Journal articles: 'Oral vocabulary'

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

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ABSTRACT The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item difficulties. Evidence from data analyses supported the following findings: L2 vocabulary knowledge and listening comprehension are strongly and positively related. Aural and written vocabulary knowledge are two clearly different dimensions. Aural vocabulary knowledge predicts listening comprehension better than written vocabulary knowledge, especially among weaker listeners. Based on these results, more emphasis could be placed on learners’ aural vocabulary knowledge to improve their listening. KEYWORDS: EFL; second language teaching; L2 vocabulary; L2 listening; RESUMEN La relación entre el vocabulario y la comprensión oral en una segunda lengua ha sido poco explorada, y en la mayoría de los casos con instrumentos inadecuados. Este estudio pretende llenar esos vacíos investigando la contribución del tamaño del vocabulario de los estudiantes de lenguas en su capacidad de comprensión oral. El tamaño de vocabulario de 284 estudiantes de inglés como segunda lengua fue valorado tanto con una prueba oral de vocabulario como con una prueba escrita. Una prueba estandarizada de comprensión oral fue utilizada para valorar su capacidad de comprensión oral. Los datos fueron analizados con el modelo Rasch para determinar las capacidades de los participantes y las dificultades de los elementos de las pruebas. Las evidencias provenientes de los análisis de datos apoyaron los siguientes hallazgos: El conocimiento de vocabulario y la comprensión oral en una segunda lengua están relacionados de forma clara y positiva. El conocimiento de vocabulario oral y escrito son dos dimensiones claramente distintas. El conocimiento de vocabulario oral predice mejor la comprensión oral que el conocimiento de vocabulario escrito, particularmente entre quienes tienen peor comprensión oral. Con base en estos resultados, se podría poner un mayor énfasis en el conocimiento de vocabulario oral de quienes aprenden una segunda lengua para mejorar su comprensión oral. KEYWORDS: inglés como lengua extranjera; enseñanza de segunda lengua; vocabulario de segunda lengua; comprensión oral de segunda lengua;

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Heltai, P. "Teaching vocabulary by oral translation." ELT Journal 43, no. 4 (October 1, 1989): 288–93. http://dx.doi.org/10.1093/elt/43.4.288.

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Zhang, Haomin, and Keiko Koda. "WORD-KNOWLEDGE DEVELOPMENT IN CHINESE AS A HERITAGE LANGUAGE LEARNERS." Studies in Second Language Acquisition 40, no. 1 (December 23, 2016): 201–23. http://dx.doi.org/10.1017/s0272263116000450.

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This exploratory study aimed to examine whether early exposure to Chinese as a heritage language (CHL) provides facilitation in word-knowledge development in collegiate CHL learners by comparing word-level subskills, including oral vocabulary knowledge, print vocabulary knowledge, morphological awareness, and lexical inferencing ability, between CHL learners and non-CHL learners. Sixty-two collegiate intermediate-level Chinese learners including 37 CHL learners and 25 non-CHL learners participated in this study. Drawing on multivariate analyses, the study found that CHL learners outperformed non-CHL learners on oral vocabulary knowledge, morphological awareness, and lexical inferencing ability, but not on print vocabulary knowledge. In both groups of learners, print vocabulary knowledge was the strongest predictor of lexical inferencing ability. While oral vocabulary knowledge and print vocabulary knowledge were highly correlated in non-CHL learners, they were more distinct constructs in CHL learners. These findings seem to suggest that early exposure to spoken Chinese enhances the development of oral vocabulary knowledge and morphological awareness in CHL learners. Importantly, the latter appears to enhance the formation of the connection between oral vocabulary knowledge and print knowledge.

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Ricketts, Jessie, Dorothy V. M. Bishop, and Kate Nation. "Orthographic Facilitation in Oral Vocabulary Acquisition." Quarterly Journal of Experimental Psychology 62, no. 10 (October 2009): 1948–66. http://dx.doi.org/10.1080/17470210802696104.

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Egamberdieva, Dilobar Mamarajab kizi. "DEVELOPMENT OF THE MEDIA VOCABULARY IN IRAN." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 8–13. http://dx.doi.org/10.37547/jcass/volume02issue03-a2.

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The research is aimed at determining the relationship between the scientific and oral discourse of various Iranian television programs and the development of Persian vocabulary in the media before and after the revolution. Colloquial vocabulary (spoken language and sometimes slang) makes up a significant part of the general vocabulary of Iranian television. It differs from oral literature at all linguistic stages. Professor of Moscow State University V. At the 3rd International Symposium of Teachers of Persian Language and Literature Ivanov noted the absence of recommendations for the study of Persian oral speech (2002). He also talked about the importance of Persian language scholars watching Iranian films. But there is a problem: even students studying Persian for 3 years could not understand the speech on the screen. This suggests that you should pay attention to the Persian spoken language, as well as its vocabulary and phraseology.

