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Assessing Vocabulary in the Language Classroom
... Most widely used analytic rubric for assessing the vocabulary in writing [78] cited in [79] was applied. The scoring rubric assessed the use of vocabulary as a part of a larger construct whether they were related and applicable within the context of the writing [79] whereby in this recent study was the writing of ebrochure. ...
... Most widely used analytic rubric for assessing the vocabulary in writing [78] cited in [79] was applied. The scoring rubric assessed the use of vocabulary as a part of a larger construct whether they were related and applicable within the context of the writing [79] whereby in this recent study was the writing of ebrochure. The assessment was set to the writing documents obtained prior to the implementation of CBI, and right after the CBI administered onto the writing process. ...
In the past two years, technology has been evolving rapidly due to the pandemic outbreak in the whole world, and invoking a significant surge in usage of education technology. During these times, both teachers and students have been gradually becoming digital natives in carrying out teaching-learning process. The objective of this study is to investigate the use of Content-Based Instruction (CBI) in improving vocabulary mastery on the writing skills utilizing technology-enhanced language teaching into the learning. It was a qualitative approach study, where the participant' writing documents were evaluated by two raters employing a standard analytic rubric for assessing the vocabulary on the English Language Learner (ELL)' writings. Moreover, unstructured interview was performed as data triangulation. The findings revealed that there had been a substantial improvement on the learner' vocabulary size. The learner' writing competence developed since the words used within the writing documents were varied, and in accordance with the topic discussed. There was also a positive and moderate relationship occurred between teachers and learner that increased the creative learning and innovative teaching for both in using the technology. Future research can look into how CBI can affect learners' vocabulary learning either through synchronous or asynchronous.
... Experts in the field of vocabulary development are in agreement that vocabulary is a central factor in the language learning process. It is generally recognized that a focus on strengthening vocabulary is necessary at every stage of a learner's language development (Coombe, 2011). Folse (2003Folse ( , 2004 as well as those who championed the lexical approach and lexical syllabus in the 1980s and 1990s (Lewis, 1993(Lewis, , 1997Willis, 1990; Willis & Willis, 1989) point out that you can get by without the correct syntax or grammar, but not vocabulary. ...
... Schmitt (2010), for example, also points to the strong link existing between vocabulary and language skills. Along these lines, Coombe (2011) states that vocabulary has gained importance as a skill on its own rather than functioning as an aid to the four main language skills. This new perspective on vocabulary has granted it the deserved attention that has resulted in more in-depth studies on the field. ...
This study examines the productive vocabulary profiles of Costa Rican high school students studying EFL under two different methodologies, Content Based Teaching (CBT) and Foreign Language Teaching (FLT). Following Laufer and Nation’s (1999) idea of “controlled productive ability,” the participants were tested using the Productive Vocabulary Levels Test (PVLT). Statistically significant differences favor CBT students. After examining gender differences, the evidence also suggests that CBT could have a beneficial effect on students learning of the most 2,000 words of English, particularly for male students. Neither group, however, has fully mastered this word band yet.
... Thus, by mastering vocabulary students will be facilitated for mastering four language skills. [2] In her book "Assessing Vocabulary in the Language Classroom" explained important points for teacher or researcher in assessing vocabulary. She provided explanations about kinds of tasks in vocabulary testing and how to assess vocabulary. ...
... chaque nème mot dans le texte, par exemple n=5 ou n=8 ; -la fréquence des mots ; -des mots appartenant à des parties du discours tels que les noms, verbes, adjectifs et adverbes, et dont le sens peut être ciblé ; -des mots obtenus par un apprentissage automatique basé sur un ensemble de questions saisies (input questions) utilisées comme données d'apprentissage. Pour la création de tests de vocabulaire par les enseignants, Christine COOMBE [COOMBE, 2011] considère le problème du format : le test est valide si les apprenants ont l'expérience du format de présentation du contenu, s'il n'y a pas d'ambiguïté sur comment répondre et comment interpréter les réponses, et si le format a un effet positif sur l'apprentissage, par exemple en aidant la répétition ou l'extension du vocabulaire. ...
