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Possible changes in attitude toward vocabulary acquisition research
... It is widely held that vocabularies are considered the building blocks of coherent and cohesive (con)text, meaning and hence, language as a whole. If this is true, it follows that it is the more words an L2 learner has and the more he/she is able to access such an aspect of knowledge what makes such a learner effectively incorporate new concepts into existing conceptual schemata and hence, producing pieces of language 1 suitable for a particular context surpassing his/her peers (Hennings, 2000;Sonaiya, 1991;Llach, 2005, Shormani, 2012a, 2012b, 2013a2014;Zughoul, 1991;James, 1998;Khalil, 1985;Han, 2004;Daneman, 1988;McCarthy, 1990;Saville-Troike, 2006;Laufer, 1986Laufer, , 1990Laufer, , 1997Wang and Wen, 2002;Bahns, 1993, among others). This is true especially if communication impediment is to be taken into consideration for the fact that lexes and lexes alone are what results in such a problem. ...
... Several researchers and SLA scholars (Liu, 1999;Yuan & Lin, 2001;Lien, 2003;Shormani, 2012a;Shormani &Sohbani, 2012) argue that collocation knowledge helps L2 learners have a good command on communication and develop a native-like proficiency. However, lexical error studies are relative few compared to those done on other types of errors such as syntactic, phonological, morphological, etc. (Tomasello, 2007;James, 1998;Han, 2000, Cook, 2003Taylor, 1976;Gass&Selinker, 2008;Laufer, 1986Laufer, , 1990Laufer, , 1997, fewer are those studies tackling collocation errors (Shormani, 2012a, 2012b, Shormani &Sohbani, 2012Rababah, 2003;Zughoul, 1979;Mukattash, 1979Mukattash, , 1981Mahmoud, 2005Mahmoud, , 2011Wray, 2000;Taylor, 1986) and fewest, if any at all, are those deeply probing the sources of such errors and their consequences (Shormani &Sohbani, 2012;Mahmoud, 2005). This is due to two major reasons: the first is the fact that studying collocation errors and probing deeply their sources is much challenging and complicated for their nature and what information they involve in addition to the difficulty in assessing them. ...
An L2 learner is distinguished from another inasmuch as he/she has a good command on formulaic language like collocations which are deemed to be very specific to native speakers of a language being part of their competence and intuition. If this is true, it follows that English collocation, for instance, will be difficult for those learning it as an L2. Thus, this study is set to provide empirical evidence for collocabilty difficulties encountered by Yemeni Arabic-speaking advanced learners of English through investigating collocation errors deeply probing their sources, consequences and the cognitive strategies employed while acquiring such collocations. Sixty essays selected randomly from 107 given to Yemeni advanced learners majoring in English as home assignments. After identifying, classifying and tabulating errors, sources were classified into four categories, viz. L1-transfer, L2-influence, mutual and unrecognized.(30%) of the errors committed were ascribed to L1-transfer, (54%) to L2-influence, (13%) to mutual and (3%) to unrecognized. Based on such findings, I have proposed a UG-Model for learning collocations based on subcategorization and selectional restrictions. Though Yemeni learners are involved in this study, this model could be utilized for learning collocations in similar ES/FL contexts.
... Mastering vocabulary in a Foreign Language (FL) is the most critical skill in foreign language learning (Davies & Pearse, 2000;McCarthy, 1990;Laufer, 1986). Vocabulary allows learners to communicate, read (Davis & Kelly, 2003), speak and write in a new language, and be understood by speakers of this language (Susanti, 2002). ...
Scholars assert that mastering vocabulary is a paramount communication skill in learning foreign languages (FL). Consequently, learners must employ Vocabulary Learning Strategies (VLS) to store and utilize new words effectively. As there has been limited exploration of VLS use by Bruneian students and VLS employment by learners of Vietnamese as a FL, this research investigates the VLS, particularly the Social Strategies applied by Bruneian students studying Vietnamese as FL. Bruneian students often encounter challenges in learning, retaining, and applying Vietnamese vocabulary. To address these challenges, instructors promote activities and assessments such as writing scripts and creating videos to facilitate Vietnamese language interaction and usage. These practices aid learners in recalling vocabulary naturally based on real communication needs. Researchers administered an adapted Schmitt's (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) to 120 students of Vietnamese as a FL. Learners rated their use of 65 VLS based on a 5-point Likert scale. A descriptive statistical approach was utilized for the data analysis. Findings highlighted that Bruneian learners were moderate VLS users. Discovery-Social and Consolidation-Cognitive strategies were the most frequently used, with Discovery-Determination and Consolidation-Social were the intermediate ones, while Memory and Metacognitive consolidation VLS were the least used. Overall, learners valued the interactions with the lecturer and classmates (Social Strategies) while learning new Vietnamese words. This research underscores VLS in Vietnamese language education, particularly the role of Social Strategies and interactive communication. Instructors should incorporate interactive strategies to provide real-life language experiences. Ongoing efforts to implement interactive communication strategies is crucial for enhancing Vietnamese language education. This can support Bruneian students in their language learning journey and foster proficiency in Vietnamese language skills.