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Green, Clarence. "The oral language productive vocabulary profile of children starting school: A resource for teachers." Australian Journal of Education 65, no. 1 (January 10, 2021): 41–54. http://dx.doi.org/10.1177/0004944120982771.

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The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child’s oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.

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Barker, L. J. "Computer-Assisted Vocabulary Acquisition: The CSLU Vocabulary Tutor in Oral-Deaf Education." Journal of Deaf Studies and Deaf Education 8, no. 2 (April 1, 2003): 187–98. http://dx.doi.org/10.1093/deafed/eng002.

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de la Fuente, María José. "NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY." Studies in Second Language Acquisition 24, no. 1 (March 2002): 81–112. http://dx.doi.org/10.1017/s0272263102001043.

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This experimental study investigates the differential effects of three conditions (nonnegotiated premodified input, negotiation without “pushed output” [Swain, 1985], and negotiation plus pushed output) on L2 learners' vocabulary comprehension and acquisition (receptive and productive). Analyses of variance performed on the data indicated that: (a) negotiated interaction had a positive effect on the comprehension of L2 words; (b) only negotiated interaction that incorporated pushed output appeared to have promoted both receptive and productive acquisition of words as well as an increase in productive word retention; and (c) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition. The findings of this study provide empirical evidence for the important role of negotiation in facilitating the comprehension and acquisition of L2 vocabulary, which suggests that output plays a key role within the negotiation process for productive lexical acquisition.

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Lin, Jiexin, Haomin Zhang, and Xiaoyu Lin. "Prosodic Transfer in English Literacy Skills among Chinese Elementary-Age Students: Controlling for Non-Verbal Intelligence." Journal of Intelligence 10, no. 4 (November 25, 2022): 114. http://dx.doi.org/10.3390/jintelligence10040114.

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Building upon the prosodic transfer hypothesis, the current study aims to examine the intermediary effect of English stress on the relation between Chinese lexical tone awareness and English word-level literacy (reading and spelling) as well as the moderating effect of English oral vocabulary proficiency on the cross-linguistic association. Grade 4 Chinese learners of English (N = 224) participated in this study and were assessed for their tone and stress sensitivity, English oral vocabulary, English word reading, and English word spelling. Mediated multivariate analyses with moderation were used to explore: (1) whether the influence of lexical tone perception on L2 word reading and spelling was mediated by English stress as posited in the prosodic transfer hypothesis; (2) whether the effects of tone on English word reading and spelling performance varied as a function of oral vocabulary levels. The findings revealed a direct positive relationship between Chinese tone and English word reading and spelling, and the relationship was mediated by English stress awareness. Furthermore, the direct pathway from tone to English word-level literacy skills were moderated by oral vocabulary and the relationship between tone and English word-level skills became stronger as oral vocabulary levels increased; however, such strength reached a plateau among children without adequate oral vocabulary skills. These findings suggest the necessity to incorporate word spelling as an outcome in the cross-suprasegmental phonological transfer models of early literacy development. Additionally, the current study endorses the complexity of cross-language prosodic transfer. It points to a precise threshold for sufficient L2 oral vocabulary skills to enable tone transfer in English word-level literacy attainment.

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Altalhab, Sultan. "Short- and Long-term Effects of Repetition Strategies on Vocabulary Retention." Advances in Language and Literary Studies 9, no. 2 (April 30, 2018): 146. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.146.

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This experimental study examines the role of oral and written repetition strategies in consolidating new vocabulary in the classroom context. The participants in this study were divided into three treatment groups: oral, written and oral+written. A pretest and three delayed post-tests given at one day, one week and six weeks intervals were utilised in the study. The short and long-term retention of 12 unknown words was investigated over one semester. The results revealed that all three types of repetition strategies were effective in retaining new vocabulary in the short-term. However, in the long-term, the oral+written group achieved superior results while the oral group was the least effective. The findings on the effectiveness of employing these strategies across two levels of vocabulary knowledge (meaning recall and form recall) are discussed. These findings demonstrate the importance of repetition strategies in vocabulary learning.

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Cochi, Carol. "Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners." Journal of Multilingual Education Research 10 (2020): 35–61. http://dx.doi.org/10.5422/jmer.2020.v10.35-61.

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The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.

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Reis, Patricia Nora de Souza, Renata Bittencourt Procópio, and Rachel Terrigno Cunha Reis. "The use of multimodal tips in lexical inferencing of English as a foreign language." Revista Horizontes de Linguistica Aplicada 19, no. 1 (May 15, 2020): 15–38. http://dx.doi.org/10.26512/rhla.v19i1.26459.

