Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners

Vocabulary and grammar are two significant components of English which learners often find challenging in their process of learning English as a foreign language (EFL). Therefore, finding the best way to teach grammar and vocabulary has always been a controversial issue among English teachers and researchers. The present study is an attempt to investigate the effect of dictogloss (DG) task, as one of the focus on form techniques, on EFL learners’ vocabulary versus grammar development. To this end, a quasi-experimental design was utilized to examine the effectiveness of the treatment. In this design, two classes were chosen, one as the experimental group (n=20) and the other as the control group (n=20). The participants were 40 female learners of English as a foreign language at intermediate level. In the experimental group the selected grammatical structures and vocabulary were taught using the DG technique, while in the control group the traditional method of teaching, present-practice-produce was used. The results gained from comparing pretest and posttest scores indicate that, although the experimental group outperformed the control group in learning vocabulary, there was no statistically significant difference between the experimental and control group regarding grammar scores. Therefore, it can be concluded that using DG task was more effective on vocabulary learning of learners than grammar development. The findings of this study will be of help for both English teachers and learners regarding finding the best method of teaching and learning English grammar and vocabulary.

This study explores effective ways of teaching and learning English vocabulary for EFL learners because vocabulary instruction has always been a backbone concern in foreign language teaching. The learning of English vocabulary has long been a common problem for EFL students, hindering the advance of their learning of the language, especially for many Taiwanese students with a limited understanding of the correlation between pronunciation and spelling. In this research, college students in two business English classes of juniors were divided into an experimental group (EG) and a control group (CG). Students in the experimental group were provided training not only in extensive reading and writing, but also in identifying morphological pattern instruction - word families: the prefixes, suffixes, and word roots, and the correlations between phonology and morphological patterns. Students in the control group were only provided an extensive reading and writing curriculum. The findings based on their placement tests in the first semester, finals in the second semester, questionnaires in two semesters, and interviews in the second semester are that there is a correlation between phonological awareness and morphological patterns. 1) the more sense of pronunciation and spelling they have, the easier they feel when memorizing vocabulary words, 2) the greater the number of word families they learned, the higher their learning achievements they performed, 3) the more training they got, the stronger their motivation was shown, and 4) the stronger the motivation they demonstrated, the higher self-confidence in English learning they had. The final average score of experimental group was 74.33, compared to 66.12 for the control group. The students in the experimental group also had higher attendance than that of the control group because of their peer teaching and group works, and there were more students coming to ask questions after class because they needed to make presentations. Therefore, using phonological awareness in morphological pattern instruction should be on the right track to gear up students' vocabulary learning.

English is one of the important courses in vocational schools of China, and the teaching of English vocabulary is of great importance. However, there are few researches on how to effectively improve English vocabulary teaching in vocational colleges. In recent years, the application of the theory of multiple intelligence to the teaching of various subjects, change the traditional teaching methods, improve students' interest in learning, and rise attention on students' personality differences home and abroad. The purpose of this paper is to study the current situation of integrated English vocabulary learning in vocational colleges, and whether students' interest in learning English vocabulary can be improved under the guidance of Gardner's multiple intelligence theory, and whether students' vocabulary learning performance can be improved. This study takes students majoring in primary math education as the research object, applies multiple intelligence to English vocabulary teaching and carries out vocabulary teaching through three kinds of teaching activities organized by logical and mathematical intelligence, including mind mapping, English songs, listening sounds and identifying sounds. This study uses a combination of quantitative analysis and qualitative analysis to conduct research in three ways: questionnaire, interview and experimental test. Statistical analysis software SPSS20.0 and Microsoft Excel 2003 were used for data analysis. The research results show that the English vocabulary teaching driven by multiple intelligence can improve students' interest in English vocabulary learning and vocabulary achievement and achieve the purpose of effective teaching with ideal effect. The English vocabulary teaching method based on the theory of multiple intelligence is worth popularizing and helps to improve the interest and effect of English vocabulary learning for primary math education majors.

Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement of the students’ English vocabulary mastery. The topics covered in the materials were selected based on schemata theory. Vocabulary learning process was done through several activities provided in the materials: classroom and outside vocabulary learning. The results showed that the teaching of local cultural content materials have contributed to the improvement of the Elementary students’ vocabulary mastery. The schematic knowledge found in the familiar topics has aroused the students’ interest and motivation in learning English vocabulary. Students who were more familiar with the topics could respond to the vocabulary learning better than those who were not familiar with. The vocabulary mastery was more successful only if the students participated in both classroom and outside vocabulary learning process. Keywords: Vocabulary Mastery, Vocabulary Improvement, Local Cultural Content Materials, Vocabulary Learning, Schemata

Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.

