Second Language Vocabulary Acquisition Research Articles

The Impact of Personality Types on Second Language Vocabulary Acquisition of College Students: Based on MBTI Personality Categorization

In the field of second language teaching and learning, researchers have been focusing on the importance of affective analysis, particularly regarding learners' personality types. Recent studies have shown that personality type can have a significant impact on a student's ability to learn a new language. However, little research has been conducted on whether or not personality type has any correlation with the acquisition of second language vocabulary. To delve further into this topic, this study was conducted using questionnaire data from college students. Whether it belongs to any personality trait in the E/I dimension N/S dimension F/T dimension or the J/P dimension, this personality trait is strongly related to the effect of second language vocabulary acquisition. So, personality stereotypes in language learner ability assessment must be broken. Teachers’ personalized teaching capabilities should be improved. In conclusion, this study highlights the importance of considering learners' personality types when designing second language teaching and learning strategies. By understanding how personality type affects language acquisition, teachers can better tailor their approach to meet the individual needs of each student.

A Study on Second Language Vocabulary Acquisition Under the Categorization Theory

In cognitive linguistics, debates on the status and functions of categorization have been a heated issue. In semantics and second language acquisition, scholars have discussed and achieved vocabulary acquisition from different perspectives and academic levels. Vocabulary learning exerts a fundamental role in second language vocabulary acquisition (SLVA), and it is closely related to learners’ cognitive competence. However, studies on second language vocabulary acquisition under the categorization theory in cognitive linguistics have received less attention from linguists when compared with other studies. This paper employs two representative dimensions, the basic-level effect and the prototype effect, under the categorization theory to further delve into the implications on second language vocabulary acquisition. This article first provides a comprehensive introduction to the nature and the approaches of the categorization theory, and then analyzes the relations and implications for second language vocabulary acquisition under the categorization theory from the perspective of the basic-level and the prototype effects. The research results showed that the basic-level effect on SLVA is mainly on the classification of word categories distinguished from the superordinate and subordinate categories, while the prototype effect is more on understanding the complexity and use of word meaning.

Transcutaneous Cervical Vagus Nerve Stimulation Enhances Second-Language Vocabulary Acquisition While Simultaneously Mitigating Fatigue and Promoting Focus (P2-12.002)

<h3>Objective:</h3> To examine whether transcutaneous cervical and auricular vagus nerve stimulation (tcVNS &amp; taVNS) could enhance second language vocabulary acquisition among career linguists in a realistic multi-day learning protocol. <h3>Background:</h3> Cognitive performance and skill proficiency are important in a wide variety of careers. Recently, transcutaneous vagus nerve stimulation (tVNS) has emerged as a promising technique to enhance learning and skill acquisition. tVNS efficacy in a realistic, multi-day learning protocol has not been demonstrated. <h3>Design/Methods:</h3> We conducted two double-blind controlled experiments examining the efficacy of tcVNS and taVNS on a 5-day second-language vocabulary acquisition protocol in career linguists at the US Defense Language Institute Foreign Language Center. <h3>Results:</h3> tcVNS produced statistically significant benefit during training (Day 2–4; model estimated mean performance: sham-37.5% vs ctVNS-46%, <i>p</i> = .025), and the training benefit was sustained on the final test conducted at a 24-hour delay where no stimulation was administered. Additionally, using pre- and post-training day mood rating as measured by Air Force Research Laboratory Mood Questionnaire, tcVNS promoted focus (<i>p</i> = .001) and mitigated fatigue (<i>p</i> = .036). <h3>Conclusions:</h3> Our findings suggest that tcVNS promotes learning by inducing neuroplasticity as well as enhancing focus and mitigating fatigue. tcVNS training benefits are sustained for at least 24 hours after stimulation. Based on current and related demonstration of training enhancement, we believe tcVNS could be beneficial in language learning as well as acquisition of skills in intensive learning environments. This research was developed with funding from the Defense Advanced Research Projects Agency (DARPA). The views, opinions and/or findings expressed are those of the author and should not be interpreted as representing the official views or policies of the Department of Defense or the U.S. Government. <b>Disclosure:</b> Dr. Miyatsu has nothing to disclose. Miss Oviedo has nothing to disclose. Miss Reynaga has nothing to disclose. Ms. Karuzis has nothing to disclose. Dr. Martinez has nothing to disclose. Dr. Key has received personal compensation for serving as an employee of Infoscitex. Mrs. McIntire has nothing to disclose. Dr. Aue has received personal compensation for serving as an employee of United States Department of Defense. An immediate family member of Dr. Aue has received personal compensation for serving as an employee of Anthem. Dr. Pirolli has nothing to disclose. Dr. O’Rourke has nothing to disclose. The institution of Dr. McKinley has received research support from AFRL. The institution of Dr. McKinley has received research support from DARPA. Dr. McKinley has received personal compensation in the range of $100,000-$499,999 for serving as a Employee with Air Force Research Laboratory. Dr. Broderick has received personal compensation for serving as an employee of IHMC. Dr. Broderick has received personal compensation for serving as an employee of Wright State Boonshoft School of Medicine. The institution of Dr. Broderick has received research support from United States Department of Defense.