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The present work is an exploratory study aimed at investigating the use of multimodal tips in the lexical inferencing of English as a foreign language. On theoretical grounds, the work is based on the assumptions of Connectionism Approach and Lexical Inferencing. In the experiment,162 students of English at the elementary level, were divided into two groups: experimental and control group. In the experimental group, Group A received oral and written tips, group B received only oral tips, and group C only written tips to infer the meaning of the target vocabulary. In the control group, group D did not receive any tips. In the analysis, data generated in the vocabulary test and evaluation questionnaire were considered. The results show that the use of both modalities of tips, oral or written, may contribute to inferencing and vocabulary learning. However, the combined use of oral and written tips revealed to be more efficient. Besides, in the comparative condition, the relevance of oral tips, in an explicit approach, for inferencing and vocabulary learning was observed. With this research, we intend to contribute to the students’ development of lexical inferencing and memory retention of the vocabulary in English as a Foreign Language.

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Pace, Michelle H., and Enrique Ortiz. "Oral Language Needs: Making Math Meaningful." Teaching Children Mathematics 21, no. 8 (April 2015): 494–500. http://dx.doi.org/10.5951/teacchilmath.21.8.0494.

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Salins, Andrea, Greg Leigh, Linda Cupples, and Anne Castles. "Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss." Journal of Speech, Language, and Hearing Research 64, no. 8 (August 9, 2021): 3127–39. http://dx.doi.org/10.1044/2021_jslhr-20-00660.

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Purpose Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. Method We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results and Conclusions Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.

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Brown, Cheryl, Sherri L. Sagers, and Carrie LaPorte. "INCIDENTAL VOCABULARY ACQUISITION FROM ORAL AND WRITTEN DIALOGUE JOURNALS." Studies in Second Language Acquisition 21, no. 2 (June 1999): 259–83. http://dx.doi.org/10.1017/s0272263199002065.

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This paper is in answer to Ellis's (1994) call for more research about vocabulary acquisition from oral input in four areas. It is a hypothesis-generating study of nine advanced university EFL learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester's time. All teacher and student entries in the two types of journals were transcribed and analyzed using WordCruncher (1993). The analyses compare the characteristics of the input to the learners in the two modes as well as quantitative and qualitative evidence of vocabulary acquisition by the learners from the two modes. Findings of this study indicate several specific places (14 statements) where further research could be undertaken. These fit in three of the areas Ellis named for exploration: (a) “the nature of the input,” (b) “the role of interaction,” and (c) “individual learner factors” (p. 1). The findings suggest measures that can be used for quantitative and qualitative evidence of vocabulary acquisition from natural sources

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Li, Luan, Eva Marinus, Anne Castles, and Hua-Chen Wang. "Oral vocabulary affects children’s orthographic learning in Chinese." Reading and Writing 34, no. 6 (January 16, 2021): 1369–85. http://dx.doi.org/10.1007/s11145-021-10121-0.

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Ouellette, Gene, and Emma Shaw. "Oral vocabulary and reading comprehension: An intricate affair." L’Année psychologique Vol. 114, no. 4 (December 1, 2014): 623–45. http://dx.doi.org/10.3917/anpsy.144.0623.

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Ouellette, Gene, and Emma Shaw. "Oral vocabulary and reading comprehension: An intricate affair." L’Année psychologique 114, no. 04 (December 2014): 623–45. http://dx.doi.org/10.4074/s0003503314004023.

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Xeni, Elena. "Developing vocabulary and oral language in young children." Educational Media International 54, no. 1 (January 2, 2017): 77–78. http://dx.doi.org/10.1080/09523987.2017.1324364.

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Ricketts, Jessie, Arne Lervåg, Nicola Dawson, Lucy A. Taylor, and Charles Hulme. "Reading and Oral Vocabulary Development in Early Adolescence." Scientific Studies of Reading 24, no. 5 (December 16, 2019): 380–96. http://dx.doi.org/10.1080/10888438.2019.1689244.

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D'Angelo, James F. "Educated Japanese English: expanding oral/aural core vocabulary." World Englishes 24, no. 3 (August 2005): 329–49. http://dx.doi.org/10.1111/j.0083-2919.2005.00415.x.

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Wright, Tanya S., and Susan B. Neuman. "Paucity and Disparity in Kindergarten Oral Vocabulary Instruction." Journal of Literacy Research 46, no. 3 (September 2014): 330–57. http://dx.doi.org/10.1177/1086296x14551474.

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Gray, Shelley, and Hui-Chun Yang. "Selecting Vocabulary Words to Teach." Perspectives on Language Learning and Education 22, no. 4 (November 2015): 123–30. http://dx.doi.org/10.1044/lle22.4.123.

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Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have a clear rationale for selecting specific words to teach. The purpose of this article is to review different strategies for selecting vocabulary words for direct instruction and to discuss the pros and cons of each strategy.

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Tampubolon, Wanrika, Feronika Sinamo, and Erikson Saragih. "VOCABULARY ASSESMENT STRATEGY." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 403. http://dx.doi.org/10.22460/project.v5i2.p403-413.