In the realm of foreign language acquisition, vocabulary is often recognized as the cornerstone of communicative competence. The complexity and diversity of English vocabulary present a formidable challenge to learners, particularly in non-English speaking contexts. Traditional vocabulary teaching methods have been criticized for their limited effectiveness, prompting a need for innovative approaches that address the multifaceted nature of vocabulary learning. Moreover, the cognitive processes underlying vocabulary acquisition and the role of learner autonomy in this process have become focal points in contemporary language pedagogy. This study aims to explore and analyze the challenges and opportunities in English vocabulary teaching, especially within the context of higher education in China. By comprehensively reviewing the research findings of some scholars, this paper reveals the multi-dimensional approaches and teaching strategies for English vocabulary acquisition. The study points out that vocabulary teaching should transcend the traditional model of separating grammar and vocabulary, and achieve an organic integration of vocabulary and grammar through morphological methods, metacognitive strategy training, and the application of the connectionist theory, thereby promoting the comprehensive improvement of students language abilities. In addition, this paper also emphasizes the application of corpora in English vocabulary teaching and the insights of cognitive linguistics for vocabulary instruction, proposing a novel vocabulary teaching model based on the theory of lexical chunks. The research results indicate that by comprehensively applying a variety of teaching methods and strategies, it is possible to significantly enhance students vocabulary memory, comprehension, and application abilities, thereby improving the overall effectiveness of English teaching.

Vocabulary is the basis of high school English learning, and the effectiveness of teachers’ English vocabulary teaching has a direct impact on students’ vocabulary learning efficiency. This paper studies the effectiveness of high school English vocabulary teaching by using the questionnaire method, and mainly answers the following three questions: (1) What’s the status quo of the effectiveness of high school English vocabulary teaching? (2) What problems that have existed in English vocabulary teaching of senior high school ? (3) What are the suggestions for improving the effectiveness of high school English vocabulary teaching? In order to solve the above problems, the author carried out a study in a senior high school in Guang’an City. The participants are from a senior high school in Guang’an, two classes of students, a total of 100. Through the survey, it is found that there are more or less the following problems in high school English vocabulary teaching: (1) teachers do not pay enough attention to vocabulary teaching; (2) Students’ interest in English vocabulary learning is not high; (3) The presentation and teaching methods of teachers’ vocabulary teaching are single; (4) Students lack a vocabulary review and consolidation plan; (5) Students have fewer sources of vocabulary learning. At the same time, in order to improve the effectiveness of high school English vocabulary learning teaching, the following suggestions are put forward: (1) Use English discourse to promote high school English vocabulary teaching; (2) Classify vocabulary and learn vocabulary in blocks; (3) Broaden the sources of vocabulary teaching and enrich students’ vocabulary; (4) Make a reasonable review plan and consolidate memory in time; (4) Adopt multi-mode teaching and innovate the presentation way of vocabulary teaching.

The purpose of this study is to investigate the effects of the Seamless Mobile Assisted Vocabulary Learning Environment (SMAVLE) on Chinese college students’ ability to use English vocabulary. Having reviewed the related literature for the initial step, the researchers then developed SMAVLE based on the literature reviewed. A mixed-method design combined with a quasi-experimental design was utilized in this study. A total of 128 non-English major freshmen participated in the study, with 62 students randomly assigned to the experimental group and 66 to the control group for a 12-week teaching experiment. SMAVLE and the traditional vocabulary learning approach were both used. Vocabulary Knowledge Scale (VKS) tests were administered to students before and after the experiment, and test scores were examined for effects. Additionally, learning logs were used to collect information on students’ learning characteristics in SMAVLE. The results revealed: 1) SMAVLE improved students’ English vocabulary use compared to traditional learning methods; 2) in SMAVLE, students demonstrated some unique characteristics regarding time allocation, choice of study location, and learning engagement. The study confirms the effectiveness of SMAVLE in vocabulary teaching and provides novel perspectives and practical insights into English vocabulary teaching and learning.

A worldwide trend nowadays is to teach English at an early age. However, teaching this language to young learners is a real challenge. Teachers need special training and suitable methodologies to engage these active learners. In Chile, English language teaching starts as a compulsory school subject with 10-year-old students. This is not an easy task in the Chilean EFL classroom as few universities offer training programs or minors to teach English at the primary or preschool levels. The following study focuses on developing a group of young learners´ speaking skill through the use of a puppet created by the English teacher. The experience takes place in a public school in Chile. It is a qualitative descriptive study. The puppet called Simon plays an active role in all the English lessons interacting constantly with the children. As a result, , it can be concluded that the use of puppetry in the EFL classroom effectively helped young learners to become more confident when they face the learning of a new language, encouraged them to speak in English and facilitated the teacher’s interaction with students, creating a suitable emotional environment that promoted the learning of a foreign language. Article visualizations:

