Relevant bibliographies by topics / Second language vocabulary acquisition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Second language vocabulary acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Second language vocabulary acquisition"

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Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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Gass, Susan M. "Second Language Vocabulary Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 92–106. http://dx.doi.org/10.1017/s0267190500000829.

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Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.
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Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition / Éditorial: Acquisition du vocabulaire d'une langue seconde." Canadian Modern Language Review / La revue canadienne des langues vivantes 63, no. 1 (2006): 1–12. http://dx.doi.org/10.1353/cml.2006.0045.

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

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

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Isel, Frédéric. "Neuroplasticity of second language vocabulary acquisition." Language, Interaction and Acquisition 12, no. 1 (July 27, 2021): 54–81. http://dx.doi.org/10.1075/lia.20023.ise.

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Abstract The present article reviews a series of selected functional and structural magnetic resonance imaging (MRI) studies focusing on the neuroplasticity of second language vocabulary acquisition as a function of linguistic experience. A clear-cut picture emerging from the review is that brain changes induced by second language vocabulary acquisition are observed at both functional and structural levels. Importantly, second language experience is even able to shape brain structures in short-term training of a few weeks. The evidence that linguistic experience can sculpt the brain in late second language learners, and even solely after a short-term laboratory training, constitutes a strong argument against theoretical approaches postulating that environmental factors are relatively unimportant for language development. Rather, combined neuroimaging data lend support to the determining role of linguistic experience in linguistic knowledge emergence during second language acquisition, at least at the lexical level.
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PAGADALA, ASHA MADHAVI. "Second Language Vocabulary Acquisition through Mobile Assisted Language Learning." Think India 22, no. 2 (October 22, 2019): 439–44. http://dx.doi.org/10.26643/think-india.v22i2.8746.

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Vocabulary is essential in second and foreign language acquisition. Appropriate and sufficient knowledge of vocabulary helps the learners understand others and express their own feelings. Hence vocabulary acquisition is the key component to master any language. Mobile-assisted language learning is a language learning approach which consists of using handheld technologies to teach and learn a language.Mobile devices can induce increased vocabulary learning, encouraging ubiquitous learning through their portability and access to various activities anytime, anywhere.This paper aims at exploring the benefits of Mobile assisted Language Learning in vocabulary acquisition by a second language learner.It also discusses the vocabulary activities and strategies that can be facilitated through different mobile devices so as to fit to the needs of the learner.
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Huckin, Thomas, and James Coady. "INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 21, no. 2 (June 1999): 181–93. http://dx.doi.org/10.1017/s0272263199002028.

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It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.
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Akbarian, Is’haaq. "Book review: Measuring Second Language Vocabulary Acquisition." Language Testing 29, no. 4 (October 2012): 597–601. http://dx.doi.org/10.1177/0265532212450420.

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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.
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Dissertations / Theses on the topic "Second language vocabulary acquisition"

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Alf, Kerstin, and erik starck. "Vocabulary acquisition and the second language learner." Thesis, Linnaeus University, School of Language and Literature, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8475.

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It is unclear how L2 students acquire vocabulary – how is it taught – or wheather it can even be taught. In an SSL (Swedish as second language) program for young adults the ambition has been to integrate the L2 students’ into the national high school (gymnasium) courses as quickly as possible, in order to meet the students’ demands for subject education and to challenge them on an appropriate knowledge level. Teachers noticed quite early that the course – integrated L2 students seemed to have a deeper understanding of words and an easier flow in their speech. The study was conducted to map and learn more about the differences in vocabulary with L2 students who were integrated in the national L1 programs in several subjects and L2 students who have chosen to focus, in an isolated group, on SSL only. How does the students’ vocabulary evolve in relation to time? The study is based on the vocabulary knowledge scale as the methodological tool and Stephen Krashen’s monitor model as the theoretical practice, and in particular the input hypothesis and the hypothesis of acquisition and learning in combination with Pauline Gibbons’s methodologies in scaffolding. In the study the test results of eight SSL students are compared; four of the students have chosen to integrate with the L1 classes and four of them have chosen not to integrate with the L1 students. We will show that students that participate in national “high school” courses on the same premises as the L1 students will, through exposure to vocabulary in text books, lectures and post scaffolding, learn their vocabulary at a faster and higher rate than students who focus on the structural functions and, often non-contextual, vocabulary training alone.