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This research aims to find out the vocabulary assessment strategy used by teachers in assessing students' vocabulary in secondary schools and how the results of applying the vocabulary assessment strategy are to students' vocabulary skills. This research uses qualitative descriptive \where the data collection uses a questionnaire included in the google form and distributed to 10 English teachers from various schools in North Sumatera. From this research, it was found the vocabulary assessment strategy used by teachers during the examination was to match the word (40%), multiple-choice (30%), fill the blank (20%), and define the word (10%). The vocabulary practice strategies used are memorizing, puzzle games, paper forms, shorting-guided words, reading comprehension, asking and answering methods, conversation, oral tests, and written tests. This research concludes that the vocabulary assessment strategy is used very helpful for students to achieve the targets and 60% satisfactory for students' knowledge and 40% is moderate. Keywords: Vocabulary, Assesment, Strategy

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Silveira, Rosane, and Thaisy da Silva Martins. "Assessing second language oral proficiency development with holistic and analytic scales." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 3 (October 22, 2020): 227–50. http://dx.doi.org/10.5007/2175-8026.2020v73n3p227.

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The present study discusses how a group of experienced raters use different types of scales to assess the development of oral proficiency in English as a second language (L2). Raters assigned rates to speech samples first using a holistic scale (CEFR, 2018) and then assigning rates for pronunciation, vocabulary, grammar and fluency performance using individual scales. The speech samples were recorded by five Brazilians. There were two data collection sessions, with the second one occurring 7-8 months after the first one. The results indicate high levels of agreement among raters for all scales. Furthermore, the raters detected changes in speakers’ performance in four out of five scales: L2 oral proficiency, vocabulary, grammar, and fluency, and these differences in rates across time were significant for oral proficiency, vocabulary, and fluency. Thus, the different types of scale allow detecting L2 oral proficiency development.

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Dicataldo, Raffaele, Elena Florit, and Maja Roch. "Fostering Broad Oral Language Skills in Preschoolers from Low SES Background." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4495. http://dx.doi.org/10.3390/ijerph17124495.

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Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.

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Salem, Ashraf Atta M. S. "A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral Presentation Skills, Vocabulary Retention and Its Impact on Reducing Speaking Anxiety in ESP Settings." English Language Teaching 12, no. 6 (May 17, 2019): 146. http://dx.doi.org/10.5539/elt.v12n6p146.

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This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.

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Crowe, Linda K. "Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities." American Journal of Speech-Language Pathology 12, no. 1 (February 2003): 16–27. http://dx.doi.org/10.1044/1058-0360(2003/049).

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Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

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Usman, Soraiya Mohammad, Safirah Amalia Agustin, and Kisno Umbar. "استيعاب المفردات وتأثيره في مهارة الكلام." Kalimātunā: Journal of Arabic Research 1, no. 1 (March 22, 2022): 115–36. http://dx.doi.org/10.15408/kjar.v1i1.27202.

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Because of a lack of understanding of students' vocabulary, the researcher picked this issue. The goal of this research is to determine the extent to which children can comprehend vocabulary and communicate, as well as the relationship between vocabulary understanding and speaking skills. A descriptive quantitative method as well as a correlational approach were adopted by the researcher. The average score of the students' written and oral test scores was calculated using the arithmetic mean. Product Moment Correlation was utilized to analyze the data. A total of 52 pupils were chosen for this investigation. Written tests, oral tests, direct observation, and interviews were employed by the researchers in this study to collect data. Because there is a relationship between the two, research suggests that teaching vocabulary comprehension and speaking abilities is excellent and successful.

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Orr, Edna, Ronen Kasperski, Rinat Caspi, and Smadar Hay. "Improving children’s oral vocabulary with a dynamic intervention programme." Educational and Developmental Psychologist 38, no. 1 (January 2, 2021): 47–63. http://dx.doi.org/10.1080/20590776.2020.1839882.

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Xiao, Xiao-Yun, and Connie Suk-Han Ho. "Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders." Language and Literacy 22, no. 2 (July 15, 2020): 80–116. http://dx.doi.org/10.20360/langandlit29443.

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The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.

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Næss, Kari-Anne B., Johanne Ostad, and Egil Nygaard. "Differences and Similarities in Predictors of Expressive Vocabulary Development between Children with Down Syndrome and Young Typically Developing Children." Brain Sciences 11, no. 3 (March 2, 2021): 312. http://dx.doi.org/10.3390/brainsci11030312.

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The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

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McDaniel, Jena, Paul Yoder, Tiffany Woynaroski, and Linda R. Watson. "Predicting Receptive–Expressive Vocabulary Discrepancies in Preschool Children With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 61, no. 6 (June 19, 2018): 1426–39. http://dx.doi.org/10.1044/2018_jslhr-l-17-0101.

