the vast majority. The study provides an insight into the vocabulary of speakers of the Middle English period with a high level of experience and expertise in technical fields and the findings suggest a resistance to borrowed vocabulary not at the lowest section of the social stratum, but rather by the class of skilled workers.

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TIMOFEEVA, OLGA. "Survival and loss of Old English religious vocabulary between 1150 and 1350." English Language and Linguistics 22, no. 2 (July 2018): 225–47. http://dx.doi.org/10.1017/s1360674318000114.

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Middle English religious vocabulary is radically different from that of the previous period: while Old English is characterised more by lexical pattern replication of Latin (and Greek) etyma, Middle English is the period of matter replication. Due to the intake of new French religious words, English lexemes and also whole word families undergo semantic transformation and lexical replacement. Other terms, however, survive from the Old English period into the present day, resisting contact-induced pressure. This study shows that the survival of old lexemes into Middle English is largely determined by the extent of their diffusion and frequency of occurrence before the Norman Conquest. It is postulated that two kinds of inherited Old English lexis should be distinguished in the Middle English period: (i) established terms that had belonged to the West Saxon standard and were still preserved in general use by the lower regular clergy, parish priests and the faithful at large, and (ii) terms of limited currency that had failed to spread outside local communities with strong ties and survived for a short time after the Conquest in smaller religious foundations. The innovation and spread of new francophone religious lexis was conditioned by the new preaching practices that began to develop in Europe in the wake of the Fourth Lateran Council and the emergence of mendicant orders. Preachers of the new type were the multilingual innovators who generated new lexis in English and at the same time were instrumental in its diffusion, serving as weak ties between the various levels of the medieval society. Urban middle classes, on the other hand, were the most likely English-speaking early adopters of new norms.

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Srimanee, Jarinya, Kritchada Ruangnoi, and Mohamad Jafre Bin Zainol Abidin. "A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 27–34. http://dx.doi.org/10.32996/ijllt.2021.4.2.5.

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This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text. The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university. Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand.

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최진 and 마지현. "A Study of Korean Middle School Students’ English Vocabulary Learning Strategies." Studies in Foreign Language Education 32, no. 4 (November 2018): 83–106. http://dx.doi.org/10.16933/sfle.2018.32.4.83.

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Park, Mihyun, and Seongwon Lee. "Using Smart Devices to Help Middle School English Underachievers Learn Vocabulary." Studies in English Education 21, no. 4 (December 30, 2016): 93–120. http://dx.doi.org/10.22275/see.21.4.04.

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DAVIDSON, DENISE, SANDRA B. VANEGAS, ELIZABETH HILVERT, and IEVA MISIUNAITE. "“I Readed the Book Last Week.” The Role of Dominant Language, Receptive Vocabulary and Language Structure on Morphosyntactic Awareness in Monolingual and Heritage Language Children." Bilingualism: Language and Cognition 20, no. 5 (August 3, 2016): 1045–62. http://dx.doi.org/10.1017/s136672891600078x.

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In this research, 5- and 6-year-old monolingual (English) and heritage language (English–Spanish, English–Urdu) children completed a grammaticality judgment test to assess their awareness of grammatically correct and incorrect morphosyntactic structures in English. Results demonstrated that language group differences were minimized when heritage language children exhibited average receptive vocabulary proficiency for the sample, and when more difficult morphosyntactic structures were assessed. In this middle range, only two group differences were found. Our findings highlight the need to consider factors such as receptive vocabulary when assessing morphosyntactic awareness and language group differences.

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Kato, Makiko. "Summarization in English as a Foreign Language: A Study Comparing Summary Performances to Summarizers’ Vocabulary Size." English Language Teaching 14, no. 5 (April 28, 2021): 77. http://dx.doi.org/10.5539/elt.v14n5p77.