Comparison of AR and VR memory palace quality in second-language vocabulary acquisition (Invited)

Comparison of AR and VR memory palace quality in second-language vocabulary acquisition (Invited)

TURNING PERCEPTIVE VOCABULARY INTO CONTEXT VOCABULARY IN BUSINESS ENGLISH

Language is made up of five basic components: morphology, phonology, syntax, semantics and pragmatics. Morphology in linguistics represents the study of the words, how they are formed and their relationship with other words in the same language; phonology involves the rules regarding the structure of the speech sounds and their sequence; syntax is the study of morphemes and how they form larger units; pragmatics involves the rules for appropriate and effective communication; semantics deals with vocabulary and the way concepts are expressed through words. Thus, vocabulary is one of the constituent elements of the language. Words carry meaning and have their own energy representing the building blocks of communication. According to the context they are used in, their meaning differs, therefore, vocabulary acquisition is crucial when talking about English for Specific Purposes, in our situation, Business English. But how is vocabulary acquisition in second language done? Vocabulary building often occurs through reading, however, it is unlikely for the students in foreign language to acquire the basic specific vocabulary through reading. The present paper deals with the strategies a Business English teacher approaches in order to assist students to learn vocabulary as well as to equip them with methods to turn perceptive vocabulary into context vocabulary. How can vocabulary be taught efficiently? How can teacher provide learners the needed input in order to shift vocabulary from input to output? How can teachers introduce vocabulary in order for optimal retention to be ensured? These are some the questions the present paper addresses.

Short-Term Memory for Auditory Temporal Patterns and Meaningless Sentences Predicts Learning of Foreign Word Forms.

The ability to accurately repeat meaningless nonwords or lists of spoken digits in correct order have been associated with vocabulary acquisition in both first and second language. Individual differences in these tasks are thought to depend on the phonological loop component of working memory. However, phonological working memory may itself depend on more elementary processes. We asked whether auditory non-verbal short-term memory (STM) for patterns in time supports immediate recall of speech-based sequences. Participants tapped temporal sequences consisting of short and long beeps and repeated nonsense sentences sounding like their native language or an unfamiliar language. As a language learning task, they also memorized familiar-word–foreign-word pairs. Word learning was directly predicted by nonsense sentence repetition accuracy. It was also predicted by temporal pattern STM. However, this association was mediated by performance on the repetition measure. We propose that STM for temporal patterns may reflect a component skill that provides the context signal necessary to encode order in phonological STM. It would be needed to support representation of the prosodic profile of language material, which allows syllables in words and words in sentences to be ordered and temporally grouped for short-term representation and long-term learning.

The Influence of Dialect Environment on Second Language Acquisition and Countermeasures

Language transfer refers to the influence of language knowledge learned by learners on the learning of target language in the process of learning a new language. Dialects are the inheritance or branch of the common language, which is the result of long-term evolution. Once dialects are formed, they are relatively stable. Therefore, people in a certain dialect area are still largely influenced by local dialects when they learn another new language. When learning a second language, it is inevitable that it will be influenced by the native language variant, the dialect. As the most widely used language in the world, many countries regard it as a second language. This article takes English learning as an example to study the influence of dialect environment on second language acquisition and study the dialect environment in English phonetic learning. The role of language transfer, and the corresponding countermeasures are proposed through the analysis of research results. This paper finds that dialects as a native language voice experience is beneficial to college students in their development of second language phonological awareness. Although the experimenters have rich native language experience, for those who have no dialect and only one native language learner, the performance of dividing the sub-syllable unit is not satisfactory, and the sensitivity to the sub-lexical phonetic unit is not high enough, thus affecting the second language. The speed of vocabulary acquisition. The dialect's experience as a native language of the society can enhance the learner's phonological awareness and improve the speed and accuracy of learners' second-language vocabulary acquisition.