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PurposeCorrelates of receptive–expressive vocabulary size discrepancies may provide insights into why language development in children with autism spectrum disorder (ASD) deviates from typical language development and ultimately improve intervention outcomes.MethodWe indexed receptive–expressive vocabulary size discrepancies of 65 initially preverbal children with ASD (20–48 months) to a comparison sample from the MacArthur–Bates Communicative Development Inventories Wordbank (Frank, Braginsky, Yurovsky, & Marchman, 2017) to quantify typicality. We then tested whether attention toward a speaker and oral motor performance predict typicality of the discrepancy 8 months later.ResultsAttention toward a speaker correlated positively with receptive–expressive vocabulary size discrepancy typicality. Imitative and nonimitative oral motor performance were not significant predictors of vocabulary size discrepancy typicality. Secondary analyses indicated that midpoint receptive vocabulary size mediated the association between initial attention toward a speaker and end point receptive–expressive vocabulary size discrepancy typicality.ConclusionsFindings support the hypothesis that variation in attention toward a speaker might partially explain receptive–expressive vocabulary size discrepancy magnitude in children with ASD. Results are consistent with an input-processing deficit explanation of language impairment in this clinical population. Future studies should test whether attention toward a speaker is malleable and causally related to receptive–expressive discrepancies in children with ASD.

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Al-Jarf, Reima. "Text-To-Speech Software for Promoting EFL Freshman Students’ Decoding Skills and Pronunciation Accuracy." Journal of Computer Science and Technology Studies 4, no. 2 (August 9, 2022): 19–30. http://dx.doi.org/10.32996/jcsts.2022.4.2.4.

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Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills and pronunciation proficiency. Then, both groups were exposed to the same in-class vocabulary and reading instruction. They covered the same lessons, skills, exercises, and tests. Since freshman students have problems in producing phonemes, consonant clusters, word stress and lack skill in associating written graphemes with their corresponding phonemes, read word by word and lack oral reading fluency, the experimental group used a text-to-speech (TTS) software called NaturalReader. Every week the students typed or copied and paste the lessons they took in class from the textbook into NaturalReader and practiced listening to the lessons read by the software. They could listen to the text as many times as they needed in the language lab or at home and could adjust the software reading speed. Every 4 weeks, experimental students took an oral reading and a vocabulary test and at the end of the semester (after 12 weeks), both groups took a recognition (vocabulary) and a production (oral reading) posttest. Results showed significant differences between the experimental and control groups as a result of using the NaruralReader. Improvement was noted in the decoding skill enhancement, reading fluency and pronunciation accuracy but not in vocabulary knowledge. Results showed slow but gradual improvement. Significant improvement was noted after 8 and 12 weeks. There was a positive correlation between the number of lessons and texts practiced and weekly practice time and decoding and pronunciation proficiency posttest scores. The students reported positive attitudes towards practicing decoding and pronunciation via NaturalReader. Procedures, results and recommendations are given in detail.

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Wood, Carla, Mary Claire Wofford, and Christopher Schatschneider. "Relationship Between Performance on Oral Narrative Retells and Vocabulary Assessments for Spanish-English Speaking Children." Communication Disorders Quarterly 39, no. 3 (August 9, 2017): 402–14. http://dx.doi.org/10.1177/1525740117722507.

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This project aimed to describe oral narrative retells of Spanish-English speaking dual language learners (DLLs) and examine relationships with standardized vocabulary assessments. Investigators described oral narrative retells of 145 DLLs in kindergarten and first grade by number of different words (NDW), words per minute (WPM), and macrostructural components. Hierarchical regression analyses were used to examine relationships between narrative retells and standardized vocabulary performance. Children in first grade showed significantly better narrative retells than kindergarten DLLs, characterized by greater NDW and WPM, and more macrostructural components. Regression results indicated NDW accounted for the majority of the unique variance in DLLs’ performance on standardized vocabulary assessments. Findings substantiate that narrative retells are educationally relevant tools in predicting performance on a standardized English vocabulary assessment. The study contributes to knowledge of narrative performance of typically developing DLLs and supports the utility of retells in assessment of DLLs.

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Bardel, Camilla, Anna Gudmundson, and Christina Lindqvist. "ASPECTS OF LEXICAL SOPHISTICATION IN ADVANCED LEARNERS’ ORAL PRODUCTION." Studies in Second Language Acquisition 34, no. 2 (May 14, 2012): 269–90. http://dx.doi.org/10.1017/s0272263112000058.