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The study examined the impact of a first language’s summarizing skill and second language vocabulary size on summary performances in a second language. A total of 40 English as a Foreign Language (EFL) learners from a Japanese university with a mixed level of English language proficiency were asked to write a summary in English (i.e., their non-native language, L2) and in Japanese (their native language, L1) from a text written English and Japanese respectively. The effect of L1 summarizing skill on L2 summary performances was examined using multiple regression analysis. L1 summary performances (i.e., summarizing skill) slightly influenced English summary performances for summary writers with lower-level English language proficiency but not L2 summary performances for those with higher-level English language proficiency. The participants’ vocabulary size measured by Nation’s (2007) test was positively correlated with their English summary performances. Moreover, the results showed that the vocabulary size in the highest and smallest-vocabulary size groups was correlated with scores on two rating scales (i.e., Language use and Source use) in their English summary. In contrast, the vocabulary size in the middle-level vocabulary size groups was correlated with their scores on two different rating scales (i.e., Main idea coverage and Integration) in their English summary. This study concluded that L1 summary performance had not impact on L2 summary performances because several characteristics influence of summary writers’ English vocabulary size. The study made several recommendations to EFL teachers who teach summary writing and for further study.

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Kai-hua, CHEN, and PAN Cui-qiong. "On Multimedia-assisted English Vocabulary Teaching for Chinese Junior Middle School English Learners from the Perspective of Situational Teaching Method." IRA International Journal of Education and Multidisciplinary Studies 14, no. 3 (March 26, 2019): 80. http://dx.doi.org/10.21013/jems.v14.n3.p5.

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<p>The multimedia network technology has been developing so rapidly that a constantly increasing number of course teachings are applying multimedia-based teaching method to fit into the student-centred classroom pattern while improving their teaching efficiency, leading to achievements in the innovation of our education system and offering guidance for EFL teaching and learning. This paper, based on multimedia-assisted teaching, is an attempt at discussing the multimedia-assisted situational English vocabulary teaching by means of the case study, which may prove a more effective method for Chinese junior middle school English learners who are not that skilful in the learning and memorizing of English vocabulary.</p>

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DURKIN, PHILIP. "Exploring the penetration of loanwords in the core vocabulary of Middle English: carry as a test case." English Language and Linguistics 22, no. 2 (July 2018): 265–82. http://dx.doi.org/10.1017/s1360674318000138.

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This article takes as its starting point the extent of borrowing in Middle English among the hundred meanings included in the Leipzig–Jakarta List of Basic Vocabulary, a recently developed tool for exploring the impact of borrowing on basic vocabulary on a cross-linguistic basis. This is adopted for the possibility it provides for taking an empirically based approach to identifying at least a proportion of those loanwords that have most impact on the core lexicon. The article then looks in detail at a particularly striking example identified using this list: the verb carry, borrowed into English in the late fourteenth century from Anglo-Norman, and found with some frequency in its modern core meaning from the very beginning of its history in English. The competition this word shows with native synonyms, especially bear, is surveyed, and the systemic pressures that may have facilitated its widespread adoption are explored, as well as the points of similarity it shows with some other borrowings into the core vocabulary of Middle English; in particular, the hypothesis is advanced that a tendency towards isomorphism in vocabulary realizing basic meanings may be a significant factor here. The article also contends that the example of carry sheds new light on the receptivity of even basic areas of the lexicon to Anglo-Norman lexis in the late Middle English period. The trajectory shown by this word is particularly illuminating, with borrowing in a restricted meaning with reference to the commercial bulk transportation of goods, merchandise, etc. being followed by very rapid development of a much broader meaning, which even within the fourteenth century appears in at least some varieties (notably the works of Chaucer) to be a significant competitor for native bear as default realization of the basic meaning ‘to transfer/carry (something, especially in one's hands)’.

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Eayrs, Brock. "English 416G (Winter 2000) "Middle English Verse Romance: The Problem of Trust"." Florilegium 20, no. 1 (January 2003): 185–91. http://dx.doi.org/10.3138/flor.20.045.

