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Journal articles on the topic 'Vocabulary'

To see the other types of publications on this topic, follow the link: Vocabulary.

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

K. Eliah, K. Eliah, and Dr K. Suma Kiran. "Vocabulary Strategies : Building New Vocabulary." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 191–93. http://dx.doi.org/10.15373/2249555x/july2014/58.

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2

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

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ABSTRACT The relationship between second language vocabulary and listening comprehension has been barely explored, and in most cases with inadequate instruments. This study intends to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. The vocabulary size of 284 learners of English was assessed with both an aural and a written vocabulary test. A standardized listening test was used to assess their listening ability. Data were analysed with the Rasch model to determine the participants’ abilities and the item 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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3

Shavkidinova, Dilnavoz. "TEACHING ENGLISH VOCABULARY THROUGH VOCABULARY CLASSIFICATION TECHNIQUES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 189–201. http://dx.doi.org/10.55640/eijmrms-02-10-36.

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

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4

Jeon, Ji-hye. "Elementary learners’ vocabulary according to CEFR basic user level." Korea Association of Primary English Education 29, no. 2 (June 30, 2023): 47–67. http://dx.doi.org/10.25231/pee.2023.29.2.47.

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This study developed questionnaire items that can identify elementary learners’ vocabulary comprehension based on CEFR basic user level. This study also analyzed the use of textbooks’ vocabulary definitions based on CEFR basic user level. Vocabulary comprehension analysis was conducted on 141 students in 3rd through 6th grades for 33 vocabularies. As a result, Korean elementary learners’ vocabulary comprehension corresponded to CEFR basic user. Usually, A1 was higher than A2 in each vocabulary’s meaning comprehension. CEFR EVP(English Vocabulary Profile) classifies a single vocabulary’s various meanings to different levels. According to this study, 33 vocabularies have 2-4 meanings in CEFR basic user. In contrast, the Korean textbook wasn’t more varied in meaning usage compared to CEFR basic user’s. Specifically, A1 meanings were used more often than A2’s in textbooks. Since this study analyzed textbooks actually used by learners, there could be a relationship between learners’ vocabulary comprehension and textbook vocabulary meaning use. This study suggested a method of developing items according to CEFR level based on textbooks and curriculum vocabularies. The spectrum of vocabularies in the curriculum can be expanded with studies of learners based on CEFR level. Also, it is necessary to expand the vocabulary definitions in textbooks according to learners’ vocabulary comprehension.

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5

Lalong, Krispianus, and Umi Hartati. "PERBANDINGAN ANTARA BAHASA RONGGA DI MANGGARAI TIMUR DENGAN BAHASA BAJAWA DI NGADA: TINJAUAN LINGUISTIK KOMPARATIF." Caraka: Jurnal Ilmu Kebahasaan, Kesastraan, dan Pembelajarannya 3, no. 2 (June 15, 2017): 156–69. http://dx.doi.org/10.30738/caraka.v3i2.1846.

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The purpose of this study was to describe similarities and differences between Rongga language in East Manggarai with Bajawa language in Ngada terms of vocabulary. This research is a qualitative descriptive study. The data in this study in the form vocabulary by Rongga language in East Manggarai and Bajawa language in Ngada based of 200 Swadesh Vocabulary plus 100 Prof. H. Kern vocabulary. Therefore, that used data in this research is the vocabulary in Rongga language and Bajawa language it has relation with thats 300 vocabularies. Source of data in this study is the user of the Rongga language in East Manggarai and Bajawa language in Ngada. Data collection methods used in this study can be replicated with te infoman interview about Rongga language vocabulary and Bajawa vocabulary language.Â Results of this study can be a sign that based on the 200 Swadesh vocabulary plus 100 vocabularies by Prof Kern, that was find 277 vocabulary (92,3%) it has realisation by the vocabulary. By the 277 vocabulary, was find 116 vocabulary that same between the Rongga Language and Bajawa Language, and was findÂ that different 55 vocabularyÂ between Rongga language and Bajawa language. Finally, can be find the conclusion that is between Rongga language andÂ Ngada language it has the realisation.

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6

Jensen, Arthur R. "Vocabulary and general intelligence." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1109–10. http://dx.doi.org/10.1017/s0140525x01280133.

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Acquisition of word meanings, or vocabulary, reflects general mental ability (psychometric g) more than than do most abilities measured in test batteries. Among diverse subtests, vocabulary is especially high on indices of genetic influences. Bloom's exposition of the psychological complexities of understanding words, involving the primacy of concepts, the theory of mind, and other processes, explains vocabulary's predominant g saturation.