The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary

This paper provides an overview of the role of vocabulary frequency in second language (L2) acquisition as vocabulary is a dominant feature of language acquisition and vitally important to language learners. It reported the vocabulary frequency’s significant role in both the earlier acquisition and the easier remembering comparing to infrequent vocabulary in L2 acquisition. It also seeks to discuss the influence of frequency on the selection of vocabulary in L2 textbooks as they are sometime the only source of L2 vocabulary in the classroom. It presents discussions of what vocabulary should be selected, how selective vocabulary are organised in the textbooks to reach determined teaching objectives as well as the teaching rate pre lesson.

The Indirect Spaced Repetition Concept

The main goal of this research is to systemize, build, and test prototype software to demonstrate Indirect Spaced Repetition (ISR) as a viable concept for Second Language Vocabulary Acquisition (SLVA). ISR is designed around well-founded spaced repetition and SLVA principles. Most importantly, it is based on Nation’s (2001) recommendation to consider all three tiers of word knowledge (meaning, form, and function/use) and subsequent 18 aspects of word knowledge for a more balanced approach in teaching and learning vocabulary. ISR prototype software was achieved in the conceptual phase of the research. The resulting prototype flashcard software was given an in-depth trial for a period of 2 weeks by seven university students. Participants were given a post-project survey to evaluate ISR software (ISRS) under four categories: enjoyment, usefulness, usability, and general consideration. Post-test survey findings showed above-average satisfaction and consideration to use such software in the future. However, these findings also revealed that some areas could be further improved, such as addressing some hardware/software issues (e.g., IT infrastructure problematics and lag) and integrating gamification elements (e.g., performance feedback/reports).

The Impact of Second-Language Storybook Reading on the Vocabulary Acquisition of Grade 1 Learners

Vocabulary development is positively associated with reading development, reading comprehension and academic achievement. This article explores how integrating storybook reading with explicit, interactive vocabulary instruction affects Grade 1 second-language vocabulary acquisition. The study participants comprised 69 Grade 1 English second- language learners from three classes in two schools. Using the Peabody Picture Vocabulary Test (PPVT) as pre- and post-test, an intervention—consisting of 30-minute storybook reading sessions accompanied by interactive vocabulary instruction—was administered twice a week for two school terms. The PPVT results show that second-language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition.

Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input

A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

Incidental vocabulary acquisition from documentary viewing: A study on the role of captions

This study investigated the incidental acquisition of second language (L2) vocabulary through the viewing of a 30-minute science documentary and the effect of captioning on this process. Thirty-four English language learners watched two documentaries (one captioned and one uncaptioned) and were then assessed on their knowledge of a set of words appearing in the documentaries. Results of the Vocabulary Tests (Form-recall/Spelling, and Meaning recognition) showed that documentary viewing led to significant acquisition of new vocabulary and that the captioning condition had a significant effect on this learning. Captioning boosted the gains on meaning recognition, form recall and spelling. Results indicated that relative gains in the captioning condition are 8% significantly higher than in the uncaptioned condition.

Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children

Abstract Studies investigating the relationship between phonological short term memory, phonological awareness and vocabulary in L2 child learners yield mixed results. Those differences may be caused by the vocabulary assessment tools used in research. Tailor-made vocabulary tests based on the input the L2 learners receive may deliver different results than standardized tests based on L1 norms. To investigate this assumption, we examined the effect of phonological short-term memory and phonological awareness on L2 vocabulary size in child learners using a standardized and a tailor-made test based on L2 participants’ textbooks. The results of both tests were correlated, indicating that they measured the same construct. Results of both tests were influenced by children’s English phonological awareness scores, but while the Standardized Test was related to phonological short-term memory scores, the Textbook Test was related to nonverbal IQ. We suggest that standardised and tailor-made tests tap into two different modes of vocabulary acquisition.

The Influence of Reading Purpose on Second Language: Incidental Vocabulary Acquisition

&lt;p&gt;In recent years, the study of incidental vocabulary acquisition has received worldwide attention from scholars at home and abroad. Based on the relevant literature and some relevant empirical studies, this paper mainly explores the influence of reading purposes on the incidental acquisition of second language vocabulary in natural reading. It also put forward some constructive suggestions on how to use these factors to guide students' vocabulary learning.&lt;strong&gt;&lt;em&gt;&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

Cognitive control and phonological awareness in the acquisition of second language vocabulary within the Spanish-English dual immersion context