Il n'existe pas de travaux sur des logiciels dédiés à l'apprentissage des langues de spécialité, ni à la création de ressources pédagogiques spécifiques. Les outils informatisés concernant les langues de spécialité se limitent aux logiciels d'aide à la traduction et à des outils d'aide au recensement terminologique. Afin de doter les enseignants de langues étrangères de spécialité d'outils prenant en compte leurs besoins spécifiques nous proposons de concevoir et de développer une plateforme pour la génération de matériels pédagogiques dans le domaine des langues de spécialités. Pour répondre à cet objectif, nous avons effectué une première expérimentation concernant la génération automatique d'exercices d'apprentissage du vocabulaire spécialisé. Nous avons choisi la génération d'exercices à trous basés sur les phrases tirées d'un corpus de textes authentiques. Les résultats de ces premières expérimentations montrent la faisabilité de la génération d'exercices à trous, à partir de listes de vocabulaire et d'un corpus spécialisés intégrés à la plateforme, ainsi que de textes fournis par un enseignant.
... Previous research and writing on vocabulary over the past two decades has addressed the issues on vocabulary size and growth [1], [2], what it means to know a word [3], [4], degrees of word knowledge [5], [6], sources of vocabulary learning [7], vocabulary assessment [8], [9] and also teaching and learning techniques to support learners' vocabulary growth and development [10]. Having adequate vocabulary in L2 helps learners to convey their messages effectively. ...
... and that this variability tends to diminish by the end of elementary education (Coombe, 2010;Ellis, 1996;Folse, 2004;Nation, 1990Nation, , 2001Nation, , 2006Papagno & Vallar, 1995;Service, 1992). 19 Critically, response latencies were modulated by the degree of orthographic overlap between translation equivalents, showing that along the continuum of cognate status, cognate words were recognized faster than non-cognate words (see Figure 2). ...
The main goal of the present study was to investigate how the degree of orthographic overlap between translation equivalents influences bilingual word recognition processes at different stages of reading development. Spanish–Basque bilingual children with ages ranging from 8 to 15 years were tested in an explicit translation recognition task with a large set of items. Critically, the degree of cross-language similarity (i.e. the cognate status) between the references and the correct targets was manipulated along a continuum in order to investigate how the reliance on cross-language orthographic overlap varies as a function of reading experience. Results showed that younger children were significantly more sensitive to the cognate status of words than older children while recognising translation equivalents, and that this difference did not depend on the speed of response of the participants. These results demonstrate that the influence of cross-language similarity progressively diminishes as a function of increased exposure to print together with the maturation of the mechanisms responsible for language interference suppression, as suggested by developmental models of bilingual lexical access.
One of the most crucial language components that students should master is vocabulary. It is caused vocabulary is always used in everyday activities. Nevertheless, the students have difficulty when learning vocabulary and the lack of ability of students in remembering new vocabulary in English. Based on the problems, as a resulted to conduct teaching vocabulary mastery by the use of media namely word wall to help students improving their vocabulary mastery. This research was conducted to the seventh grade of SMPN 3 Kec. Pangkalan Koto Baru. In this study, researcher used quantitative method with quasi-experimental design by comparing two classes. The subject of this study was seventh grade, namely VII1 and VII2. VII1 was experimental class with 25 students and VII2 was control class with 25 students. The research instrument was vocabulary test. The data was analyzed by using Independent Sample t-test in SPSS 26. This study indicated that there was significant difference in achievement of students’ vocabulary mastery between the students who were taught by using word wall media and without using Word Wall media. It can be seen from p-value which was smaller than the alpha value (0.000<0.05). From the results of the data, teaching vocabulary mastery through word wall media gave more significant effect to increase students’ vocabulary mastery.