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"For creatures with the properties of human beings the problem of trust today is no closer to the margins of practical life, no more narrowly domestic and personal than it was in the high Middle Ages." John Dunn's recent comment points directly to an issue at the heart both of many of the best Middle English romances and of latemedieval English society. Poems otherwise as diverse as Sir Gawain and the Green Knight, Amys and Amylion, or Chaucer's Knight's Tale, for example, use a vocabulary of trust centred in the terms trouthe and tresoun and incorporate incidents raising this and related issues. In this course we will explore the formal development of Middle English verse romance while at the same time examining the problem of trust both in the narratives and in the social context in which, and for which, they were written. Our goal will be to use linguistic, legal, and other evidence to formulate supportable connections between the romances and their social context which cast an explanatory light on the poems themselves.

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Wu, Rui. "The Effects of TBLT’s Strong Form and Weak Form on ESL Students’ Vocabulary Acquisition." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 785. http://dx.doi.org/10.17507/tpls.0807.09.

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The present study applied task-based language teaching (TBLT) approach to English vocabulary teaching of vocational college students. Based on the different ideas of TBLT types—the strong form (i.e. the strong task-based approach) and the weak form (i.e. the weak task-based approach), it designed different teaching procedures aiming to explore different effects of the two types on English vocabulary acquisition. The result showed that the students as a whole had a better learning result when they were taught by the strong form of TBLT, especially when dealing with productive vocabulary. However, the strong form didn't seem to have as good an effect on lower level students as on upper and middle level ones.

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Zhang, Ying. "Vocabulary Development in Science: Studying a Middle School Sheltered Classroom." Global Journal of Educational Studies 3, no. 2 (October 25, 2017): 83. http://dx.doi.org/10.5296/gjes.v3i2.11825.

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This article reports how science literacy development, particularly vocabulary development occurred in a sixth-grade sheltered science classroom as a part of an eight-month ethnographic study. Specifically, the research asks how language development occurs in the science classroom from the perspective of social semiotics. The study takes a multimodal social semiotic perspective to examine how English Learners (ELs) make meaning of science vocabulary. Qualitative methods are used and the data include video and audio recordings of science lessons, field notes, formal and informal interviews with teacher and students, and classroom artifacts. Findings demonstrate that although science vocabulary was embedded in the multimodal science curriculum, actual language development was limited. The study expands the current knowledge base for developing literacy skills in science and challenges researchers and educators to reexamine the current practice on how to incorporate effective literacy education in the content area of science.

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Octaberlina, Like Raskova, and Ida Fitri Anggarini. "Teaching Vocabulary Through Picture Cards in Islamic Elementary School A Case Study in Nida Suksa School, Thailand." Madrasah 13, no. 1 (July 27, 2020): 26–38. http://dx.doi.org/10.18860/mad.v13i1.9649.

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Abstract. Nowdays, english as a subject learned in primary school level. Its because the important of english towards the student. This study was conducted aimed to know the influence of Picture Cards in teaching vocabulary to the third grade of Nida Suksa School, Thailand. The subjects of the research were students in the third grade. The researcher only took nine students in different abilities from a high level (3/1), middle level (3/2), and low level (3/3). The instrument used by the researcher was an interview. The result showed that the students still had difficulty in understanding the texts because of having a lack of vocabulary, long texts, and limited time to analyze the text in answering the question. The students studied vocabulary through Picture Cards, and they learned vocabulary tests from text book. Furthermore, the finding of this study was: Picture Cards is able to increase and enrich their vocabulary and their knowledge. The implication of Pictures Cards can motivate students to understand the text. Therefore, they can understand many texts in vocabulary tests.Keywords: Teaching Vocabulary, Picture Cards

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Behbahani, Amin Rasti. "A Survey of University Students’ Knowledge of Vocabulary Learning Strategies and Influential Factors in Middle East." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 646. http://dx.doi.org/10.17507/jltr.0704.03.

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In this study, the most and the least common vocabulary learning strategies was explored among Eastern Mediterranean University international students. Besides, the role of personal factors such as gender and English proficiency level of students were considered. After distributing the questionnaire, the data were analyzed applying t-test and ANOVA. It was revealed that the level of importance of vocabulary learning strategy use was moderate for the EMU international students. Furthermore, it was found that metacognitive strategies and social strategies are the most and the least common vocabulary learning strategies respectively utilized by EMU international students for learning vocabulary. Regarding the role of gender and proficiency level, the t-test and ANOVA results indicated that gender was an effective factor; whereas, proficiency was not an influential factor in preference of students for using vocabulary learning strategies. Male students preferred detrimental strategies but females preferred metacognitive strategies.