 

 

 

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Rodrigeuz-Sanchez, I. "Matrix models of second language vocabulary acquisition." Thesis, Swansea University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638702.

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Most of the current research in L2 vocabulary acquisition has been too focused on what it is to learn a word, and has neglected how whole vocabularies grow or decline. In general, it is assumed that vocabulary gains and losses are incremental and follow a linear progression. This thesis postulates a model which considers several discrete stages of knowledge and accounts for the unstable nature of vocabulary knowledge, where words can change from one state to any other. Matrix algebra is a tool capable to operate with such a model and produce long-term forecasts of vocabulary size. Our experimental work describes the retention and the overall growth of the vocabulary of advanced learners of Spanish. These experiments show that forecasts of vocabulary size generated by the matrix model are far more accurate than those generated by a linear model. With data from two self-rating tasks containing a large number of words completed within a given lapse we build matrices which generate forecasts of vocabulary knowledge. These forecasts highly correlate to the actual knowledge measured three and four months later. This methodology is tested with subjects of various groups, using words from different frequency bands, and different measurement scales. In addition, we indicate ways of identifying matrices likely to generate inaccurate predictions. This methodology is considered one step forward towards the establishment of a model for L2 vocabulary acquisition.
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Ronald, James Martin. "Second language vocabulary acquisition through dictionary use." Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa43127.

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Thompson, Jeremy Paul. "Learning biblical hebrew vocabulary : insights from second language vocabulary acquisition." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17819.

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Thesis (DPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning.
AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.
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Leung, Yau-keung. "Lexical networks and foreign language vocabulary acquisition." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810664.

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Szabo, Csaba Z. "Vocabulary testing and the influence of second language on third language vocabulary acquisition." Thesis, Open University, 2017. http://oro.open.ac.uk/52849/.

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Learning and speaking foreign languages are regarded today as the norm. Simultaneously, empirical findings in the area of multilingualism have recently demonstrated that the mental lexicon of a language learner consists of intertwined systems where languages interact with each other, rather than remain separate entities. However, studies that explore how different lexicons are integrated and influence each other in the case of multilinguals are relatively scarce. This thesis seeks to contribute to this gap in research reporting two empirical studies drawing on a vocabulary testing perspective. The studies investigate the impact of prior lexical knowledge on additional language learning of Hungarian native speakers, who speak Romanian as an L2 and English as an L3. From a theoretical standpoint, the studies contest the traditional assumption that foreign language vocabulary acquisition can be explained solely by measures of frequency of word occurrence. Instead is contended that cross-linguistic similarities, namely cognates, provide a special bridge between languages and also need to be taken into account. At a more substantive level, it aims to explore (1) the relationship between learners’ Romanian and English written lexical knowledge; (2) the facilitatory effect of cognates; and (3) the implications of this for vocabulary assessments. To address these aims, Romanian versions of Nation’s Vocabulary Levels Test (VLT) and Vocabulary Size Test (VST) have been developed, assessed for validity, and applied. The findings indicate that there is a strong connection between multilinguals’ Romanian L2 and English L3 lexica. Learners’ lexical proficiency can be described as a function of frequency but is also influenced by cognateness. Therefore, word frequency and cognateness in conjunction can potentially increase test accuracy and validity, and enable a more in-depth understanding of vocabulary size and lexical accessibility. These conclusions are drawn from a vocabulary testing perspective, but further pedagogical implications, future directions for research and limitations are also offered.
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Alruwaili, Awatif. "Integrating corpus linguistics in second language vocabulary acquisition." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51589/.