... O aprendizado de vocabulário em língua estrangeira requer tempo e empenho principalmente se o aprendiz está em contexto de aprendizagem de não imersão (LAUFER, 1986). Pesquisadores como Alderson (1984), Nation (1990), Nation e Newton (1997) que reconhecem a relevância do conhecimento lexical no contexto da leitura em língua estrangeira, apontam, numa perspectiva quantitativa de aprendizagem, que os aprendizes devem possuir um nível limiar de conhecimento lexical para serem bem-sucedidos na compreensão de um texto. ...
Considering the need for studies on the potential of immersive environments in education, this paper aims to investigate the relevance of Augmented Reality in ESL/EFL in the shortand long-term vocabulary learning. It also investigates the effects of this immersive environment on students with different proficiency levels, elementary and intermediate levels. Theoretically, the study is based on the assumptions of the Embodied Cognition theory, which considers the mind and our bodily experiences with the external world as central elements in the processing and acquisition of knowledge. In the methodological scope, the Augmented Reality environment used in this research was applied to 15 students of Ensino Técnico Integrado ao Ensino Médio do IFRJ, campus Eng. Paulo de Frontin and the data collected were generated through vocabulary tests and a questionnaire. The results indicate that the Augmented Reality environment can significantly contribute to vocabulary learning in the short and long term, especially for intermediate level students who benefited the most from the tested environment.
Keywords:
ESL/EFL vocabulary teaching and learning; augmented reality; embodied cognition
... Students have been urged to take charge of their learning and choose the VLSs that best suit their needs (Rogulj & Čizmić, 2018). VLSs play an essential role in enhancing foreign language learning as vocabulary is considered the core of second language acquisition (Laufer, 1986). With access to a wide range of vocabulary, learners could communicate their ideas effectively and be more motivated to use the target language appropriately in various situations. ...
The present study aims to explore the types of learning strategies employed by nursing students to learn medical terminology and examines the types of strategies based on students’ vocabulary knowledge. Two instruments are used for data collection, namely a medical terminology test and a medical terminology learning strategies questionnaire. The results showed that nursing students use different types of learning strategies such as memory strategies followed by cognitive strategies, and determination strategies. The least used strategies are social strategies and metacognitive strategies. The results also showed that memory strategies are the most used strategies by high-level students, whereas cognitive strategies are most preferred by low-level students. In addition, the least used strategies by high-level students are metacognitive strategies, whereas social strategies are the least used strategies by low-level students.
... Game 1: Vocabulary When learning a language, students usually start with vocabulary which is often considered a language's foundation (Fung et al., 2023). Insufficient vocabulary knowledge causes difficulties in language use (Laufer, 1986). Furthermore, vocabulary acquisition is necessary for basic communication (Andersen, 1983). ...
With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning engagement than knowledge transfer. This study focuses on the design of humanoid robots to engage students from functional and affective perspectives. To this end, a pilot test is conducted on 64 primary school students in Hong Kong, comprising a control group (N = 33) and an experimental group (N = 31). Questionnaires, observations, and language proficiency test are done to ensure the validity of the findings. The results show that the experimental group, which learned with the humanoid robots, significantly improved their behavioural engagement (+ 13.24%), emotional engagement (+ 13.14%), cognitive engagement (21.56%), and intrinsic motivation (12.07%). The impact of utilizing humanoid robots in education is elucidated through the lens of the self-determination theory (SDT), which pertains to students’ learning motivation and engagement. These findings can provide valuable insights into the development of more captivating humanoid robots for extensive learning purposes.
... Although EFL research has flourished for many years, a review of the literature has shown that empirical studies investigating explicit vocabulary teaching and learning activities at the PE level have been scarce (Liu and Reynolds 2022), likely because L2 vocabulary research was neglected until the mid to late 1980s (Laufer 1986;Meara 1980). To bridge this research gap, Atay and Kurt (2006) investigated different explicit vocabulary learning activities using a sample of Turkish EFL primary students and found that well-designed interactive vocabulary learning activities were efficient in EFL teaching at the PE level. ...