Communicating in a foreign language is impossible without mastering vocabulary. It is of special importance in English for Specific Purposes (further ESP) courses as requirements of modern realities in Kazakhstan force experts to know enough ESP vocabulary to be able to demonstrate their knowledge in their professional sphere. Since vocabulary plays such an important role in ESP courses it is essential to determine what strategies ensure effective teaching and learning it in specific groups of learners. This paper presents results of a study held on vocabulary teaching and learning strategies employed by ESP teachers and learners at L.N. Gumilyev Eurasian national university (further ENU) in Astana, Kazakhstan. An open-ended questionnaire and a semi-structured interview were conducted among 20 ESP teachers and 48 ESP students of L.N. Gumilyev ENU. The questions elicit not only teachers’ vocabulary teaching experiences and opinions about the most effective vocabulary teaching approaches but also the reasons for students’ vocabulary learning and using problems. During the interview students described their preferred vocabulary learning styles and confirmed the importance of learning vocabulary in ESP. The study determined the most effective ESP vocabulary teaching and learning strategies for teachers to use at L.N. Gumilyev Eurasian National University.

This paper investigates the effectiveness of a computer-based corpus approach to English vocabulary teaching and learning. The empirical study in this paper illustrates that corpus does benefit English vocabulary teaching and learning but there are some problems of its application. Pedagogical implications are then provided to enhance the effective integration of corpus and English Vocabulary Teaching and Learning: 1) teachers and learners need to negotiate frequently during the whole process of corpus-based DDL; 2) corpus use in vocabulary teaching and learning must adapt to the students' needs and teaching environments; 3) the alternative use of corpus and dictionaries will enhance the efficiency of corpus-based vocabulary learning of the students; 4) Integrating cooperative learning and DDL will promote students' vocabulary learning greatly.

Recent years have witnessed the problems of low efficiency in English vocabulary teaching and learning between college teachers and students. However, due to the fact that the teachers can not work out an effective way to help students learn the vocabularies, vocabulary teaching is a challenge for teachers in college. Hence, it is high time for the teachers to explore an efficient English teaching methods and strategies to arouse students' interest as well as improve their English vocabulary levels. In this paper, the author regards the current situations of college English vocabulary teaching as the object of research, and tries to draw a conclusion to indicate the feasibility of vocabulary teaching based on MIT which can provide enlightenment to vocabulary teaching. The author presents different teaching methods and analyzes their characteristics through observing classroom vocabulary teaching, which greatly reflects students’ performance in class. In brief, multiple intelligences theory has positive impact on the college English vocabulary teaching since it can improve our teaching quality and increase students’ learning interests, therefore it is well worth our studying.

There is an increasingly pressing demand for improving the quality of teaching and learning English in Vietnam to meet the needs and interests of learners in the global integration.Research into vocabulary instruction through songs has indicated its positive effects on young learners' vocabulary gains and language learning, including English as a foreign or second language.However, little research focuses on the use of songs perceived by teachers in vocabulary instruction to young learners within the teaching and context in Vietnam where English is taught as a foreign language.This paper therefore considers teachers' perceptions about this instructional delivery at a foreign language center in the Mekong Delta.A descriptive study was conducted with seventy-five teachers from an English language center in the Mekong Delta.Data on teachers' perceptions about using songs to teach young learners' vocabulary were collected through the questionnaire and follow-up semi-structured interviews as part of a wider study over fifteen-week semester time.The findings indicate that teachers had positive perceptions about songs used in vocabulary instruction for young learners.Also, the findings provide teachers with insightful views of the effectiveness of implementing songs in promoting young learners' vocabulary and serve as a useful resource for teachers and practitioners by suggesting how to use songs to facilitate young learners' vocabulary.The paper concludes by giving pedagogical implications for further research into seeking alternative ways to maximize young learners' vocabulary learning.

Under the action of internal and external forces, the material in the soil deviates from its original position, reaches another position through constant movement, and stabilizes. This process is the most common phenomenon in the natural geographic process—soil loss. Soil loss occurs throughout the country, and soil loss not only affects people’s normal agricultural activities but also leads to ecological imbalance. In China, the phenomenon of soil erosion is extremely serious. Almost all regions will have the phenomenon of soil erosion. The total amount of soil erosion is very large, but there are many types of soil erosion reasons. In order to understand the process of soil loss more clearly and protect China’s landforms and water and soil, some scholars have established a soil loss equation. Proposing relevance theory not only brings a whole new dimension to college English vocabulary but also deepens students’ understanding of vocabulary and helps students to remember vocabulary. In the process of teaching, teachers should combine the spelling, comprehension, and use of vocabulary with relevance theory in college vocabulary teaching according to theoretical principles to promote the improvement of college students’ English proficiency and help teachers in English vocabulary teaching. Nowadays, artificial intelligence has been applied to various fields, and the combination of translation technology and artificial intelligence has reached maturity. In college English teaching, it is necessary to combine foreign language learning with the application of technology, which is a brand new challenge for college English teachers. Some teachers and administrators need to change their existing thinking and improve their ability to use artificial intelligence for foreign language teaching according to the requirements of the current environment. Under the action of internal and external forces, the material in the soil deviates from its original position, and reaches another position through constant movement and stabilizes.

This study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics.