The Influence of Vocabulary Instructions to the Development of grade 9 ESL Learners' English Vocabulary Acquisition: A Phenomenological Study (original) (raw)

Vocabulary Acquisition: Practical Strategies for ESL Students

Journal of International Students, 2013

The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.

Effective Vocabulary Teaching Strategies for ESL Students: Challenges and Solutions

International Journal of Engineering Technology Science and Research , 2017

Lexis comprehension is an important and crucial element of any language scholarship. This piece of research focuses on efficient vocabulary teaching strategies in the English for Academic Purposes of ESL classroom. Illustration on results obtained from the study of three English for Academic Purposes ESL classrooms of RISE Krishna Sai Group of Institutions, Ongole, Prakasam district of Andhra Pradesh and the personal experience as a teacher and learner, the author discusses various effective vocabulary teaching strategies in the English for Academic Purposes classroom which could greatly help English language learners in their voyage of language ability realization and further the language progression. Introduction Vocabulary teaching and learning is a constant challenge for teachers as well as students because historically there has been minimal focus on vocabulary instruction in the ESL classroom. Due to this, an increased emphasis on vocabulary development is crucial for the English language learner in the process of language learning. The native speakers continue to learn new words while English language learners face the double challenge of building that foundation and closing that language gap. Another crucial point is the amount of time it takes for English language learners (ELLs) to learn English and be ready for school. Why ELLs would be struggling with the academic content. Firstly, the English language learners are doing two jobs at the same time; they are learning a new language (English) while learning new academic concepts. They are literally moving between two different worlds. Secondly, ELLs have to work harder and need more scaffolding than the average native English-speaking student who has an age-and level-appropriate command of the English language. Thirdly, academic vocabulary is often very technical used in the English language classroom. Due to the enormous and alarming gap between the acquisition of basic conversation English and academic English, it is therefore important for teachers in the English for Academic Purposes ESL classroom to be knowledgeable about the most effective and current teaching strategies in vocabulary instruction and provide constant academic scaffolding to ELLs. English for Academic Purpose classroom needs a language proficiency that will enable students to comprehend academic content and participate in activities and assignments, and then it is even more important for the teacher to employ effective and dynamic teaching strategies that will empower the students to master the required tasks. The language demands of academic learning are enormous. The more diverse, creative and effective teaching strategies the teacher in the English for Academic Purposes classroom employs, the richer the student's academic language becomes and the more likely will they experience success with the content and will be able to communicate with various registers. This paper discusses the various teaching strategies currently employed by teachers in the English for Academic Purposes classroom and their implications for effective vocabulary acquisition. It outlines how vocabulary is learned and explores best practices in vocabulary teaching practiced in the RISE Krishna Sai Group of Institutions, Ongole. It discusses the new insights

The critical role of vocabulary development for English language learners

… Disabilities Research & …, 2005

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second-language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.

Teaching Vocabulary to ESL Students

Online Submission, 2011

This paper looks at the ways in which vocabulary is taught and in particular what the important learning points ESL students should know in order to understand new vocabulary words. It also discusses various ideas of how teachers could teach vocabulary. It highlights the importance of a theory that states there are 3 key stages that students' progress through when they are learning new vocabulary. In addition it focuses on how this theory can be applied in the classroom when designing new materials, and on the types of exercises and learning experiences that ESL students could use to develop their meta-cognition and self-regulation skills as a view to long term strengthening of their vocabulary study to enhance reading and in-depth understanding. The article concludes with a suggestion on how vocabulary logs could be designed and organized from simple word associational exercises to comprehension exercises and finally through to generative style exercises.

Exploring Ways of Vocabulary Instructional Practices in ESL Classrooms in Pakistan

Exploring Ways of Vocabulary Instructional Practices in ESL Classrooms in Pakistan, 2020

Word Power offers a key role when it comes to effective communication and comprehensive reading. Language teaching-learning is a complex phenomenon especially in learning L2 vocabulary. A learner is provided with a complete package of textual and non-textual language-based content to develop all four skills of L2 of a learner. A language curriculum is based on text aided by co-curricular activities like role plays, presentations, speeches/debates or declamation, essay writing competitions, etc. to improve the language proficiency of a learner. In such activities, vocabulary has a secondary role to play, whereas, it is hard to find such activities where the prime focus is to be given on the development of language learner's vocabulary size. Language learners view vocabulary enhancement as one of the most challenging domains while learning a language Çelik & Toptaş, (2010). The present study reflects a brief overview of the most frequently practiced pedagogical practices of vocabulary items. This study is qualitative, where secondary level school learners are the target population. The researcher has chosen semi-structured interviews with students (n=20). The study finds that the vocabulary instructional process in Pakistani ESL learners lacks the proper induction of vocabulary teaching strategies. It doesn't target the utilization of vocabulary items in a meaningful context. In addition, vocabulary items are heavily taught explicitly and implicit instructional methods are not taken much into consideration. Thus, the researcher recommends the integration of best teaching practices into the traditional language pedagogical process. It may involve CALL methods and other incidental and intentional approaches that can enable learners to enhance vocabulary size, retain, and use vocabulary items in a real-life context.

