The Effects of Three L2 Vocabulary Learning Methods Through Reading Activity (original) (raw)
Related papers
Reading‐Based Exercises in Second Language Vocabulary Learning: An Introspective Study
The Modern Language Journal, 2000
In this study, university English as a Second Language (ESL) learners' responses to 5 different types of text-based vocabulary exercises were examined. The objective was to understand better how such exercises may promote different kinds of lexical processing and learning and to compare these outcomes with those from thematic reading for comprehension. The results support a view of vocabulary acquisition as an elaborative and iterative process and demonstrate the primary role of the tasks learners carry out with new words that they encounter. Tasks provide learners with varied and multiple encounters with given words that highlight different lexical features, promoting elaboration and strengthening of different aspects of word knowledge. The findings also provide insight into the nature of the advantages, found in previous research, of using text-based vocabulary exercises together with a reading text as opposed to using multiple reading texts for the learning of particular words and their lexical features.
The role of Extensive Reading in second language vocabulary acquisition
T he purpose of this paper is to raise ER practitioners' awareness of the centrality of the acquisition of vocabulary to the development of all language skills , and to encourage them to reflect carefully on the extent to which their practices are in keeping with the recommendations made in the literature on second language vocabulary acquisition (SLVA). Practitioners will be further encouraged to consider if and how an integrated approach (ER + ) developed by the author might be adapted to his/her particular teaching circumstances.
In his remarks about the importance of vocabulary and lexical knowledge,which have crucial roles in conveying proficient communication in the second language (ESL), Ellis (1994) claims that “the bedrock of L2 is its vocabulary”. Furthermore, Lewis (1993) notes that language consists of “grammaticalised lexis,”not “lexicalized grammar”. He means that language originally consists of lexis formulated in grammatical forms and plays a central and main part in achieving effective communication and fluency. One the one side, Nation (2001) adds that attention to vocabulary is unavoidable. Thus; he reflects the inevitable pervasiveness and domination of vocabulary concentration as a main pillar in language production and the creation of corpora. It follows that we can't build vocabulary without reading. In addition, we cannot meet our friends if we stay at home by ourselves all the time. In the same way, we cannot build up vocabulary if we never meet any new words, expressions, idioms, and chunks; in order to meet them we must read. The more we read the better communication we acquire. Vocabulary is the central, main pillar and corner stone in second language acquisition. If the learners have sufficient and large amounts of vocabulary, they can effectively and proficiently conceive, understand, communicate with others, express their own ideas, feelings, and emotions. A plethora of vocabulary teaching methods are applied in vocabulary teaching, however, the second language teachers are in a dire need to utilise modern influential approaches in vocabulary teaching and acquisition if they are eager to enhance their learners' vocabulary knowledge.The implicit and explicit approaches in teaching vocabulary are fruitful methods; this dissertation applies the implicit and explicit approach to teaching vocabulary using reading comprehensions exercises. The study applies the mixed qualitative and quantitative approach to explore the impact of implicit and explicit teaching on vocabulary acquisition by answering comprehension exercises. Seventeen students in grade 12 Advanced Section, in the Ibn Khaldun Private Islamic School, United Arab Emirates were the participants of the study. Eight students were included in the implicit group (IG = 8) and nine students were included in the explicit group (EG = 9) with a list of vocabulary that included 28 new words. An analysis of the results obtained in the post-test and the t-test showed the impact of both the implicit and the explicit on second language vocabulary acquisition using reading comprehension exercises, however, the explicit approach had more impact than the implicit approach in vocabulary acquisition during answering comprehension exercises. Key words: vocabulary acquisition, implicit learning, explicit learning
Two approaches to extensive reading and their effects on L2 vocabulary development
2021
One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds on ideas in the recent two-part Reading in a Foreign Language ER discussion forum by investigating two implementations of ER and their effects on L2 vocabulary development: a traditional ER-only approach, and an ER-plus approach which supplements ER with postreading discussion implemented in small groups. L2 English learners enrolled at a university in Aotearoa New Zealand read five graded readers during normal class time. Latent Semantic Analysis was used to measure the development of word association knowledge of 60 target words. The findings revealed facilitative effects of both ER approaches. Supplementing ER with discussion provided oppor...