This study aims at analysing the lexical richness of junior high school students. Additionally, the aspects included in the analysis were lexical variation, lexical sophistication, lexical density, and the numbers of errors. The data were argumentative essays written by junior high school students Grade 9. The students are from one of the junior high schools in Kabupaten Tangerang. The data were analysed using a web concordance English v.9 named lextutor. The analysis reveal that the essays have a moderately high level lexical density and lexical variation. However, the students still relied on the 2000 most frequent words or K1 words with 68.29% of the total words. This study suggests that educators encourage their students to apply more word variation in their writings to improve the quality of their writings.
English vocabulary skill at the junior high school is pivotal for improving their communication skill in English classes. This study aims to determine the effectiveness of the peer teaching method in improving the English vocabulary mastery of seventh grade students at junior high school, peer teaching method can make students more actively participate in learning where they will try to solve problems together by discussing, therefore, the students can learn cooperatively with respect to each other. This is quantitative experimental research used independent sampling, namely using 2 classes for the sample. The sample of this research is the seventh-grade students of a Junior High School in Sidoarjo The data collection technique used the pre-test and post-test which contained validity tests, reliability tests, pre-test and post-test control group results and experimental group, normality tests, homogeneity tests and T-test results. The results showed that the average pre-test using the peer teaching method was 43.00 and 96.00 in the post test. The significant value of this study was 0.00, the standard significance level was 0.05. Which can be said alternative hypothesis accepted and null hypothesis are rejected, it can be said peer teaching method is effective for use in teaching English vocabulary.
The research aims to investigate the effect of using Instagram short video media towards student’s vocabulary mastery at the seventh grade of Babunnajah junior high school Menes-Pandeglang in the academic year 2021-2022. This research used quantitative approach and quasi-experimental method with achievement test in collecting data. Achievement test include pre-test and post-test. Short Instagram videos are used as learning media to help students master vocabulary. Jagobahasacom is the Instagram account used as the video source. The experimental class for this research was seventh grade B, and the control class was seventh grade A. Each class has 20 students, for a total of 40 samples in all. The experimental class's mean score on the pretest was 62.15, while the control class's score was 59.45. Following the acquisition of posttest results, the experimental class had a mean score of 70.65, whereas the control class received a score of 66.3. Hypothesis testing is done by comparing T-table with T-count. The results obtained from hypothesis testing are -1.686 > -3.068, this result indicated that H0 was rejected and Ha was accepted. As a result, hypotheses test indicated that there is significant effect of using Instagram short video media towards student’s vocabulary mastery at the seventh grade of Babunnajah junior high school Menes-Pandeglang.
Teaching and testing foreign language skills are long and challenging processes which cannot be separated from each other. There are many traditional test items and alternative methods utilized for various testing purposes. However, alternative methods traditional as well as traditional assessment types should be handled in Communicative Language Teaching for a successful evaluation. The basics of Communicative Language Teaching are important to increase foreign language learners’ communicative competence. In this sense, after defining the difference between test and assessment, traditional testing item types illustrated in this review. Secondly, testing language skills and components are put under a critical perspective. Then, the basics of Communicative Language Teaching are explained. Eventually, suggestions about adopting all testing types and methods for an effective assessment are discussed. Also, technology-based assessment tools are recommended for an authentic assessment. Correspondingly, the review mainly tries to shed light on testing language skills and language components. Moreover, it aims to help foreign language teachers prepare exams which follow the basic principles of Communicative Language Teaching.
The purpose of this study is to improve students’ vocabulary by using JOOX application. In the Pre-Test result, the students who got score ≥ 13 were 21.88%, otherwise 79.12% were under achievement students. Then, the students who got score ≥ 13 in Post-Test 1 were 81.25% while 19.75% student got score < 13. Furthermore, in Post-Test 2 result all the students (100%) got score ≥ 13. The use of the JOOX application media in teaching and learning process can improve the students’ activity in the classroom, the students’ activities in cycle 1 were categorize into fair category. The students’ activities was 66% (get score 33 of the 50 maximal score). Then, in cycle 2 it could be seen that the students’ activities were categorize into good category. The students’ activities was 80% (get score 40 of the 50 maximal score). It is indicated that the students’ vocabulary mastery could improve significantly after the treatment applied in the teaching and learning process.
