Methodological foundations of teaching vocabulary to foreign students-nonphilologists by means of computer technologies (initial stage of training) (original) (raw)
Challenges for Methods of Teaching English Vocabulary to Non-native Students
Advances in Social Sciences Research Journal
This study is meant to have a through argument about the main topic of this research, which is the challenges of teaching methods of English vocabulary to non-native students. The researchers try to introduce a conceptual coverage of certain areas that are relevant to English vocabulary teaching / learning. This conceptual coverage includes: the definition of the term vocabulary, kinds of vocabulary, the importance of vocabulary, general principles for successful vocabulary teaching, teaching vocabulary in the English as a foreign language (EFL) context is challenging, techniques of teaching vocabulary, and the need for teaching vocabulary. Among the qualitative methods the researchers chose the record keeping method. This method makes use of the already existing reliable documents and similar sources of information as the data source. This data can be used in a new research. The researchers have collected a number of relevant studies and quarrying critically and deeply in these stu...
Teaching Vocabulary to Non-English Majors: A General Perspective
2015
Taking vocabulary problem as a colossal one for Non-English Majors into consideration, this article analyses the main factors for the problem. Enriching vocabulary is one of the major ways of acquiring better skills in any second or foreign language. It is assumed that a person with a stronger vocabulary stock finds it easier to carry on communication. The principal focus of language teaching has been on the grammar of the language for much of the last century across many non-English countries. Despite the introduction of the communicative language teaching, vocabulary is still taught as an integrated skill. For, vocabulary knowledge is important for all the four skill areas. There are several effective explicit (intentional, planned instruction) and implicit (spontaneous instruction as a child comes to new words in a text) strategies that teachers can employ for learners of any age. The article proposes a set of strategy like the use of context, the use of morphological clues, the ...
Methods of Teaching English Terminological Vocabulary for Students of Non-Linguistic Specialties
2021
This article is devoted to the problem of teaching terminological vocabulary of the English language for non-linguistic specialties. The main attention in the work is focused on the development of methodological foundations for the assimilation of terminological units of non-linguistic specialties. The possession of lexical skills necessary for professional communication in a foreign language is analyzed. The author emphasizes that the introduction of terminological vocabulary is an integral system of introductory exercises that systematize and consolidate new terminological information.
This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental design with control and experimental groups which were formed of English learners at a university program was used and quantitative and qualitative data collection methods were employed. Quantitative data collection instruments were the pre-test, the computer software-Parole, the immediate post-test and the delayed post-test. Both of the post tests were the reimplementation of the pre-test at two different times. The qualitative data collection instruments were the semi-structured interviews done with students after the implementation of the study. The proposed model was successfully implemented and results of the quantitative statistical analyses showed at the end of the study that the software is an effective vocabulary learning model and tool that could be used to learn vocabulary in English; that words are learned more effectively and permanently using this model and that users who used the model for longer durations learned words more effectively and permanently.
Computer Assisted Individual Approach to Acquiring Foreign Vocabulary of Students Major
Lecture Notes in Computer Science, 2014
Multiple challenges for organizing an effective ESP language course for non-linguistics post-graduate students at St. Petersburg State Polytechnical University (SPbSPU) are inherently rooted in the broad spectrum of students' majors in ESP classes. Diversity of students' academic interests calls for new approaches and for tailoring the course in accordance with the students' needs. Our study represents an approach to individualizing the course by introducing data-driven learning (DDL) elements into the syllabus. More specifically, our approach is aimed at having post-graduate students getting concordances of their readings corpora for identifying unfamiliar vocabulary. The paper describes the recommended software for concordance building, concordancebased activities with unfamiliar vocabulary and the way of controlling the vocabulary acquisition. Test results show steady progress in independent vocabulary acquisition among the experiment participants. Questionnaires show they see the usefulness and efficiency of DDL approach to identifying and learning unfamiliar vocabulary.