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Corpus linguistics has been used for over three decades in language teaching but not until now has it become a mainstream approach to language learning in the classroom. Thus, this thesis explores how the use of corpora can be successfully integrated into the English Foreign Language classroom, specifically in the Saudi classroom context. The integration is explored through two studies. Study One addresses the learners’ actual use of corpora in the classroom for learning general verbs patterns. General verbs patterns are selected through a multi-level approach which consists of a corpus-based approach as a first level, a phraseological approach as a second level and a pedagogical approach as a third level. The study relies on data collected from 51 participants who were at the intermediate level studying general English in the foundation year. The study ran for five weeks and included three training sessions, in which the learners were trained in how to use the corpus resource and how to read and analyse concordance lines and two testing sessions. The participants were tracked via software tracker in both training and testing sessions. The data were collected through tracking logs, activity sheets, reflective forms and interviews. The findings of Study One show that the intermediate-level learners were able to use the corpus resource in the same way as they had been trained, which indicates that the training was successful. The learners were also able to identify general verbs patterns through the use of concordance lines. Most participants had a positive attitude towards the use of corpora in the classroom besides identifying a few difficulties related to the use of corpora. Study Two investigates teachers’ attitudes towards the use of corpora in the classroom which included 56 in-service teachers who attended a training course on the uses of corpora in the classroom. The data collected included questionnaires (pre-course and post-course questionnaires) and interviews. The findings show that the questionnaires had a good reliability value and the teachers’ attitudes were moderately positive towards the use of corpora in the classroom. In addition, Study Two finds that there are some factors that seem to influence teachers’ attitudes, such as the training course, the level of computer literacy and the teachers’ perceptions of their role and learners’ roles within the communicative approach. The interviews constitute an in-depth investigation of teachers’ views about the use of corpora in the classroom by listing possible factors that facilitate or hinder the implementation of corpora in everyday teaching practice. Through the discussion of these findings from Study One and Study Two, a full integration of corpus linguistics into the Saudi classroom is possible taking into consideration the hindrances. These difficulties can be overcome through the offered proposal for implementing the use of corpora in the classroom.
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Lin, Chai-Wei. "Second Language Learners' Recognition of Unknown Words." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2212.

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Recent research has underscored the important role of second language (L2) vocabulary acquisition in the reading process. The present study examined how accurately eighteen learners of English as a Second Language (ESL) were able to identify unknown words within a reading passage. It is assumed that "noticing" unfamiliar words in a text plays an important role in being able to extract meaning from context, which may ultimately result in word learning; thus, whether or not learners are able to recognize unknown words as unknown is a key step in vocabulary learning. The design of this study was based on previous research (Laufer and Yano, 2001) on the connection between first language background and self-assessment of L2 word knowledge. The first three steps of the Lafuer and Yano study were used in this study. In the first step, ESL learners self-assessed their ability to identify selected words in a text. After this, L2 learners explained or translated the meanings of the words. Finally, the two sets of data were analyzed to measure correlations. The findings of the study showed that teachers, as well as learners, should not underestimate the importance of vocabulary. Instead, they should provide more explicit vocabulary instruction and practice. In addition, L2 learners need to learn to identify words that are unknown. The act of "noticing" unknown words and identifying them as such is the initial step towards building vocabulary through reading. Lastly, L2 learners should not rely solely on context clues for the "guessing" strategy when they have a limited level of vocabulary because they may develop mistaken word knowledge, which would impact reading comprehension. Instead, learners should develop a wide range of strategies to comprehend academic reading.
M.A.
Department of Foreign Languages and Literatures
Arts and Sciences
Teaching English to Speakers of Other Languages
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Chiu, Chia-Hui. "Semantic development in ESL vocabulary acquisition." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3247996.

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Calder, Maryna. "Self-assessment of lexical knowledge in second language vocabulary acquisition." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43186.

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Books on the topic "Second language vocabulary acquisition"

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Milton, James. Measuring second language vocabulary acquisition. Bristol: Multiligual Matters, 2009.

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Milton, James. Measuring second language vocabulary acquisition. Bristol, UK: Multiligual Matters, 2009.

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Coady, James. Second language vocabulary acquisition: A rationale for pedagogy. New York: Cambridge University Press, 1997.

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Richards, Brian, Michael H. Daller, David D. Malvern, Paul Meara, James Milton, and Jeanine Treffers-Daller, eds. Vocabulary Studies in First and Second Language Acquisition. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242258.

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Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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Connected words: Word associations and second language vocabulary acquisition. Amsterdam: John Benjamins Pub. Co., 2009.

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Paul, Bogaards, and Laufer-Dvorkin Batia, eds. Vocabulary in a second language: Selection, acquisition, and testing. Amsterdam ;a Philadelphia: John Benjamins Pub., 2004.

