Effective Vocabulary Teaching Research Articles

Exploring teaching methods for middle school English vocabulary in China: Based on observation of high-quality lessons in people’s education edition

This study investigates the methodologies used in teaching vocabulary in middle school English classrooms, focusing on the interconnections among class types, parts of speech, teaching stages, and methods. By combining offline classroom observations with a review of 99 high-quality online lessons from the People’s Education Edition, the research provides a comprehensive comparison of vocabulary instruction practices. The findings reveal that vocabulary instruction is often embedded within broader lessons on listening and speaking, reading, writing, and grammar rather than being addressed in dedicated sessions, and that there is significant variability among teachers in core vocabulary selection and instructional approaches. The study concludes that there is a lack of consistent and dedicated vocabulary teaching methods across different class types. This research offers valuable insights for educators to develop more targeted and effective vocabulary teaching strategies, aiming to improve vocabulary acquisition among middle school students.

The Impact of Lexical Attrition on the English Reading Ability of Junior High School Students

This paper explores the impact of lexical attrition on the English reading ability of junior high school students. It analyzes the cognitive development characteristics of junior high school students and the factors affecting lexical attrition. The study finds that lexical attrition has a significant impact on junior high school students' English reading ability, including reduced vocabulary size, lexical semantic vagueness, and memory decline. To address these issues, the paper proposes several strategies, such as optimizing vocabulary teaching methods, strengthening the combination of reading training and vocabulary consolidation, creating a favorable English learning environment, and developing students' self-directed learning abilities. The paper concludes that effective vocabulary instruction and strategies are essential to prevent or minimize lexical attrition and improve students' English reading skills.

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

Vocabulary Knowledge and Acquisition

This essay is written to promote effective vocabulary teaching for Chinese English teachers. Vocabulary is an important part of English learning in primary school, and it is also important for students to focus on memorizing during the learning process. This essay begins with a review of existing literature that summarizes main theories of vocabulary and different teaching approaches. Then, it suggests which aspects of English vocabulary should be taught and the suitability of different teaching methods for learners based on the characteristics of Chinese primary school students learning English. Finally, it provides suggestions for improving teachers' effective teaching and young learners' interest in vocabulary learning.

From Trending to Teaching: A Framework to Analyze TikTok Videos for Vocabulary Instruction

TikTok, a popular short-form video platform, has evolved into a versatile communication tool with potential applications in education. Examining the various multimodal components present in TikTok videos can offer valuable insights for vocabulary acquisition. TikTok combines multiple modes (multimodal), like visuals, text, audio, and movement, to engage users. Understanding the synergy between these modes on TikTok, in conveying meaning and maintaining engagement, could inform more effective vocabulary teaching methods. This paper delves into the examination of two frameworks for analysing multimodal elements in pedagogical materials. The first framework discussed is Serafini's (2010), while the second is Machin and Mayr's (2012). The findings suggest that a key distinction lies in Serafini's narrow focus on pedagogy compared to Machin and Mayr's broader approach, which scrutinises the construction of meaning. The study concludes that Serafini's framework is most appropriate for analysing multimodal elements in pedagogical materials as it directly addresses the learning objectives in student learning. The results of this study hold implications for students, educators, and educational establishments.

Chinese English language learners’ vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies

BackgroundThe acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners.ObjectivesThe study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners.MethodologyA quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022–2023. The experimental group (n = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group (n = 45) received traditional teaching methods.FindingsStatistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups.ConclusionsThe results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.

THE EFFECTIVENESS OF WORD SEARCH PUZZLE GAME AS MEDIA FOR TEACHING VOCABULARY

The insufficient vocabulary of students often leads to their reluctance in applying English language skills. To address this issue and encourage active usage of English, it is crucial to focus on vocabulary development through effective learning practices. In this context, the researcher sought a solution to enhance writing skills and promote a deeper understanding of word meanings. The chosen approach involved incorporating an engaging and enjoyable medium, namely the Puzzle game, as a means of facilitating vocabulary growth. The Puzzle game, specifically the Word Search Puzzle, was selected as it not only serves as a game but also captures students' interest by sparking curiosity about hidden words. In a Word Search Puzzle game, players search for concealed words in provided boxes, guided by word clues. These words may be arranged vertically, horizontally, or diagonally within the grid. The study involves a sample of 20 students selected from the entire population. Utilizing SPSS 22 for calculations, the results indicate statistical significance, leading to the conclusion that the Word Search Puzzle game is effective in enhancing vocabulary. This finding underscores the proven efficacy of the Word Search Puzzle game as a learning medium, demonstrating its capacity to augment students' vocabularies. Consequently, teachers can consider integrating this method into their teaching practices to facilitate effective vocabulary instruction.

Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning.

Research within the language sciences has informed our understanding of how children build vocabulary knowledge especially during early childhood and the early school years. However, to date, our understanding of word learning in children is based primarily on research in quiet laboratory settings. The everyday environments that children inhabit such as schools, homes, and day cares are typically noisy. To better understand vocabulary development, we need to understand the effects of background noise on word learning. To gain this understanding, a cross-disciplinary approach between researchers in the language and hearing sciences in partnership with parents, educators, and clinicians is ideal. Through this approach we can identify characteristics of effective vocabulary instruction that take into account the background noise present in children's learning environments. Furthermore, we can identify characteristics of children who are likely to struggle with learning words in noisy environments. For example, differences in vocabulary knowledge, verbal working memory abilities, and attention skills will likely influence children's ability to learn words in the presence of background noise. These children require effective interventions to support their vocabulary development which subsequently should support their ability to process and learn language in noisy environments. Overall, this cross-disciplinary approach will inform theories of language development and inform educational and intervention practices designed to support children's vocabulary development. This article is categorized under: Psychology > Language Psychology > Learning Psychology > Theory and Methods.

ENHANCING VOCABULARY LEARNING IN ELEMENTARY LANGUAGE EDUCATION: EXPLORING EFFECTIVE STRATEGIES AND INTERACTIVE APPROACHES

This study delves into the instructional strategies employed by elementary language teachers for vocabulary teaching. Through in-depth interviews with five experienced educators, their approaches, challenges, and insights concerning vocabulary development were closely examined. The findings underscore the pivotal role of intentional and continuous word exposure in effective vocabulary instruction. The study identifies various strategies encompassing captivating games, collaborative group activities, visual aids such as graphic organizers, images, and labels, alongside consistent repetition of word sets. These techniques collectively bolster reading comprehension, writing proficiency, and oral communication skills among young learners. The research underscores the significance of cultivating dynamic and interactive learning settings that facilitate meaningful and consistent encounters with new vocabulary. The insights gleaned from this investigation contribute to the ongoing endeavor of refining vocabulary instruction methods, with the ultimate aim of fostering academic achievement and language progression in students. The study advocates for further exploration and application of these strategies to fully harness the benefits of vocabulary exposure in language teaching and learning. KEY IDEAS – strategies; vocabulary instruction; vocabulary development; learning environment; language instruction

교수 방법이 한국어 학술어 학습에 미치는 영향

The purpose of this study is to examine the effect of integrated and isolated form-focused instruction on the learning and retention of Korean academic vocabulary. To this end, 34 foreign students were given integrated and isolated form-focused instruction, and a pre-test, an immediate post-test, and a delayed post-test were conducted together. As a result, both integrated and isolated form-focused instruction had a positive effect on the learning and retention of the target academic vocabulary, but only the isolated form-focused instruction showed a statistically significant difference. With this study as an opportunity, it is hoped that follow-up studies from various perspectives, such as learner proficiency and vocabulary types, will be continued to provide effective vocabulary teaching and learning method

일본인 한국어 학습자의 용언 오류 분석 연구

The purpose of this study is to analyze the contrastive errors made by Japanese learners of Korean verbs, including “verbs,” “adjectives,” “auxiliary verbs,” and “determiners,” and to provide suggestions for vocabulary education for Japanese learners based on the results. To achieve this, the National Institute of Korean Language’s learner error annotated corpus was used to extract errors made by Japanese learners of Korean verbs. The results were classified into three categories: “interlanguage errors,” “intralanguage errors,” and “errors caused by the interaction of interlanguage and intralanguage factors.” Errors caused by Japanese interference were further subdivided into “errors caused by differences in vocabulary correspondence between Korean and Japanese” and “errors related to word formation.” Finally, based on the analysis results, suggestions for vocabulary education for Japanese learners were provided, which include presenting vocabulary through word lists, and cautions for teachers such as differences in honorific language between Japan and Korea. The findings of this study can serve as a fundamental resource for developing effective vocabulary instruction for Japanese learners.