The Effects of Explicit Vocabulary Instructions on Secondary ESL Students' Vocabulary Learning

3L The Southeast Asian Journal of English Language Studies, 2020

This study intends to investigate the effect of explicit vocabulary instructions on students' vocabulary learning in Perak. A quasi-experimental research design was employed, and the scores of the pre-and post-tests were analysed using independent sample t-test, paired sample t-test and descriptive statistics. The score comparison and total improvement scores in percentage were also presented. The questionnaires in the student's feedback form were analysed descriptively in terms of their mean scores and standard deviation. The qualitative data from the semi-structured students' interview was transcribed, categorised and coded by using content analysis. The paired sample t-test results were (t=-17.85, df=29, p<.05) for the experimental group and (t=-4.85, df=29, p<.05) for the control group. Based on the results, the experimental and control groups improved significantly (p=.000*) in the post-test with a mean difference of 15.62. Thus, the use of different techniques of the explicit method is effective in helping learners to acquire target words. A longitudinal study is recommended to observe the effects of the explicit method of vocabulary instructions if longer time is given for the learners to learn the target words. Such work will indicate whether longer learning period results in better vocabulary knowledge or not. This research extends value in the field of vocabulary learning because it can be used to carry out further investigations in improving the students' ability to learn new words. A possible global extension of this study should be conducted to further determine the power of explicit or other novel vocabulary approaches in advancing students' vocabulary prowess.

Exploring Strategies for Vocabulary Learning and Teaching for ESL Learners - A literature review

Jurnal Teknologi Vol 65, No 2, p 1-6, 2013

There is much interest about how ESL vocabulary should be taught to learners, particularly at the elementary level in an attempt to give learners a good foundation of the target language and to enable them to deal with spoken and written texts with confidence. In this paper we discuss the issues surrounding vocabulary learning and teaching, namely, context, number of repetitions, type of words chosen, number of words chosen and level of processing. We then build upon that discussion to provide a literature review of the strategies adopted for the teaching of ESL vocabulary and which have been found to produce favourable results in the contexts they were applied. Implicit learning and explicit teaching notions are examined and incidental and intentional vocabulary learning strategies are explored as probable options that could be supported to suit individual needs.

Challenging Student Approaches to ESL Vocabulary Development

TESL Canada Journal, 12(1), 69-80, 1994

Vocabulary is a "current word" in second language (L2) pedagogy (Anthony & Menasche, 1991). In a communicative approach to language teaching, this is helpful due to the importance of meaning both in learning and understanding English as a second language (ESL). However, to date student approaches to vocabulary acquisition have essentially been neglected in the classroom. This article describes an activity that used a questionnaire on student methods of vocabulary learning as a springboard for class discussion of helpful strategies suggested in the literature. After introducing the background for the activity, the procedures and results are outlined. Then suggestions for using a similar questionnaire in other adult ESL contexts are summarized.

A Qualitative Research through an Emerging Technique to Improve Vocabulary for ESL Learners

International Journal of Emerging Technologies, 2020

Converging in the direction of the identification on the current issues with lateral thinking on every field, language becomes a no bligatory field which needs to get upgraded at all levels. Henceforward, advances the necessity of the current research study. These skills are not only been utilized towards improvising the speaking and writing skills but plays a vital role in management capabilities on variety of skills which will be advantageous on various situations. Many students used to lose good opportunities due to insufficiency of vocabulary skills. Learning vocabulary is perplexing, principally ESL learners frontinghitches when comes to meanings of new words, spelling, pronunciation, usage of a new word, context guessing and so on. The present study advocates that ESL learners' to confront vocabulary knowledge and also to advance the vocabulary level through the emerging technique of TED talks. TED, or Technology Entertainment and Design, was started in 1984 and covers all the topics on Earth and above in various cultures of the world. They have global community of people who have deeper understanding about their topics which can change the world by their attitudes and thoughts. Now a day's TED talks get entangled with the personal constraints on a teachers' view or perception. Henceforth it is been used towards specific or general means on learning. TED talks were used as an annexure towards a power pointed management also to make a demonstration anywhere.

English Vocabulary Enhancement Strategies for ESL Learners: A Study

International journal of language and literary studies, 2023

Strong communication abilities are more important than ever in today's challenging, rapidly developing world. To attain this objective, one must comprehend the vital role vocabulary plays in effective communication in our everyday lives. Vocabulary is essential for English competency, as it serves as the basis for all communication. It is essential for us to communicate our views and ideas, share knowledge, better understand others, and create personal connections. It is essential for us to communicate our views and ideas, share knowledge, better understand others, and create personal connections. Effective communication not only helps Abstract Students often spend hours studying through textbooks, practicing grammatical exercises, and maybe even viewing the occasional streaming series in the target language in order to acquire proficiency in it. Many individuals, however, are unaware that working on vocabulary is just as crucial, if not more so, than working on grammar when it comes to learning a target language. By learning new words, language learners can expand their vocabularies and improve their ability to speak clearly and efficiently. However, those who do understand the need to learn vocabulary often come across numerous challenges in learning it. The main aim of this study was to examine the effective ways of learning and enhancing vocabulary through surveys and interviews with postgraduate students at Maulana Azad National Urdu University (MANUU), Hyderabad, India. This study employed a quantitative methodology to explain problems using numerical data. The sample group 33 participants were selected at random, and the questionnaire was constructed in Google Docs with multiple types of questions based on their subjective choice(s) of vocabulary learning or enhancing methods. A Google Docs summary of all scaled answers was used to figure out the rate of vocabularylearning problems. An interview was based on organized and appropriate openended questions. The most effective ways of learning vocabulary were by reading extensively, using context clues, and practicing with flashcards. Additionally, the students reported that learning vocabulary in context and using technology-based tools also helped enhance their vocabulary skills.