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This article reports on the design and use of a profiler for lexical sophistication (i.e., use of advanced vocabulary), which was created to assess the lexical richness of intermediate and advanced Swedish second language (L2) learners’ French and Italian. It discusses how teachers’ judgments (TJs) of word difficulty can contribute to the methodology for lexical profiling and compares two methods, one purely frequency based and one modified on the basis of TJs of word difficulty. It has been suggested elsewhere that factors other than frequency play an important role in vocabulary acquisition. Here it is argued that cognates and thematic vocabulary related to teaching materials, although infrequent in target language (TL) corpora, should not necessarily be considered advanced and that analyses of learners’ lexical sophistication would benefit from integrating these aspects. In this study, the frequency-based method normally used in lexical profiling was modified by recategorizing some low-frequency words considered easy by many teachers. On the basis of the TJs, a basic vocabulary, which consisted mainly of high-frequency words but also of cognates and thematic words, was defined, which was based on the fact that teachers judged certain low-frequency cognates and thematic words as relatively easy. Using the modified method, learners’ lexical profiles were found to be more homogeneous within groups of learners at specific proficiency levels. The superiority of the new method over the purely frequency-based one was shown when comparing effect sizes. It is argued that this method gives a more correct picture of advanced L2 lexical profiles.

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Uchihara, Takumi, and Jon Clenton. "Investigating the role of vocabulary size in second language speaking ability." Language Teaching Research 24, no. 4 (September 10, 2018): 540–56. http://dx.doi.org/10.1177/1362168818799371.

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The current study investigates the extent to which receptive vocabulary size test scores can predict second language (L2) speaking ability. Forty-six international students with an advanced level of L2 proficiency completed a receptive vocabulary task (Yes/No test; Meara & Miralpeix, 2017) and a spontaneous speaking task (oral picture narrative). Elicited speech samples were submitted to expert rating based on speakers’ vocabulary features as well as lexical sophistication measures. Results indicate that vocabulary size was significantly associated with vocabulary rating. However, learners with large vocabulary sizes did not necessarily produce lexically sophisticated L2 words during speech. A closer examination of the data reveals complexities regarding the relationship between vocabulary knowledge and speaking. Based on these findings, we explore implications for L2 vocabulary assessment in classroom teaching contexts and provide important suggestions for future research on the vocabulary-and-speaking link.

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Nissaq, Mona Azhari, and Ermanto Ermanto. "PERFORMA PEMILIHAN KOSAKATA BAKU DALAM KOMUNIKASI LISAN OLEH PEJABAT LEGISLATIF DAN TOKOH PARTAI TINGKAT PROVINSI SUMATERA BARAT." Jurnal Bahasa dan Sastra 6, no. 3 (February 15, 2019): 402. http://dx.doi.org/10.24036/81037330.

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This study aims to explain the choice of vocabulary in language performance and politeness of oral communication by legislative officials and party leaders at level of West Sumatra Province. This type of research is quantitative research with descriptive methods. The research data collecting technique uses documentation and technical notes. The research data analysis technique are data classification, data analysis, data interprestation and conclusion. Based on this study, concluded that the choice of vocabulary by legislative officials and party leaders at level of West Sumatra Province is very good. The use of choice of vocabulary in standard vocabulary is 131 data with 87,3% percentage and the use of choice of vocabulary in non-standard vocabulary is 19 data with 12,7% percentage. Researcher found the non-standard vocabulary in two classification. First, non-standard vocabulary in Indonesian language. Second, non-standard vocabulary in foreign language.Keywords: language performance, politeness, legislative officials, standard vocabulary

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Plumtree, James. "A CONTEMPORARY MANASCHI IN ORAL PERFORMANCE AND IN PRINT." Alatoo Academic Studies 21, no. 1 (January 30, 2021): 238–44. http://dx.doi.org/10.17015/aas.2021.211.29.

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This study examines the vocabulary density and the frequency of unique and repeated lines of a contemporary manaschi in oral performance and in print. Transcriptions of audiovisual recordings of Talantaaly Bakchiev (b. 1971) performing are compared with two volumes of Manas narratives that he published. The research reveals that the published versions have a higher vocabulary density than the oral performance, have a greater percentage of unique lines and less repetitions. This suggests that the medium in which the metrical narrative is presented is reflected in the language, and indications of orality are absent from written variants.

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Baylis, Adriane, Linda D. Vallino, Juliana Powell, and David J. Zajac. "Lexical Selectivity of 2-Year-Old Children With and Without Repaired Cleft Palate Based on Parent Report." Cleft Palate-Craniofacial Journal 57, no. 9 (April 2, 2020): 1117–24. http://dx.doi.org/10.1177/1055665620915060.

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Objective: To determine vocabulary and lexical selectivity characteristics of children with and without repaired cleft palate at 24 months of age, based on parent report. Participants: Forty-nine children with repaired cleft palate, with or without cleft lip (CP±L; 25 males; 21 cleft lip and palate, 28 CP only), 29 children with a history of otitis media (OM) and ventilation tubes (21 males), and 25 typically developing (TD) children (13 males). Main Outcome Measure(s): Parent-reported expressive vocabulary was determined using the MacArthur Communicative Development Inventory: Words and Sentences. Results: Vocabulary size was reduced for children with repaired CP±L compared to children in the TD group ( P = .025) but not the OM group ( P = .403). Mean percentage of words beginning with sonorants did not differ across groups ( P = .383). Vocabulary size predicted sonorant use for all groups ( P = .001). Conclusions: Children with repaired CP±L exhibit similar lexical selectivity relative to word initial sounds compared to noncleft TD and OM peers at 24 months of age, based on parent report.