For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.
Keywords: English as a foreign language (EFL); involvement load hypothesis (ILH); primary education (PE); vocabulary learning activity; vocabulary learning task; vocabulary knowledge
... In other words, rich vocabulary and its proper use is an essential feature of any language learning process. Studies conducted on the domain of second and foreign language acquisition reveal that vocabulary knowledge of any language is the single best predictor of language achievement (Richards,1980;Allen, 1989) Various studies done in the field of second language acquisition exhibit that vocabulary knowledge is the single best predictor of language achievement (Richards, 1980;Allen, 1983;Laufer, 1986;Nation, 1990Nation, & 2001. The sole purpose of learning a language is not just communication but acquiring it completely as a whole. ...
As commonly believed, it is not appropriate to state that Arab students do not perform well in EFL courses because of semantic and syntactic variations between Arabic and English languages. In fact, the reasons which hinder acquisition of lexical items amongst the Arab EFL learners are delayed exposure to the language in early years at school and irregular, minimal or no interaction with speakers of English outside the formal settings of classroom. Other than this, there is a dearth of teachers at schools with alternative teacher certification and this also adds to the problem.
Background
Vocabulary learning is an essential dimension of foreign language learning. The learners have a huge responsibility in this task. Among other factors, time constraints and an overall lack of maintained motivation on the part of students makes it especially challenging. Consequently, improving vocabulary learning requires strategies to motivate learners and encourage autonomous learning. Technology‐Assisted Vocabulary Learning (tavl) aims to provide solutions to this set of problems.
Objectives
We aim to provide an overview of the different types of TAVL tools developed and studied since 2015 with regard to (1) tool features, (2) observed variables and research methods used in the studies and (3) impact on learners' vocabulary acquisition, motivation and engagement.
Method
We conducted a systematic review of the literature between 2015 and 2023 on TAVL. After delineating our field of study and research query, we followed a rigorous methodology to extract relevant papers to answer our research questions. A total of 44 papers of different languages and academic levels were selected for this review.
Results and Conclusions
We report a wide variety of features provided by TAVL tools in various contexts. We observe an overall positive influence of TAVL tools on learners' vocabulary learning, motivation, flow and engagement. We also discuss potential biases in the studies, which do not allow generalisation of the results. We conclude with recommendations for developers and researchers, including the use of more standardised experimental protocols with comparable measures, the integration of collaborative and social features, and a more central role for teachers and academic learning contexts.
There are clear variations in the connotations and linguistics of Arabic and English languages. It has been observed that Arab learners study English as a functional language which does not expose them to the literature of English. As a result, the concept of English as a language emerges in an extremely concise and confined area of study for them. The purpose of this research was to identify the process of acquisition of lexical items amongst the Arab female learners. The subjects were students studying Short Stories in the Bachelor’s program of English. The technique used to conduct the research was a blend of qualitative and quantitative method. To collect the data a post-test and pre-test was administered. Also, a closed ended questionnaire was distributed to collect responses from the subjects of study. The study aimed at providing solutions to the problem of low vocabulary among English language learners. The outcome of the current research holds a strong significance as the findings are impressively motivating for teachers using literature to develop language acquisition. Though the end results show a minimal decrease of 3% in incorrect responses after getting acquainted with lexical items used in pre-test, a sharp fall of 60% is seen in overall incorrect answers after collecting the data through lexical categorization. It is expected that if the technique of lexical categorization is used and the suggestions given here are implemented, the learners will be able to correctly use vocabulary items in a variety of contexts in various situations.
This research utilizes a descriptive research design to investigate the use of vocabulary learning strategies among English majors and identify the potential reasons for their difficulties in learning vocabulary. The study aims to describe the relationship between these reasons and second language vocabulary acquisition. A questionnaire, consisting of 62 items selected from the Vocabulary Learning Questionnaire (VLQ) 6.4 published by Gu and Johnson (1996), was administered to 115 sophomores majoring in English. The questionnaire was used to determine the types of vocabulary learning strategies employed by the participants, as well as the most and least frequently used strategies. The results indicate that English majors surveyed were moderate users of vocabulary learning strategies. Inferencing strategies were found to be the most commonly used, while Encoding strategies were the least used. After analyzing the participants' vocabulary learning strategies, the study proposes to improve their mother tongue competence to enhance their thinking ability, which is an essential factor in learning English vocabulary. Furthermore, the study suggests that the lack of mother tongue competence courses in higher education and the absence of effective vocabulary learning strategy guidance in the learning process are potential reasons for the difficulties experienced by English majors in vocabulary learning.
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