A Study on ICT Based Vocabulary Learning
Universal Journal of Educational Research
In recent years, there has been an upsurge of interest in the nature of vocabulary and lexical knowledge, as well as how it might be used in language instruction. Despite the fact that many instructors are aware of the value of technology and computers, few utilize them to teach vocabulary in Turkey. As a result, the present research sought to examine the impact of Information and Communication Technology (henceforth ICT) on Turkish EFL students' lexical knowledge. Fifty intermediate EFL students from a Turkish state university were randomly selected for this research. For this activity, they were divided into two groups of 25 participants each. It was decided upon the researchers that the experimental group would get ICT aided language learning for teaching vocabulary. The control group received no special software, and vocabulary was taught using the traditional methods. Both groups received a vocabulary pre-test based on the standard questions. The aim of this test was to make sure that the learners were not familiar with the words in advance. By comparing pre-and post-test results, the researchers discovered that learners exposed to ICT applications scored better than the control group. The study's results may assist both high-and low-stakes holders.
Effective ICT tools to teach english vocabulary
2020
El vocabulario es considerado una parte esencial de cualquier idioma ya que, sin él, la comunicación no podría tener lugar. Las tecnologías de la información y las comunicaciones (TIC) han desempeñado un papel crucial en la enseñanza del vocabulario debido a sus características prácticas. Sin embargo, los maestros no han podido aprovecharlas al máximo. Por lo tanto, esta investigación exploró el uso de las TIC como herramientas de aprendizaje de vocabulario. Y trata de responder que TIC han demostrado ser las más eficientes en la enseñanza del vocabulario en inglés y las ventajas y desventajas de su uso. Para la presente investigación bibliográfica exploratoria, se compilaron y analizaron 15 artículos científicos, en los que las TIC se utilizaron como herramientas de aprendizaje para la enseñanza del vocabulario en inglés. Los resultados mostraron que las aplicaciones y los sitios web eran las TIC más utilizadas para enseñar vocabulario en inglés. Además, se encontró que las TIC eran útiles para motivar a los estudiantes y mejorar su desempeño en el aprendizaje. Los resultados también sugirieron que los docentes no aprovechan al máximo estas tecnologías a pesar del hecho de que investigaciones han demostrado que las TIC son herramientas de aprendizaje eficientes. Palabras claves: Tecnología. Enseñanza de inglés. Vocabulario. TIC.
Research in teaching Vocabulary
This review surveys research on second language vocabulary teaching and learning since 1999. It first considers the distinction between incidental and intentional vocabulary learning. Although learners certainly acquire word knowledge incidentally while engaged in various language learning activities, more direct and systematic study of vocabulary is also required. There is a discussion of how word frequency counts and information on word meaning from computer corpora can inform the selection of words to be studied, with a particular focus on spoken vocabulary. This leads to a consideration of learner dictionaries and some research evidence on how effectively students can use them to understand the meanings of words. Then classroom research on teaching vocabulary is discussed. Another significant topic is the design of computer-based language learning programs to enhance opportunities for learners to expand their vocabulary knowledge. Finally, a summary of recent work on vocabulary testing is presented.
Asian Journal of English Language Studies
The present Action Research report describes the vocabulary acquisition strategies of a team of English language teachers and students at an Ecuadorian university. They took part in an international online vocabulary learning tournament using competition, the team employed a range of discovery and consolidation strategies based on Schmitt's (1997) taxonomy, while qualitative data were gathered from interviews conducted with the teachers. The quantitative data related to vocabulary development were supplied by the tournament organizers and are based on the Correct Responses (CRs) given by the team members while carrying out Meaning tournament, the eight contestants noticeably improved their listening and reading comprehension skills and also expanded their receptive vocabulary size under Research project was accomplished under the unprecedented circumstances conditions for students and teachers in Ecuador. The teacher-researchers conclude that in the global 'new reality,' computer-assisted language learning (CALL) methods, including web-based applications, have the potential of being employed as an alternative strategy in remote learning, especially in the area of vocabulary development.
Techniques for Teaching/Learning Vocabulary: A Brief Study
JRSP-ELT (ISSN: 2456-8104), 2020
English is only the unique language for communication worldwide. English language skills or proficiency is a key factor for employment success and advancement. English has the richest vocabulary of any language. Vocabulary learning is at the heart of language learning and language use. Teaching vocabulary of English covers the cultural, grammatical, lexical and phonological aspects which are essential to the language learning. Schmitt (2000) highlights the importance of vocabulary acquisition, as lexical knowledge is central to communicative competence and to the acquisition of a second language. Thus, students should be aware of different techniques for learning vocabulary.