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7

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

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8

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

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

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9

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

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10

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

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

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12

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

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13

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

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14

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

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

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15

McLean, Stuart, Jeffrey Stewart, and Aaron Olaf Batty. "Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach." Language Testing 37, no. 3 (January 27, 2020): 389–411. http://dx.doi.org/10.1177/0265532219898380.

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Vocabulary’s relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively little research regarding which modalities of vocabulary knowledge have the strongest correlations to reading proficiency, and observed differences have often been statistically non-significant. The present research employs a bootstrapping approach to reach a clearer understanding of relationships between various modalities of vocabulary knowledge to reading proficiency. Test-takers ( N = 103) answered 1000 vocabulary test items spanning the third 1000 most frequent English words in the New General Service List corpus (Browne, Culligan, & Phillips, 2013). Items were answered under four modalities: Yes/No checklists, form recall, meaning recall, and meaning recognition. These pools of test items were then sampled with replacement to create 1000 simulated tests ranging in length from five to 200 items and the results were correlated to the Test of English for International Communication (TOEIC®) Reading scores. For all examined test lengths, meaning-recall vocabulary tests had the highest average correlations to reading proficiency, followed by form-recall vocabulary tests. The results indicated that tests of vocabulary recall are stronger predictors of reading proficiency than tests of vocabulary recognition, despite the theoretically closer relationship of vocabulary recognition to reading.

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

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

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17

Adlof, Suzanne M. "Prologue to the Forum: Vocabulary Across the School Grades." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 461–65. http://dx.doi.org/10.1044/2019_lshss-19-00007.

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Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

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18

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

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19

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

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20

Nuur, Mauliddin, Tambunan Tambunan, and Nurnia Nurnia. "THE EFFECT OF KEEPING VOCABULARY NOTEBOOK ON STUDENTS’ VOCABULARY ACHIEVEMENT AT THE SECOND GRADES IN SMP N 2 RAHA." Journal of Teaching English 4, no. 4 (December 20, 2019): 427. http://dx.doi.org/10.36709/jte.v4i4.13970.

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This study investigated the effect of keeping vocabulary notebooks on students’ vocabulary achievement at the second grade in SMPN 2 Raha. The purpose of this study is to find out a significant effect after keeping vocabulary notebook on students’ vocabulary achievement. This study applied quantitative research design. This study used vocabulary notebook as a treatment in learning process for the students. The subject of this study was second grades students of SMPN 2 Raha who were registered in academy year 2017-2018. The technique of taking sample of study was purposive sampling. The sample of this study was class VIII2 as an experimental class and class VIII1 as a control class. The instrument of this study was vocabulary test consist of 30 numbers, the result showed that there was not a significant effect of keeping vocabulary notebooks on students’ vocabulary . It was not proved with the improvement of students were the students more active in the classroom rather than the teacher. Students can discover the new words by themselves on the learning activities. the result of students’ vocabulary test was supported with the mean score in post-test of experimental class is higher than the mean score in the post-test of control class. The mean score for the post-test in experimental class was 82.15 and the mean score for post-test in control class was 79.36. but the data was not distributed normally, the analysis of the data was used the non parametric analysis and the result of Mann Whitney non parametric analysis, the value of Sig 2-tailed = 0.57 with α 0.05. it means that H0 is accepted. It is because the value of Asymp sig 2-tailed is above the alpha (a) value. This result showed that there was not a significant effect of using vocabulary notebooks on students’ vocabularu achievement at the second grades in SMP Negeri 2 Raha. Keywords: Effect,Vocabulary Notebooks,Learning Activities,Vocabulary Achievement.

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21

Maemunah, Emma. "MAKNA KOSAKATA “JATUH” DALAM BAHASA SUNDA DAN BAHASA JAWA." Aksara 29, no. 2 (December 31, 2017): 239. http://dx.doi.org/10.29255/aksara.v29i2.38.239-252.

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Sundanese and Javanese language derived from the same proto language. There are many similarities in both languages. The similarities are in the form and meaning. This study discusses the form and the meaning of vocabularyof "fall" in Sundanese and Javanese. The aim of this study is to describe the form of "fall" in Sundanese and Javanese as well as the shift of meaning happened to the vocabulary. Using the comparative historical linguistics and semantics, the vocabularyof "fall" will be analyzed qualitatively. The data are list of vocabulary of "fall" in Sundanese and Javanese. Data are qualified in accordance with the objectives to be achieved. The analysis showed that the vocabulary of "fall" of Sundanese and Javanese have similarities, in both form and meaning. In addition, There are also some vocabularies which shifted (expanded and narrowed) and changed the meaning.