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하봄이 and 윤현숙. "The effects of different word clustering on middle school English learners’ vocabulary acquisition." Studies in Foreign Language Education 32, no. 3 (August 2018): 97–121. http://dx.doi.org/10.16933/sfle.2018.32.3.97.

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Fikria, Ainun. "AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL." IJET (Indonesian Journal of English Teaching) 7, no. 1 (September 24, 2018): 12–23. http://dx.doi.org/10.15642/ijet2.2018.7.1.12-23.

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Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence.

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Neddeau, Browning. "Close Reading and Movement: A Lesson on Student Engagement and the Four Cs." LEARNing Landscapes 9, no. 2 (April 1, 2016): 433–42. http://dx.doi.org/10.36510/learnland.v9i2.785.

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Close reading is a reading instruction strategy. The author combined movement with close reading to engage fourth-grade students in meaning-making of new academic vocabulary words. Through the experience, students assessed new and multiple meanings of words and participated in collaborative, academic discussions of vocabulary words using human sculptures. Findings from the lesson suggest: an increase in student interest in vocabulary development when combined with movement, an instructional method that made sense to students, and a nonthreatening way to engage English learners in text-dependent inquiries. Future investigations may explore the lesson’s feasibility with students in the middle and secondary grades.

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O’Connor, Rollanda E., Kristen D. Beach, Victoria M. Sanchez, Joyce J. Kim, Kerri Knight-Teague, Guadalupe Orozco, and Brian T. Jones. "Teaching Academic Vocabulary to Sixth-Grade Students With Disabilities." Learning Disability Quarterly 42, no. 4 (February 8, 2019): 231–43. http://dx.doi.org/10.1177/0731948718821091.

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Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of sixth-grade students with learning disabilities, more than half of whom were also English language learners (ELLs), to implement about 15 min of daily interactive vocabulary instruction in their intact special education English/language arts classes. Three schools were assigned randomly to treatment (two schools) or control conditions (one school, 52 students total). We developed instructional routines to introduce four new words per week in three 4-week units to test for replicability. ANCOVAs (with each cycle’s pretest and intelligence quotient as covariates) were conducted on taught vocabulary, all of which favored the treatment condition with effect sizes ranging .6 to .7 per cycle. Near-transfer effects to vocabulary usage were weaker, with significant effects in the last two cycles. Effects were similar for students with disabilities who were ELLs and native English speakers. Treated students maintained their knowledge of words 4 to 24 weeks following the close of treatment.

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Lee, so-young, and Hyunoo Lee. ""An analysis of new vocabulary in Middle School English textbooks based on the 2015 revised English National Curriculum"." Secondary English Education 13, no. 3 (August 31, 2020): 76–96. http://dx.doi.org/10.20487/kasee.13.3.20208.76.

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Ko, Joung Hee, and Changwon Shin. ""An Analysis of Vocabulary Activities in First and Second Year Middle School English Textbooks." Studies in English Education 21, no. 2 (June 30, 2016): 175–96. http://dx.doi.org/10.22275/see.21.2.07.

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An, In-Sook, and Hi Jean Kim. "The Effectiveness of a Corpus-Based Dictionary for Middle School Students’ English Vocabulary Learning." Studies in English Education 22, no. 4 (December 30, 2017): 357–81. http://dx.doi.org/10.22275/see.22.4.14.

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원주연 and 성귀복. "Effects of different teaching methods on vocabulary acquisition in middle school English reading class." Korean Journal of English Language and Linguistics 10, no. 3 (September 2010): 543–70. http://dx.doi.org/10.15738/kjell.10.3.201009.543.

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Cisco, Brooke Kandel, and Yolanda Padrón. "Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis." RMLE Online 36, no. 4 (January 2012): 1–23. http://dx.doi.org/10.1080/19404476.2012.11462097.