The Effect of Narrow Reading on L2 Learners’ Vocabulary Acquisition
RELC Journal, 2019
Narrow reading has not received much attention from researchers regarding its contributions on L2 learners' background knowledge, vocabulary knowledge, and writing styles. This study therefore investigated the effect of narrow reading on English as a foreign language (EFL) learners' vocabulary learning. Twelve graded readers were selected and categorized into four sets: same author (Tim Vicary), same genre (crime and mystery), same title (The Railway Children) and random readers. Each set contains three graded readers: one Level 1, one Level 2, and one Level 3. Fiftysix students were divided into four subgroups and each group took turns reading each set of the graded readers. Twenty-five unknown target words were selected to be tested in each category. After students had read a set of three graded readers, their vocabulary knowledge was assessed on three dimensions: form-meaning recall, sources, and use. The data were analysed using linear mixed-effects models (LMM), with the participants as the random effect, and text organization, vocabulary dimensions, time order, and reading text sequence as fixed effect variables. The results show that more vocabulary words were acquired from texts by the same author or random texts than from texts of the same title; the L2 learners recalled 61% of the source and 50% of the meaning, and 41% of the target words were used correctly. Students scored the lowest at Time 1 and the highest at Time 4, indicating that learning rates increased as they read more. Pedagogical implications are discussed, and future research directions are suggested.
Vocabulary Acquisition Through Reading, Writing, and Tasks: A Comparison _
2003
Due to a lack of quantitative studies that either support or refute the Pushed Output Hypothesis (Swain, 1985), the current study attempts to establish baseline quantitative date on the effectiveness of pushed output. Specifically, pushed output's role in helping learners to acquire a receptive knowledge of new lexical items was compared with more traditional approaches to teaching new vocabulary words, namely, via classroom reading tasks (an input-based approach) and vocabulary activity worksheets (a task-based approach). In a carefully controlled pretestposttest quasi-experimental study, 112 Japanese university students of English in four intact classes learned 10 new English vocabulary words via each of the three methods.
Vocabulary Learning through Assisted and Unassisted Repeated Reading
The Canadian Modern Language Review, 2012
Previous research investigating the effects of unassisted and assisted repeated reading has primarily focused on how each approach may contribute to improvement in reading comprehension and fluency. Incidental learning of the form and meaning of unknown or partially known words encountered through assisted and unassisted repeated reading has yet to be examined in an ecologically valid context. This study investigated the effects of assisted and unassisted repeated reading on incidental vocabulary learning with beginner readers over two seven-week periods. A total of 82 students who were 15-16 years old and studying English as a foreign language in Taiwan read or read and listened to 28 short texts several times. To measure the effects of each condition, a modified vocabulary-knowledge scale was used in a pretest and post-test design. The results indicated that both types of repeated reading contributed to vocabulary learning with assisted repeated reading leading to significantly greater vocabulary knowledge. The implications for the development of reading skills and vocabulary size are discussed in detail.
Effect of Extensive Reading on Incidental Vocabulary Retention
Procedia - Social and Behavioral Sciences, 2014
This study addresses the role of extensive reading on vocabulary retention. Much has been written, on both theoretical and empirical levels, about the idea of extensive reading and the suggestion that some kind of extensive reading activities need to be incorporated into second language (L2) communicative contexts. However, this article will first elaborate on the need to utilize extensive readings in our pedagogy and L2 teachings. Pedagogical possibilities and strategies will then be suggested, and examples provided of tasks that may help to realize this goal in classroom contexts. Relevant empirical evidence on the effectiveness of such tasks will be presented and discussed Selection and peer review under the responsibility of Prof. Dr. Servet Bayram
A review of key recent studies on effectiveness of vocabulary learning tasks in L2
Porta Linguarum. Revista internacional de didáctica de las lenguas extranjeras, 2015
A review of the key empirical studies, published since 2001, in which the effectiveness of different vocabulary learning activities in L2, all including at least one writing exercise, is examined. The conclusion is that form-focused activities and those requiring a higher involvement load (Hulstijn and Laufer, 2001) or mental effort from learners, amongst which is writing, are the most effective in most experiments; while, on the other hand, fewer words are learned by reading.