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Rasmussen, Lisa. "Selected linguistic problems in indexing within the Canadian context." Indexer: The International Journal of Indexing 18, no. 2 (October 1, 1992): 87–91. http://dx.doi.org/10.3828/indexer.1992.18.2.7.

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

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23

Galeas Arboleda, Gabriela Jacqueline. "LEYENDO PARA APRENDER: ENTENDIENDO LECTURAS CON INSTRUCCIÓN DE VOCABULARIO INTEGRADO EN ESTUDIANTES A1 DE INGLÉS COMO IDIOMA EXTRANJERO." REVISTA CIENCIAS PEDAGÓGICAS E INNOVACIÓN 6, no. 1 (May 31, 2018): 124–30. http://dx.doi.org/10.26423/rcpi.v6i1.209.

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El presente estudio cuantitativo experimental busco explorar los efectos de la instrucción de vocabulario integrado en el desempeño de la comprensión lectora de estudiantes con nivel A1 de inglés como idioma extranjero en un colegio público rural en Ecuador. Los participantes fueron estudiantes entre 15 y 17 años en su primer año de bachillerato, todos ellos fueron seleccionados por un muestreo a conveniencia. Los participantes estuvieron divididos en dos grupos (tradicional e integrado) y se les solicitó participar en ocho lecciones de lectura. Después de cada clase, los estudiantes participaron en una prueba de comprensión lectora basada en tareas de comprensión literal. Además, las percepciones del grupo experimental fueron analizadas mediante un cuestionario. Adicionalmente, se utilizó una escala de conocimientos de vocabulario (VKS) tres veces para medir el conocimiento previo, el aprendizaje y la retención de palabras. Este estudio encontró que la instrucción de vocabulario integrado mejora la comprensión de lectura de los estudiantes, y es beneficiosa para el aprendizaje y retención de vocabulario. Por otra parte, este trabajo de investigación propone un estudio adicional sobre los beneficios de una instrucción integrada al trabajar con niveles superiores de competencia. Palabras clave: lectura, instrucción de vocabulario, comprensión lectora, percepciones. ABSTRACT This experimental quantitative study explored the effects of an integrated vocabulary instruction on reading comprehension performance of A1 EFL learners in a rural public school in Ecuador. The participants of this study were students between 15 and 17 years old in their first baccalaureate year, all of them were selected by convenience sampling. The participants were divided into two groups (traditional and integrated) and asked to participate in eight reading lessons with their designated vocabulary instruction. After each class, they took part in a reading comprehension test based on literal comprehension questions. Moreover, the perceptions from the experimental group were gathered by a questionnaire. Additionally, a vocabulary knowledge scale (VKS) was used three times to measure previous knowledge, learning, and retention of words. This study shows that an integrated vocabulary instruction improves learners´ reading comprehension, and it is beneficial for vocabulary learning and retention. Furthermore, this research work proposes a further study on the benefits of an integrated instruction by working with upper levels of proficiency.

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24

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

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

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Wright, Roderick W. "Arresting Vocabulary." Science 238, no. 4823 (October 2, 1987): 11. http://dx.doi.org/10.1126/science.238.4823.11.a.

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

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

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29

Pateşan, Marioara, Alina Balagiu, and Dana Zechia. "Vocabulary Acquisition." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 300–304. http://dx.doi.org/10.2478/kbo-2019-0098.

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Abstract Introducing vocabulary to students is not always an easy task. Due to music and movies that young people are exposed to today, vocabulary acquisition is more often not taken seriously. Young people can hum or repeat sentences from a movie that impress them and think that they are able to communicate in a foreign language. In an academic environment you realize that each new vocabulary word is like a brick needed to build up a whole wall; is a small step that help you enrich your abilities to speak, write and understand all the English you might need at a certain time in your professional life. Studies have shown that the more words you know in a foreign language the more you can use it in real life situations. In this study we will approach the theoretical studies related to vocabulary acquisition as well as some practical exercises that might be used in class.

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Babson, A. "Vocabulary Test." Minnesota Review 2006, no. 65-66 (January 1, 2006): 24. http://dx.doi.org/10.1215/00265667-2006-65-66-24.

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

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

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

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Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.