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Kim, Jarang, and Yang-soo Jung. "A Study on the Use of Vocabulary Learning Strategies by Middle School English Learners." Modern Studies in English Language & Literature 60, no. 4 (November 30, 2016): 91–115. http://dx.doi.org/10.17754/mesk.60.4.91.

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LAWRENCE, JOSHUA F., LAUREN CAPOTOSTO, LEE BRANUM-MARTIN, CLAIRE WHITE, and CATHERINE E. SNOW. "Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program." Bilingualism: Language and Cognition 15, no. 3 (January 4, 2012): 437–51. http://dx.doi.org/10.1017/s1366728911000393.

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This longitudinal quasi-experimental study examines the effects of Word Generation, a middle-school vocabulary intervention, on the learning, maintenance, and consolidation of academic vocabulary for students from English-speaking homes, proficient English speakers from language-minority homes, and limited English-proficiency students. Using individual growth modeling, we found that students receiving Word Generation improved more on target word knowledge during the instructional period than students in comparison schools did, on average. We found an interaction between instruction and home-language status such that English-proficient students from language-minority homes improved more than English-proficient students from English-speaking homes. Limited English-proficiency students, however, did not realize gains equivalent to those of more proficient students from language-minority homes during the instructional period. We administered follow-up assessments in the fall after the instructional period ended and in the spring of the following year to determine how well students maintained and consolidated target academic words. Students in the intervention group maintained their relative improvements at both follow-up assessments.

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GREEN, DAVID W., JENNY CRINION, and CATHY J. PRICE. "Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry." Bilingualism: Language and Cognition 10, no. 2 (July 2007): 189–99. http://dx.doi.org/10.1017/s1366728907002933.

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Given that there are neural markers for the acquisition of a non-verbal skill, we review evidence of neural markers for the acquisition of vocabulary. Acquiring vocabulary is critical to learning one's native language and to learning other languages. Acquisition requires the ability to link an object concept (meaning) to sound. Is there a region sensitive to vocabulary knowledge? For monolingual English speakers, increased vocabulary knowledge correlates with increased grey matter density in a region of the parietal cortex that is well-located to mediate an association between meaning and sound (the posterior supramarginal gyrus). Further this region also shows sensitivity to acquiring a second language. Relative to monolingual English speakers, Italian–English bilinguals show increased grey matter density in the same region. Differences as well as commonalities might exist in the neural markers for vocabulary where lexical distinctions are also signalled by tone. Relative to monolingual English, Chinese multilingual speakers, like European multilinguals, show increased grey matter density in the parietal region observed previously. However, irrespective of ethnicity, Chinese speakers (both Asian and European) also show highly significant increased grey matter density in two right hemisphere regions (the superior temporal gyrus and the inferior frontal gyrus). They also show increased grey matter density in two left hemisphere regions (middle temporal and superior temporal gyrus). Such increases may reflect additional resources required to process tonal distinctions for lexical purposes or to store tonal differences in order to distinguish lexical items. We conclude with a discussion of future lines of enquiry.

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Lingga, Laura Maloni, Reka Monika Simanjuntak, and Yenita Sembiring. "STUDENTS’ STRATEGIES IN LEARNING SPEAKING SKILLS AT SMP NASRANI 3 MEDAN." Journal of Languages and Language Teaching 8, no. 1 (January 25, 2020): 91. http://dx.doi.org/10.33394/jollt.v8i1.2238.

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Speaking is one of the speaking skills possessed by students. Speaking skills have been trained from an early age, but the results of speaking learning are still far applied. Many students still experience difficulties in learning to speak. such as shame, fear and anxiety and lack of confidence inhibiting learning factors in speaking to students lacking motivation, poor student learning habits, mastery of students' vocabulary is still low, as for student learning strategies are one aspect that determines the success of students in speaking, students can have student learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. This research was conducted to identify the difficulty of speaking in English faced by students and find out the strategies they used to overcome these difficulties. This researcher used a qualitative descriptive method involving as many as 17 students in grade 9 at 3 Medan Christian Middle School, research results this shows that students have difficulty speaking in English namely lack of grammatical understanding, lack of vocabulary, incorrect pronunciation of words fearing the response of others feeling nervous in making mistakes, lack of self-confidence and shame in the strategy that students do is asking help to others trying to compose sentences in different ways by using gestures, taking the rules in positive thinking, can be concluded that students have a sense of difficulty in speaking English.