This study aims to investigate the improvement of students’ vocabulary mastery through story telling strategy and the use of hand puppet media in grade VI of SDN Keras I Diwek Jombang. This was qualitative and quantitative study employing pretest-posttest individual design. The research population was students in grade VI of SDN Keras I Diwek Jombang in semester 2 in the academic year of 2018/2019. The data were collected by three instrument, those are observation sheet, field notes, and test the tests were administered to investigate students’ vocabulary mastery before and after treatment. The test instrument validated through expert judgment by using validation sheet. After tests validated, tests examined to the population in this study. The results of the study showed that the scores of students’ vocabulary mastery in the whole class before treatment were 38.3 in cycle 1 and 42.965 in cycle 2. Meanwhile the average of students’ score after treatment was 79.63 in cycle 1 and 80.63 in cycle 2. From the data, it can be concluded that there were effects or improvement of storytelling strategy and hand puppet media on vocabulary mastery in grade VI of SDN Keras I Diwek Jombang in the academic year of 2018/2019
The current literature review reports the results of four international research studies conducted within recent years to investigate the effectiveness of implementing Dynamic Assessment (DA) in assessing vocabulary development of English language learners. The results of the literature review highlight the positive effects of implementing DA in vocabulary acquisition despite the fact that the researchers found few studies that discussed DA for vocabulary development. This literature review includes a brief summary of the current research from 2015-2018, limiting the findings of DA to vocabulary development, and suggesting guidelines for implementing DA in language classrooms and for future research. The theoretical background of DA supports its applicability to classroom practices, based on the sociocultural theory of Vygotsky. The opportunity provided for the learners during the implementation of DA furthers cognitive, language, and developmental skills. The finding of this literature review highlights the applicability of DA in language classrooms for vocabulary development from the point of view of sociocultural theory.
This is a preliminary research to investigate useful words to function effectively in academic contexts, vocabulary size, the first-year students’ word list, and the steps to design the customized set of entry-level vocabulary size test. This research was a library research. To find out the ELESP students’ current vocabulary size, a vocabulary size test designed by Paul Nation was administered. The results show that useful words were (1) high-frequency words containing 2,000 word families, (2) academic words specified in the Academic Word List (Coxhead:2000), (3) technical words, (4) low-frequency words. The result of the administration of Nation’s Vocabulary Size Test shows that the students’ scores range between 33 and 96 words, with the mean score of 66. It means that the students’ vocabulary size ranges between 3,300 and 9,600 word families. The average students’ vocabulary size was 6,600 word families, which imply that most ELESP students are ready to read texts containing 88.7% word coverage. In order to increase their vocabulary size by 10,000 or more, they need to learn technical words and low-frequency words of a specialized subject area. Using Nation’s specifications for making the test, some procedures of test design are: Sampling the words for the items, Making the Stem, Writing the choices, The Order of the items in the Test, Piloting, Administering the Test. The decisions on curriculum, materials and teaching strategies should be based on the results of vocabulary size to gain optimum learning outcome.
DOI: https://doi.org/10.24071/llt.2014.170103
Ce mémoire est consacré à la présentation de divers travaux entrepris dans l’objectif de concevoir des outils d'aide à la rédaction des textes en langues spécialisées. Il y est question de l’importance de la modélisation linguistique, des contraintes liées à l’automatisation des certaines tâches, du rôle de l’expert et de la prise en compte des utilisateurs finaux. Le rôle prépondérant est donné au lexique et à son contextualisation, une thématique, qui, je pense, fait consensus parmi les chercheurs travaillant sur la rédaction en langues spécialisées. J’y présente quatre logiciels qui sont conçus pour donner à un auteur d'un texte spécialisé plus d’autonomie dans la rédaction. Certains de ces logiciels s’adressent directement aux rédacteurs (Compagnon LiSe et SARS, Système d’Aide à la Rédaction Scientifique). D’autres constituent des aides indirectes, soit à l’enseignement et à l’apprentissage du vocabulaire spécialisé du niveau académique, soit à la constitution des lexiques pour la rédaction en langues contrôlées (Station Sensunique). Ces logiciels tentent timidement de répondre à un véritable besoin sociétal, à savoir la nécessité de produire des textes techniques de qualité, par les rédacteurs qui ne sont pas toujours des professionnels de la rédaction. La spécificité de ces rédacteurs occasionnels – qu’il s’agisse de rédaction technique ou scientifique - impose de véritables contraintes sur la conception des outils d’aide à la rédaction, résultant des injonctions apparemment contradictoires : d’une part, d’un besoin des outils simples, mais précis, et d’autre part, de la complexité de l’information à transmettre.