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The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Variables such as English language proficiency, intelligence, family educational background, gender, age and type of university were controlled. The third language learners outperformed their second language counterparts at all word difficulty levels. The findings are discussed in relation to bilinguals’ higher level of executive and inhibitory control.

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35

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

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

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

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WRIGHT, R. W. "Arresting Vocabulary." Science 238, no. 4823 (October 2, 1987): 11. http://dx.doi.org/10.1126/science.238.4823.11.

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

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

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Nemeskey, Dávid Márk, and András Kornai. "Emergency Vocabulary." Information Systems Frontiers 20, no. 5 (March 26, 2018): 909–23. http://dx.doi.org/10.1007/s10796-018-9843-x.

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Abrams, Sandra Schamroth, and Sara Walsh. "Gamified Vocabulary." Journal of Adolescent & Adult Literacy 58, no. 1 (May 27, 2014): 49–58. http://dx.doi.org/10.1002/jaal.315.

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

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Taveggia, Diane. "The Vocabulary Notebook as Vehicle for Vocabulary Acquisition." Issues in Language Instruction 1, no. 1 (August 1, 2012): 9–17. http://dx.doi.org/10.17161/ili.v1i1.6944.

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This past semester I conducted my dissertation research at Penn Valley Community College (PVCC) in Kansas City, Missouri. PVCC is located in the urban core of Kansas City, Missouri, and its academic English program serves primarily refugees and immigrants, as opposed to the international students that we work with at the Applied English Center. I chose to work with the students at PVCC because my roots as an ESL teacher are within the refugee and immigrant communities, and I enjoy maintaining my connection with these very interesting students.

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

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This article investigates the technique of teaching vocabulary using Beare’s vocabulary charts. The technique helps to improve students’ mastery of English language and widens their passive and active vocabulary based on related word group areas. The relevancy between vocabularies in the charts is the vocabulary used in students’ daily activities. Adopting a Classroom Action Research, this study collected the data by using vocabulary charts, tests, field notes, checklist, and questionnaires. The result showed that the implementation of vocabulary chart has improved semester three students’ vocabulary achievement at Universitas Islam Balitar, Blitar. 77% of the students passed the minimum criteria of success in the first cycle, and 75% of the students passed the minimum criteria in the second cycle. This technique is beneficial to facilitate students in learning English vocabulary. Vocabulary word charts in teaching English vocabulary are thus recommended.

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

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The U.S. currently has wide income and racial achievement gaps in reading. The disparity between African Americans or Hispanics and Caucasians is multiple grade levels; in other words, 13-year-old Caucasians' reading scores are equivalent to those of 17-year-old Hispanics or African Americans (Family Facts 2009). While this reading gap has multiple causes, the vocabulary disparity is one of the primary drivers. These vocabulary differences are present when students begin school and only widen in each successive school year. Additionally, vocabulary understanding is critical for reading comprehension and thus success on standardized tests and ultimately success in high school and college. It is clear, therefore, that if the nationhopes to reduce the reading achievement gap and help boost college completion rates for lowincome and minority Americans, the vocabulary gap must be addressed.

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

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In this article, we describe the pedagogical basis for class vocabulary lists (CVLs) and their implementation using Google Sheets. CVLs allow students to collaborate and build “notebooks” of vocabulary that they feel is important to learn. CVL choices of students (N = 53) in three classes of mixed non-English majors and one informatics class were compared against frequency-based lists (British National Corpus/Corpus of Contemporary American English Word Family Lists [BNC/COCA], New General Service List [NGSL], Test of English for International Communication [TOEIC] Service List [TSL]) using the Compleat Web Vocabulary Profiler (Web VP) to determine the usefulness of the selected vocabulary. An information technology keywords list, constructed using AntConc and AntCorGen, was compared against the informatics group’s CVL to determine if those students were choosing field-appropriate vocabulary. Results suggest that when given autonomy to choose vocabulary, students generally select useful and relevant words for their contexts (e.g, simulation, virtual, privacy, artificial, denuclearization, aftershock, heatstroke) and that CVLs supplement frequency-based lists in beneficial ways.

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

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

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Dubiner, Deborah. "Using vocabulary notebooks for vocabulary acquisition and teaching." ELT Journal 71, no. 4 (February 23, 2017): 456–66. http://dx.doi.org/10.1093/elt/ccx008.

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Yamamoto, Yuka. "Multidimensional vocabulary acquisition through deliberate vocabulary list learning." System 42 (February 2014): 232–43. http://dx.doi.org/10.1016/j.system.2013.12.005.

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