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Kim, Jeong-ryeol, and SeoYeon Hwang. "A corpus-based vocabulary analysis of the 1st middle school English textbooks in North Korea." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 3 (February 12, 2018): 439–58. http://dx.doi.org/10.22251/jlcci.2018.18.3.439.

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Rogulj, Jasmina, and Ivana Čizmić. "Vocabulary Learning Strategies Used by Medical Students: Croatian Perspective." Journal of Arts and Humanities 7, no. 2 (February 27, 2018): 44. http://dx.doi.org/10.18533/journal.v7i2.1338.

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<p>In order to be able to fully develop their academic and professional competencies, medical doctors (MDs) need to be highly proficient in English, which, among other things, implies the acquisition of vocabulary as an essential part of language knowledge. The current study aims at exploring vocabulary learning strategies (VLS) employed by freshman and sophomore medical students at the University of Split School of Medicine, Croatia. In particular, it focuses on (a) most and least frequently used VLS; (b) relationship between VLS subscales and different types of vocabulary knowledge; (c) differences in the mean strategy use between male and female students, and among low-, middle- and high-scoring students. The instruments used in the research were adapted version of the VLS Questionnaire (Pavičić Takač, 2008, p.152) and a vocabulary test designed by the author. The results indicate that medical students use a core inventory of VLS, whereby showing preference for the category of self-initiated vocabulary learning (SI-IVL) strategies and some individual formal vocabulary learning (FVL) and spontaneous vocabulary learning (SVL) strategies. Although students were not in favour of FVL at the level of the category as a whole, the results showed that the more frequently they employed FVL strategies, the better they scored on vocabulary tasks measuring controlled-productive type of vocabulary knowledge. Correlations revealed that female students used SI-IVL and FVL strategies significantly more often than their male counterparts. Results also suggest that there are no statistically significant differences in the mean VLS use among low-, middle- and high-scoring students. In conclusion, the results of this study provide a preliminary insight into the VLS used by medical students and their effect on students' vocabulary learning outcomes as well as into differences by gender and vocabulary proficiency. Since findings have proved rather inconclusive, these research questions need to be further investigated.</p>

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Mašić, Adela, and Aida Tarabar. "The Influence of Online Games on Learning English Vocabulary in High Schools in Bosnia and Herzegovina." MAP Education and Humanities 1, no. 1 (August 20, 2021): 28–37. http://dx.doi.org/10.53880/2744-2373.2021.1.1.28.

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In the last couple of years, there has been an obvious increase in the number of school children proficient in English. One of the main reasons is the influence of the media, as well as students’ great exposure to video games. The aim of this study was to investigate the connection between video-game playing and English language proficiency based on age, gender and latest grade in English language. A questionnaire was completed by 71 middle and high school students answering a range of questions on the quantity and quality of the video game they play. The results showed that video games have a great impact on language learning, as well as that vocabulary and communication are areas of most benefit. Therefore, as a form of highly desirable entertainment, video games provide a positive and motivating atmosphere which is perfect for adopting a foreign language and may have positive impacts on obtaining and improving vocabulary.

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Tao, Mingxing, and Jiaxin Wang. "Effects of Teaching Approach Based on Three-dimensional Grammar on Grade Eight Students’ Acquisition of English Phrasal Verbs." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1050–58. http://dx.doi.org/10.17507/tpls.1109.10.

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Phrasal verbs, an essential but complex aspect of English vocabulary, are difficult for Chinese EFL learners to acquire, whose first language lacks of phrasal verbs. This quasi-experiment explores the effectiveness of the teaching approach based on three-dimensional grammar on the acquisition of English phrasal verbs by Chinese middle school students compared with that based on conceptual metaphor theory. The finding is that there is a significant difference between the effect of three-dimensional grammar teaching and that of conceptual metaphor teaching, and the former is of great benefit for learners to acquire English phrasal verbs.