The Use of Technology in Second Language Acquisition for Acquiring Vocabulary: A Review Article
Asmaa Khoshmer Azeez, 2021
Foreign language learning differs from one technique to another and even from its productivity. Inserting technology is a technique used for education, particularly in Second language vocabulary learning (SLVL), which this work seeks to expose by reviewing 5 research studies. It tries to ask 2 research questions, which are: Can technology be considered a useful technique for vocabulary acquisition? And how technology can interfere with language teaching in order to improve and learn more vocabulary. It aims to research the impact of various types of technology that help in promoting SLVL, such as (Computer-Assisted Language learning, Computer-Aided Language Instruction and smartphone applications or Mobile Assisted Language Learning). It concluded that the technologies use can be considered as important tools for promoting vocabulary teaching and learning in any foreign language.
Las colocaciones en la enseñanza del vocabulario del idioma inglés como lengua extranjera
The teaching of a foreign language entails, among other things, dealing with the system of the language, i.e. the cultural, grammatical, lexical and phonological subsystems. In practice, most foreign language lessons dedicate extensive treatment to grammar and pronunciation, while vocabulary and the culture intrinsic to the language are often neglected. It is thought that with making clear the meaning of words and explaining some cultural concepts, it is enough for the learner. However, both culture and vocabulary are very closely related aspects in any language. Culture is expressed through language, and no expression of language can occur without words. It is through words that the culture of a language is transmitted from generation to generation. Therefore, learning vocabulary is also learning culture. At the same time, vocabulary is also connected with the other subsystems. Grammar would be empty without words, and word forms are governed by grammatical function. As a whole, all the subsystems together configure any language. Derived from studies in computational linguistics, text, and discourse analysis, English language teaching (ELT) today is focusing its attention on the teaching of vocabulary from a different perspective. Dictionary makers, for example, are not only dedicating attention to a word's function, pronunciation and basic meaning,
En M.ª P. Núñez Delgado y J. Rienda (coord.): La investigación en didáctica de la lengua y la literatura: Situación actual y perspectivas de futuro. Madrid: SEDLL, 2011
This paper presents preliminary results of an experimental research focused on the influence of personal and cultural differences of students on learning vocabulary in Spanish as L2/FL. The variables studied are: L1, age, sex, pre-university education, socio-cultural level, if they speak other languages, the level of Spanish, previous context of L2 learning, number of years they have studied Spanish and interest and motivation to learn it. This experiment is embedded in a larger investigation being carried out at various places and different learning context, coordinated from the Universidad Nacional de Educación a Distancia (Spain).
A Survey On Vocabulary Learning Strategies A Case Of
2018
Vocabulary Learning StrategiesLearning a Second Language through InteractionVocabulary in Language TeachingCross-Cultural Perspectives on TechnologyEnhanced Language LearningLearning Vocabulary in Another LanguageCulturally and Linguistically Responsive Teaching and LearningLexical Processing in Second Language LearnersEngaging Language Learners through Technology Integration: Theory, Applications, and OutcomesSecond Language Vocabulary Acquisition and Learning StrategiesHow Vocabulary is LearnedLearning Vocabulary in Another LanguageVocabulary Learning Strategies and Foreign Language AcquisitionReading from the Screen in a Second LanguageChinese Learners and the Lexis Learning RainbowLanguage Learning Strategies in Independent SettingsMotivation and Second Language AcquisitionStudent Engagement in Learning Vocabulary with CALLForumLexical Input Processing and Vocabulary LearningArtificial Intelligence in EducationCreating Word-Consciousness at the Intermediate Level: A StudyResearc...
Learning vocabulary in a foreign language: A computer software based model attempt
Journal of Language and Linguistic Studies, 2015
This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental design with control and experimental groups which were formed of English learners at a university program was used and quantitative and qualitative data collection methods were employed. Quantitative data collection instruments were the pre-test, the computer software- Parole, the immediate post-test and the delayed post-test. Both of the post tests were the reimplementation of the pre-test at two different times. The qualitative data collection instruments were the semi-structured interviews done with students after the implementation of the study. The proposed model was successfully implemented and results of the quantitative statistical anal...