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Kazemi, Ehsan. "The effect of vocabulary size in oral productions on the speaking proficiency of EFL learners." Global Journal of Foreign Language Teaching 7, no. 4 (January 8, 2018): 150–54. http://dx.doi.org/10.18844/gjflt.v7i4.3003.

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This study investigates the effect of using a bigger vocabulary size in oral classroom presentations on the speaking proficiency of students in English as a foreign language. The study was conducted with 30 freshman students doing their listening and speaking course in Semnan University. For the entire course of 12 weeks, the students in the experimental group were asked to present their productions in terms of the vocabulary they employed, which was also the focus of the teacher’s evaluation in each session. At the end of the course, they were interviewed for their proficiency in speaking. The descriptive and inferential calculations were done based on a modified version of an oral proficiency interview scale suggested by Penny Ur. The answers were recorded and their fluency and accuracy were graded. The results suggest that students with a vocabulary-rich production improved their speaking proficiency in English more than other students did. Keywords: Vocabulary size, speaking proficiency, production, fluency, accuracy, interview.

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Roessingh, Hetty, and Susan Elgie. "Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study." TESL Canada Journal 26, no. 2 (June 3, 2009): 24. http://dx.doi.org/10.18806/tesl.v26i2.413.

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This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and vocabulary profiles generated from an oral storytelling task for 65 kindergarten-aged ELL and a comparison group of 25 native speakers of English (NS). The findings suggest that although reading and vocabulary are closely interrelated in the stages of early literacy development, over time ELL youngsters face the greatest learning challenges in the area of vocabulary development. Implications for the design of early literacy programs are offered

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Rastegar, Behnaz, and Fatemeh Safari. "Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 101. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.101.

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Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000) and Barratt, Patton and Stanford (1975) BIS (Barratt’s Impulsiveness Scale) 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group’s mean=21.04; written groups’ mean= 21.75) learners and reflective learners (oral groups’ mean=22.38; written group’s mean: 22.23) is not significantly different. Pedagogical implications are discussed.

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Muradova, Anna. "'Sky' and 'Heavens' in Breton Oral Tradition." Studia Celto-Slavica 4 (2010): 109–14. http://dx.doi.org/10.54586/qdvn3907.

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The aim of this paper is to trace the linguistic development of two terms deriving from IE *nem- in Breton: neñv ‘heavens’ and nemet ‘sacred’. This development, attested from the Old Breton into the modern language, seems, in these two instances, to present a particular example of the Christian influence on the vocabulary of spoken and written Breton. While neñv was integrated in the vocabulary of the priests and was employed to mark the opposition between the heavens and the sky (ModB oabl), nemet disappeared from the language and the notion of ‘holy’, ‘sacred’ was explained by a Latin term sacrum > ModB sakr. The evidence of the two derivates from the stem *nem- can illustrate the influence of the extralinguistic factors on the evolution of the lexemes. The better understanding of the causes of such influence can be a step towards our better understanding of the origin and the function of Latin loanwords in Breton.

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Shishkov, M. S. "Lexical Portrait of an Oral Story: a Corpus Study of Speech of Two Generations of Native Speakers of Russian." Nauchnyi dialog 11, no. 10 (January 5, 2023): 121–38. http://dx.doi.org/10.24224/2227-1295-2022-11-10-121-138.

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The article is devoted to the quantitative and statistical analysis of the vocabulary of the oral stories corpus based on pictures. The subjects were 42 people, monolingual native speakers of the Russian (representatives of 15 families). The purpose of the study is to identify and describe the lexical parameters that distinguish the oral stories of representatives of different generations. An attempt is made to consider the connection of these parameters with the formation of native speakers’ ideas about the lexical structure of the narrative. The following results are obtained. The nature of the stimulus material ensured an approximately equal degree of complexity in the texts of both groups, although the volume of the parents’ active vocabulary significantly exceeded the volume of the children’s vocabulary. At the level of individual texts, both groups use equally diverse vocabulary per unit of text volume. In the children’s stories, the main “plot” vocabulary is quite heterogeneous, while the parents tend to lexical unification of the narrative. In the texts of both groups, local reference and direction of movement are expressed in the same way, which indicates their “basic” narrative function, which does not depend on the age of the subjects. The stories of the parents are also unified in terms of vocabulary, showing the logical structure of the narrative and different types of semantic relations in the text.

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Hadley, Elizabeth Burke, and David K. Dickinson. "Measuring young children’s word knowledge: A conceptual review." Journal of Early Childhood Literacy 20, no. 2 (January 23, 2018): 223–51. http://dx.doi.org/10.1177/1468798417753713.