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Schmitt, Norbert. Researching vocabulary: A vocabulary research manual. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Schmitt, Norbert. Researching vocabulary: A vocabulary research manual. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Book chapters on the topic "Second language vocabulary acquisition"

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Kremmel, Benjamin, and Ana Pellicer-Sánchez. "Measuring Vocabulary Development." In The Routledge Handbook of Second Language Acquisition and Language Testing, 211–22. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-24.

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Horst, Marlise. "Teaching Vocabulary." In The Routledge Handbook of Second Language Acquisition and Speaking, 273–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-24.

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Romagnoli, Chiara. "Chinese Vocabulary Acquisition and Teaching." In Key Issues In Chinese as a Second Language Research, 125–42. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315660264-6.

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Sadeghi, Karim. "Vocabulary Acquisition and Pedagogy in SLA: An Interview with Norbert Schmitt." In Talking About Second Language Acquisition, 89–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99758-8_6.

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Edwards, Viv. "Vocabulary, Education and Diversity." In Vocabulary Studies in First and Second Language Acquisition, 59–73. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242258_4.

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Vyatkina, Nina. "Technology and Vocabulary." In The Routledge Handbook of Second Language Acquisition and Technology, 201–14. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781351117586-18.

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Boers, Frank. "Estimating the Chances of Incidental Acquisition." In Evaluating Second Language Vocabulary and Grammar Instruction, 17–35. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-3.

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Kim, Su Kyung, and Stuart Webb. "Individual Difference Factors for Second Language Vocabulary." In The Routledge Handbook of Second Language Acquisition and Individual Differences, 282–93. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003270546-24.

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Wolter, Brent. "10. Meaning-Last Vocabulary Acquisition and Collocational Productivity." In Lexical Processing in Second Language Learners, edited by Tess Fitzpatrick and Andy Barfield, 128–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691538-012.

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Dickinson, David K., Tanya R. Flushman, and Jill B. Freiberg. "Vocabulary, Reading and Classroom Supports for Language." In Vocabulary Studies in First and Second Language Acquisition, 23–38. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242258_2.

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Conference papers on the topic "Second language vocabulary acquisition"

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Sun, Yanqing. "Effective Strategies for Second Language Vocabulary Acquisition." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.476.

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"AUTOMATIZED MEMORY TECHNIQUES FOR VOCABULARY ACQUISITION IN A SECOND LANGUAGE." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003330300790087.

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Gavranović, Valentina. "Second Language Vocabulary Acquisition Enhanced by the Use of Technology." In Sinteza 2019. Novi Sad, Serbia: Singidunum University, 2019. http://dx.doi.org/10.15308/sinteza-2019-621-626.

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"Research on Second Language Vocabulary Acquisition from the Perspective of Cognitive Linguistics." In 2017 4th International Conference on Literature, Linguistics and Arts. Francis Academic Press, 2017. http://dx.doi.org/10.25236/iclla.2017.20.

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Wei, Xiaodong, Guodong Yang, Xiaofei Wang, Kai Zhang, and Zhe Li. "The Influence of Embodied Interactive Action Games on Second Language Vocabulary Acquisition." In 2019 International Joint Conference on Information, Media and Engineering (IJCIME). IEEE, 2019. http://dx.doi.org/10.1109/ijcime49369.2019.00083.

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Schneegass, Christina, Sophia Sigethy, Malin Eiband, and Daniel Buschek. "Comparing Concepts for Embedding Second-Language Vocabulary Acquisition into Everyday Smartphone Interactions." In MuC '21: Mensch und Computer 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3473856.3473863.

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Dearman, David, and Khai Truong. "Evaluating the implicit acquisition of second language vocabulary using a live wallpaper." In the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208598.

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Yin, Xiaojuan, and Yafang Su. "The Effects of Different Presentation Methods on Second Language Vocabulary Acquisition Based on Contextual Theory." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.094.

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Atsari, Fauzan. "Strategies in Vocabulary Acquisition." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.27.

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Ghabanchi, Zargham. "Task-based instruction and L2 vocabulary acquisition." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31271.

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Reports on the topic "Second language vocabulary acquisition"

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6962.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160395.

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Which genetic mechanisms underlie the relationship between preschool vocabulary and later literacy skills? ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.15018.

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Preschool vocabulary acquisition is associated with later language and literacy skills. Genetic factors might partially explain this link, but the precise mechanisms are unclear. Thus far, twin-based studies have implicated mechanisms involving genetic amplification or genetic innovation.
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