Learning vocabulary in a foreign language: A computer software based model
2016
This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental design with control and experimental groups which were formed of English learners at a university program was used and quantitative and qualitative data collection methods were employed. Quantitative data collection instruments were the pre-test, the computer software-Parole, the immediate post-test and the delayed post-test. Both of the post tests were the reimplementation of the pre-test at two different times. The qualitative data collection instruments were the semi-structured interviews done with students after the implementation of the study. The proposed model was successfully implemented and results of the quantitative statistical analyses showed at the end of the study that the software is an effective vocabulary learning model and tool that could be used to learn vocabulary in English; that words are learned more effectively and permanently using this model and that users who used the model for longer durations learned words more effectively and permanently.
European Journal of Contemporary Education, 2018
The article suggests a method of foreign language lexical competence development on the basis of a Learner's terminological thesaurus and dictionary of software terms which includes four main components: classification part demonstrating the inner logic of the subject area, glossary with definitions of key terms, thesaurus demonstrating logical and associative relations of the key terms, and bilingual alphabetical dictionary. The thesaurus and dictionary has an extended context part supplemented with an encyclopedic part on the main topics of the thesaurus. The stages of the development and the structure of the Thesaurus and dictionary are described. Pedagogical experiment was conducted and proved high efficiency of the method proposed.
Nebrija, 2019
Resumen Los cambios recientes producidos en el ámbito de la educación y, particularmente, en la adquisición de segundas lenguas, como son la utilización de metodologías activas y el viraje en el foco de atención de la gramática hacia el vocabulario, son el punto de partida de esta propuesta de innovación didáctica para una clase de ELE. En concreto, este trabajo parte de un método pedagógico donde el aprendizaje de vocabulario se sitúa en el centro del mismo, el método IBI, y de cómo una herramienta de innovación didáctica, la gamificación, puede aumentar su efectividad tanto en resultados de aprendizaje como en términos actitudinales. Para ello, este trabajo realiza una propuesta de innovación didáctica que consiste en seis lecciones enmarcadas en el recorrido del Camino de Santiago inglés. Abstract Recent changes in the field of education and, particularly, in the acquisition of second languages, such as the use of active learning and the shift in the focus of attention from grammar to vocabulary, are the origin of this proposal of didactic innovation for a class of Spanish as a foreign language. Specifically, this work is based on a pedagogical method where vocabulary is the centre of learning, the IBI method, and how a didactic innovation tool, gamification, can increase its effectiveness both in learning outcomes and in attitudinal terms. To achieve this, the present work makes a proposal of didactic innovation that consists of six lessons framed in the English route of “Camino de Santiago”.
Lexicographic Competence of Foreign Language Students
Komunikacija i kultura online, 2018
Although it is often considered that successful use of a dictionary does not require any special knowledge or skills, research has shown that most users do not consult dictionaries efficiently or frequently enough. Users often avoid consulting dictionaries as much as they can, because they consider it to be a tedious and uninteresting task. Even when they consult a dictionary, most of them are not familiar with types of dictionaries, what type of dictionary would be the most useful one or how to assess the quality of a dictionary. A lot of information in a dictionary remains unnoticed and/or users fail to interpret it. These statements hold true for most users and for students of humanities or linguistics. Just like other users, students of linguistics fail to notice their own lack of user competence and are often unwilling to invest some time and effort to improve it. They may be willing to change this attitude only after being persuaded through a series of obvious examples that they fail to notice a lot of useful information that would allow them to avoid certain mistakes or to solve a problem. In this paper the authors will analyze responses to a questionnaire completed by students of English, Scandinavian languages and German at the Faculty of Philology, University of Belgrade, which show their attitude to using dictionaries, their habits and what they know about the dictionaries that are crucial for their studies and future careers. The authors will use this analysis to point to the necessary improvements in user competence these students are supposed to achieve and possible ways of achieving it.
Collaborative and Individual Vocabulary Building Using ICT
Studies in Logic, Grammar and Rhetoric
Vocabulary knowledge affects any learner’s general language proficiency and the lack of vocabulary is often seen as an obstacle in a student’s progress. This statement becomes even truer when considering languages for specific purposes as the knowledge of technical vocabulary is closely connected to mastering professional skills. The research on vocabulary learning distinguishes two types of learning, incidental and intentional, which should complement each other. One of the most efficient intentional strategies proved to be the use of flashcards. Modern technologies have contributed to further development of this rather popular method by offering new ways of vocabulary consolidation as well as novel forms of interaction. The main objective of the paper is to introduce a teaching methodology aimed at the intentional building of students’ vocabulary, however, at the same time making students being aware of a broader context in which a word or a collocation is used. The presented meth...