Among ordinary language learners, the acquisition of vocabulary has long been felt to be a crucial component of learning a foreign language. Second Language Vocabularly Acquisition has the goal of comparing the effectiveness of the direct learning of vocabulary (through memorization) and the indirect learning of vocabulary (through context); it encourages an appropriate balance between direct and indirect teaching of vocabulary in second language classrooms. The authors of these original articles present theoretical background, empirical research, and case studies focusing on a variety of modes of vocabulary acquisition. There is also an exploration of relevant pedagogical issues, including a description of practical strategies and techniques for teaching vocabulary.
This article shows that if there is some control over genre then there will be a close correspondence between the vocabulary
size of intermediate learners as reflected in their writing and a more direct measure of vocabulary size The study proposes
a new measure of lexical richness, the Lexical Frequency Profile, which looks at the proportion of high frequency general
service and academic words in learners' writing The study shows that it is possible to obtain a reliable measure of lexical
richness which is stable across two pieces of writing by the same learners It also discriminates between learners of different
proficiency levels For learners of English as a second language, the Lexical Frequency Profile is seen as being a measure
of how vocabulary size is reflected in use In this study, it was found that the Lexical Frequency Profile correlates well
with an independent measure of vocabulary size This reliable and valid measure of lexical richness in writing will be useful
for determining the factors that affect judgements of quality in writing and will be useful for examining how vocabulary growth
is related to vocabulary use
Review of the book: Learning vocabulary in another language. This article has been published in the journal: New Zealand Studies in Applied Linguistic. Used with permission.
Cambridge Core - ELT Applied Linguistics - Learning Vocabulary in Another Language - by I. S. P. Nation
This article describes the development and evaluation of a new academic word list (Coxhead, 1998), which was compiled from a corpus of 3.5 million running words of written academic text by examining the range and frequency of words outside the first 2,000 most frequently occurring words of English, as described by West (1953). The AWL contains 570 word families that account for approximately 10.0% of the total words (tokens) in academic texts but only 1.4% of the total words in a fiction collection of the same size. This difference in coverage provides evidence that the list contains predominantly academic words. By highlighting the words that university students meet in a wide range of academic texts, the AWL shows learners with academic goals which words are most worth studying. The list also provides a useful basis for further research into the nature of academic vocabulary.
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Vocabulary tests are used for a wide range of instructional and research purposes, but there is no comprehensive basis for evaluating the current instruments or developing new lexical measures. This article presents a framework for vocabulary testing that begins with an analysis of test purpose and then shows how purpose can be systematically related to test design. The link between the 2 is based on 3 considerations which derive from S. Messick's (1989) validation theory: construct definition, performance summary and reporting, and test presentation. The components of the framework are illustrated by references to 8 vocabulary measures. For each vocabulary measure there is a description of its design and purpose. The way forward for vocabulary assessment is to take account of test purposes in the design and validation of tests, as well as considering an interactionalist approach to construct definition. This means that a vocabulary test should require learners to perform tasks under contextual constraints that are relevant to the inferences to be made about their lexical ability. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using frequency, text coverage, and range as criteria, this study looks at the dividing line between a general service vocabulary and a special purposes vocabulary. A general service vocabulary gives a good return for learning up to the 2000 word level and after that a special purposes vocabulary gives a better return for learning effort for those learners going on with special interests.
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She is never angry or upset and she is easy to get along with
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