Studies that have examined the role of cognitive control in the acquisition of second language vocabulary in dual language learners are rare. First and second language vocabulary, phonological awareness and cognitive control were assessed in Spanish-English dual language learners (kindergarten-4th grade; half native-English and half native-Spanish) from a Spanish-English immersion program in the US. Children included were from monolingual homes and acquired their second language in school. Children’s first language vocabulary was strongly and negatively correlated with their second language vocabulary. Although performance on the cognitive control task was positively associated with first language receptive vocabulary and phonological awareness, it was children’s sound segmenting skills (i.e. elision) that uniquely predicted both their first and second language vocabulary scores. In addition, mediation regression analyses revealed that the relation between first and second language vocabulary was mediated by phonological awareness. Overall our findings highlight the importance of sound segmenting skills in second language vocabulary acquisition.

The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

Learning Styles and Vocabulary Acquisition in Second Language: How the Brain Learns.

In recent years, foreign language education has been focussing on learning styles. However, despite the quantity of articles and practice books, websites on the topic, and investment in teacher training, there is no empirical evidence for the existence of learning styles. Furthermore, if one agrees that it is the brain that learns, there should be indicators in the brain for the existence of learning styles, anatomically, and/or functionally. This is not the case. In this paper, the validity and reliability of tests assessing learning styles are questioned. Thereafter, following on basics of cognitive neuroscience and experimental evidence it is argued that the natural way for the brain to learn words is by collecting multiple sensory and sensorimotor experiences. In fact, evidence-based literature in the domain of vocabulary acquisition demonstrates that the inclusion of multiple modalities leads to best results. Impoverished linguistic input by allowing only one modality, for example only acoustic or visual input—the so called learning style (Pashler et al., 2008) of the student—reduces the chances of acquiring words. Also, the article briefly outlines brain related factors that lead to high performance in vocabulary learning.

DOES STUDYING VOCABULARY IN SMALLER SETS INCREASE LEARNING?

The present study examined the effects of part and whole learning on the acquisition of second language (L2, English) vocabulary. In whole learning, the materials to be learned are repeated in one large block, whereas, in part learning, the materials are divided into smaller blocks and repeated. Experiment 1 compared the effects of the following three treatments: 20-item whole learning, four-item part learning, and 10-item part learning. Unlike previous studies, part and whole learning were matched in spacing. In Experiment 2, spacing as well as the part-whole learning distinction were manipulated, and the following three treatments were compared: 20-item whole learning, four-item part learning with short spacing, and four-item part learning with long spacing. Results of the two experiments suggest that, (a) as long as spacing is equivalent, the part-whole distinction has little effect on learning, and (b) spacing has a larger effect on learning than the part-whole distinction.

Towards a Model of Advanced Learners’ Vocabulary Acquisition: An Investigation of L2 Vocabulary Acquisition and Retention by Taiwanese English Majors

AbstractDevelopment of vocabulary is one of the fundamental elements for second language acquisition; it is important to meaning transfer and successful communication as well (Barcroft 2004). The purpose of the research reported in this paper was to investigate to what extent the characteristics of vocabulary affect Taiwanese English language majors’ second-language vocabulary acquisition and retention. This research builds upon similar research conducted by Willis and Ohashi (2012), which found a relationship between acquisition and a word’s frequency, cognateness, and length for Japanese learners of English. Our results indicate a significant relationship between acquisition and a word’s frequency, level of polysemy, and part of speech. Correlation results show that polysemy and frequency are both strongly related to acquisition. Nevertheless, a negative correlation between phonemes and acquisition was also shown. The findings indicate that high frequency words and polysemous words are both easily acquired and retained; in contrast, words with more phonemes require more effort by Taiwanese English language majors to learn and retain. Findings from a multiple regression analysis further suggest that high frequency polysemous nouns are easily acquired and retained by Taiwanese English language majors. Pedagogical implications concerning the variables investigated are provided.

The Role of Language Coproduction in Learning English Vocabulary

This pretest-posttest study examined the role of coproduction of language forms (i.e., collaborative output) in the acquisition of second language (L2) vocabulary. Thirty-nine low-intermediate ESL students from three intact classes were assigned to two experimental groups and one comparison group. The comparison group only received input-based instruction with no opportunities for subsequent output. The experimental groups first received input-based instruction and then performed output-based tasks either collaboratively or individually. Results indicated that learners who had opportunities for output showed greater gains of knowledge than those who were not. Learners also produced significantly more correct target English words when working collaboratively than individually. Overall, the findings provide evidence in support of the facilitative role of collaborative output in L2 vocabulary learning.