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Haddad, Fanar. "'Sectarianism' and Its Discontents in the Study of the Middle East." Middle East Journal 71, no. 3 (August 1, 2017): 363–82. http://dx.doi.org/10.3751/71.3.12.

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This article offers a critical examination of the vocabulary associated with the study of 'sectarianism' in the Middle East. It surveys Arabic- and English-language works on 'sectarianism' to illustrate how the term's lack of definition has allowed it to be used in contradictory ways that render it, not simply meaningless, but distortive to our understanding of the region. In addition, the term 'sectarianism', with its inescapably negative connotations, has been used as a tool to neutralize political dissent and stigmatize people's religious identity and otherwise legitimate acts of expression and mobilization.

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Popova, Elena P. "SEMANTIC SHIFT AS A SOURCE OF LEGAL TERMINOLOGY DEVELOPMENT (BASED ON ENGLISH)." Theoretical and Applied Linguistics, no. 2 (2019): 150–59. http://dx.doi.org/10.22250/24107190_2019_5_2_150_159.

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The article considers the issues of semantic derivation, its role and place in English legal terms forming at different stages of legal vocabulary development. Semantic derivation (in various sources also referred to as semantic shift and semantic transfer), along with word-building, is one of the internal sources of a language word-stock development and enlargement. A short insight into the theory of terminology at the beginning of the paper enables to determine the status of a term, its relative features, semantic requirements for a term, and to review the most common ways of term formation. Further, the place and role of legal vocabulary are viewed in relation to general literary language, and the issue of English legal terms variance is brought up. Dynamics in the semantic structure of a word is well traced in diachronic and synchronic studies of semantically reinterpreted items from the point of view of their connection with extra linguistic realities. In the experiment, the focus has been made upon the linguistic material of the Old English, Middle English and Early Modern English periods in relation to the periods of Anglo-Saxon law...

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Lee, Soyoung, and Hyunoo Lee. "An analysis of the distribution of vocabulary in Middle School English 2 textbooks based on 2015 Revised English National Curriculum." Secondary English Education 12, no. 3 (August 30, 2019): 71–93. http://dx.doi.org/10.20487/kasee.12.3.201908.71.

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Ibrahimova, A. "HISTORICAL CHANGES OF PREFIXES IN ENGLISH WORD FORMATION." East European Scientific Journal 6, no. 4(68) (May 14, 2021): 44–46. http://dx.doi.org/10.31618/essa.2782-1994.2021.6.68.37.

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The vocabulary of literary language of modern English that becomes rich these days we can see from the development process of its word formation. The role of history of prefixes in forming of new words in the word building is extensive. The article was explored the charachteristics of the history of the English language prefixes. During the Ancient and Middle Ages, prefixes were commonly used less in word formation than before. The decrease in prefixes, of course, is due to certain reasons. Some English prefixes, on the other hand, are derived from OE adverbs and prepositions, and ME and NE are more advanced in number in the creation of new words.

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Kim, Nahk-Wae and 민수정. "The Effect of Multiple Intelligence Theory based Vocabulary Instruction on Middle School Students’ English Reading Comprehension." Studies in English Language & Literature 36, no. 2 (May 2010): 205–26. http://dx.doi.org/10.21559/aellk.2010.36.2.012.

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Park, Sun-in, and Jeong-ryeol Kim. "An Analysis of Specific Content Vocabulary in the North Korean 6 th Middle School English Textbook." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 19 (October 15, 2020): 707–27. http://dx.doi.org/10.22251/jlcci.2020.20.19.707.

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Townsend, Dianna. "Building Academic Vocabulary in After-School Settings: Games for Growth With Middle School English-Language Learners." Journal of Adolescent & Adult Literacy 53, no. 3 (November 2009): 242–51. http://dx.doi.org/10.1598/jaal.53.3.5.

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