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The importance of early vocabulary development to later reading comprehension has been well-established. However, there have been a number of criticisms that the assessments typically used to measure oral vocabulary knowledge do not adequately capture the complexity of this construct. This conceptual review works towards a more robust theoretical framework for vocabulary knowledge, focusing especially on the understudied dimension of vocabulary depth, which can be used to evaluate and design measures for early childhood learners. This framework is then used to review measures commonly used for preschool to 1st grade learners in the context of vocabulary interventions and observational studies. Recommendations are made for the use of existing measures and the design of future measures.

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Yoon, Hyojin, and Minyoung Park. "Oral Language Abilities in Children with Dyslexia and Poor Comprehension in Grades 3–6." Communication Sciences & Disorders 27, no. 3 (September 30, 2022): 506–17. http://dx.doi.org/10.12963/csd.22925.

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Objectives: This study investigated receptive vocabulary and morphosyntactic skills of children with dyslexia, poor comprehension, and typically developing children in grade 3 to 6. Methods: A total of 45 children with dyslexia, poor comprehension, and typically developing children participated. In order to qualify for each group, children with dyslexia scored below 85 on the word decoding test, and poor comprehenders scored below 85 on the reading comprehension, but scored above 90 on decoding test. Typically developing children scored a standard score of 90 on both decoding and reading comprehension. All children were administered a receptive vocabulary, sentence comprehension, sentence repetition, morphological awareness, and syntactic awareness tasks. Results: The results showed that there were significant differences in all language tasks. Poor comprehenders scored the lowest on all tasks, followed by children with dyslexia. In the results receptive vocabulary task, there were differences between all three groups; and poor comprehenders performed lower than children with dyslexia and typically developing children on sentence comprehension. In the sentence repetition task, children with poor reading comprehension and dyslexia showed lower performance than typically developing children. Additionally, there were only differences between poor comprehenders and typically developing children in the morphological and syntactic awareness tasks. Conclusion: Poor comprehenders showed difficulties in vocabulary and morphosyntax, and children with dyslexia exhibited weakness of vocabulary and sentence repetitions that require linguistic knowledge and phonological memory. Their weakness of oral language may negatively influence reading development.

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Mavrou, Irini, and Fernando Bustos-López. "Emotional Vocabulary in Oral Production of Migrant Learners of Spanish." Doblele. Revista de lengua y literatura 4, no. 1 (December 18, 2018): 41. http://dx.doi.org/10.5565/rev/doblele.40.

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Hijjah, Apriliatul, Zakiyah Tasnim, and Annur Rofiq. "The Use of Tic-Tac-Toe Game To Enhance The Eighth-Grade Students’ Vocabulary Achievement." EFL Education Journal 8, no. 1 (March 31, 2021): 14. http://dx.doi.org/10.19184/eej.v8i1.30859.

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Vocabulary is the main foundation in communicating or interacting with other people in oral or written form. This classroom action research aimed to improve the eighth-grade students’ vocabulary achievement and their active participation at SMPN 1 Asembagus by using Tic-Tac-Toe game. The data were collected by using observation, a vocabulary achievement test, interview, and documentation. The collected data were analyzed quantitatively by using percentage formula. The result of observation showed that there was an improvement on the students’ active participation from 42% in the pre-cycle to 70% in Cycle 1. The vocabulary achievement test showed that there was an improvement on the students’ vocabulary achievement that was 35% in the pre-cyle to 67% of 31 students in Cycle 1 who got score ≥70 in vocabulary test. In conclusion, the use of Tic-Tac- Toe game in vocabulary learning can improve the students’ vocabulary achievement and their active participation.

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Bashkir, Olha, Hanna Kniaz, Violetta Panchenko, Liudmyla Bakhmat, and Tetiana Sobchenko. "Conditions for forming future language teachers’ lexical competence in pandemic times." Revista Amazonia Investiga 10, no. 43 (August 31, 2021): 72–82. http://dx.doi.org/10.34069/ai/2021.43.07.7.

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Successful communication in English as a foreign language depends primarily on the amount of vocabulary learned, which ensures speech appropriateness in a particular communicative situation and adequate perception of information. The article reveals the conditions for forming future language teachers’ lexical competence in Ukrainian higher pedagogical education institutions on the example of vocabulary denoting coronalogisms. The summative stage revealed students’ positive motivation for learning new vocabulary, while the formative one was aimed at expanding students’ range of vocabulary on a particular topic. The work was carried out in three stages: introducing new vocabulary; practicing and consolidating new material; using the target vocabulary in written and oral speech. Determining the range of students’ vocabulary, their word knowledge quality and ability to use target vocabulary at the control stage gives grounds to state the effectiveness of conditions for forming future language teachers’ lexical competence during the pandemic: using ICT and time-conditioned blended learning as a combination of traditional and distance learning.

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Journal articles on the topic 'Oral vocabulary'

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