Using Korean: A Guide to Contemporary Usage by CHOO, MIHO, with HYE-YOUNG KWAK (original) (raw)
2011, The Modern Language Journal
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This paper reviews the book 'Learners: Papers and Perspectives in Honour of Paul Meara,' which presents empirical studies focused on vocabulary acquisition in second language learning. It emphasizes the balance between qualitative longitudinal case studies and quantitative research, while highlighting the strengths and weaknesses of the volume's organization and thematic coherence.
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Linguistic Treatises: Second Language Vocabulary Acquisition
Linguistic Forum - A Journal of Linguistics, 2020
He who reviews recent vocabulary research finds out that the field is still half-grown. Despite the fact that a bundle of questions has been raised very earlier on, the field has witnessed groundless neglect for quite a long time. Presumably, Chomsky’s revolution in linguistics has shifted attention away from lexis to an introspective examination of syntactic structures. Also, with the advent of the communicative paradigm, little attention was given to lexis inasmuch as lexical competence was injudiciously viewed as part of the grammatical competence alongside other linguistic forms (phonological forms, morphological forms, syntactic patterns, etc.) (Canale & Swain, 1980). Interest in vocabulary only increased again around the eighteens when a few foundational articles by pioneers in the fields including Paul Meara and Paul Nation emerged. Regardless of the relative recency of vocabulary research, it has gone a good way linking research from a variety of areas to produce very interesting insights into how vocabulary is acquired, processed, attrited, and how it should be handled by language teachers in formal contexts.
Volume 26:2013 sky SKY Journal of Linguistics Editors
Vocabulary knowledge is said to play a prominent role in learning a foreign language (Schmitt 2008). There has been considerable debate about the most effective ways for developing learners' vocabulary knowledge. While researchers often claim incidental learning is slow and untargeted, it can supplement in the "contextual" types of word knowledge (Schmitt 2010). Other studies suggest that intentional acquisition is more effective than incidental acquisition (Nation & Meara 2002). There is little research on the effectiveness of various methods within the context of intentional vocabulary learning. In the present study, the effects of conveying meaning through synonyms, dictionary definitions, and context on acquisition and retention of vocabulary items were investigated. Eighty-one female intermediate students of English were taught forty-five vocabulary items using the three abovementioned methods. The results of two delayed post-tests showed that the context method yielded a higher rate of retention both in the immediate test and the delayed post-test compared to the other two methods. The findings of the study suggest pedagogical implications for the incorporation of effective ways of teaching the meaning of vocabulary items in syllabuses.
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