Enhancing vocabulary learning through understanding the human memory system: Episodic memory

Vocabulary acquisition in learning languages is a crucial aspect of language learning, and effective teaching theories are essential for the retention and application of new vocabulary. However, understanding the memory system is important for educators to design and implement effective vocabulary teaching strategies that support student learning and retention. This article provides a comprehensive overview of the human memory system, including sensory, short-term, and long-term memory, with a focus on the differences between semantic and episodic memory. It explains the impact of episodic memory on vocabulary recall. In addition, it puts forward two teaching theories that enhance the utilization of episodic memories. Experiential Learning and Elaboration Theory focus on connecting vocabulary with personal experience for episodic memory and using previous knowledge to help students remember new vocabulary.

L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students

Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students’ perceptions of their own vocabulary learning through participation in a CEP. Likewise, limited research exists on vocabulary learning in mixed-proficiency groups of Spanish second language (L2) learners. This study contributes to the current literature by exploring the vocabulary learning of 57 mixed-proficiency L2-Spanish college students who participated in a health-focused after-school program with Spanish–English bilingual children in a Midwestern city in the US. The higher proficiency students were enrolled in a language-focused class, whereas the lower-level students were enrolled in a Spanish for health professional’s class. Student reflective narratives revealed positive perceptions of vocabulary learning during the CEP, as vocabulary learning was seen to be fundamental to connecting with children in the Latino community. Productive vocabulary tests revealed significantly higher gains on vocabulary items that had been explicitly taught in class, but gains varied according to learners’ proficiency levels. Lower-level students showed both higher gains and a higher perception of vocabulary gains than more advanced students. Students’ reflective narratives suggest that the focus on health content in the lower-level class may have contributed both to vocabulary gains and to students’ awareness of learning. Recommendations for effective vocabulary instruction for mixed-proficiency students in a CEP are presented.

Practice-Based Coaching for Speech-Language Pathologists Supporting Paraeducators and Speech-Language Pathology Assistants.

This tutorial is designed for speech-language pathologists who supervise speech-language pathology assistants (SLP-As) and/ or paraeducators. SLP-As and paraeducators often support young children with disabilities within early childhood settings, but do not always have access to professional development to learn and/or enhance their skill set. Practice-based coaching (PBC) provides a collaborative framework under which professionals can effectively implement instructional strategies with fidelity to support preschool children with language delays. In this tutorial, we will share the components of PBC including implementation materials that can be immediately utilized by SLPs. We will also share methods for embedding effective vocabulary instruction into shared book reading sessions to ensure early literacy instruction is more accessible to learners with varying educational needs.

「朝鮮館譯語」의 의미장 접근법으로 본 중국 사이관(회동관) 역관의 한국(조선)어 교육 방법 연구

Vocabulary in foreign language teaching may determine the success or failure of language learning when step-by-step education progresses as a basic element of communication. Thus, its importance is being recognized even in the vocabulary education field in Korean language education. Various discussions are ongoing as to a specific vocabulary teaching-learning method available for a synergistic effect on learning.
 This study sought a method of vocabulary education to expand the vocabulary of international students in the country. The characteristics and format of vocabulary books that are shown in ancient Chinese Yeokhakseo documents were scrutinized. Especially through the construction and structure in 「Joseongwan-yeogeo」(朝鮮館 譯語), which is the teaching material of Joseon-gwan within 『Hwayi-yeokeo』(華 夷譯語) as the textbook of Sai-gwan that is the training institution for interpreters in the Ming Dynasty of China. The structure and classification in‘vocabulary-semantic’were examined using Sino-Korean words with the high lexical production in Korean language education. Additionally, the aim was to identify the possibility of the desirable Joseon language(朝鮮語) vocabulary education and instruction in 「Joseongwan-yeogeo」(朝鮮館譯語) in terms of modern foreign-language vocabulary education through the teaching-learning comparison with the“semantic field approach”that is a traditional lexical access education and the modern vocabulary teaching method in China.
 This paper discusses the diverse methods that find effective vocabulary teaching methods and vocabulary education in Korean language education. At the point in time that arranges an alternative plan for Korean language education that will satisfy the characteristics and needs of learners in each language sphere, we discuss vocabulary use and education seen in 「Joseongwan-yeogeo」(朝鮮館譯語), the teaching material of Joseon language in Sai-gwan(Hoedong-gwan) interpreter during the Ming Dynasty of China. This is considered an opportunity for follow-up research along with a suggestion of the modern Korean-language vocabulary education.

Effective Vocabulary Teaching Strategies to Enhance EFL Learners’ Reading Abilities: A Case Study

The past decades have witnessed an increasing focus on teaching vocabulary. Such interest includes all the aspects that are vital to enrich this important language element. The present research aims at highlighting the importance of incorporating effective vocabulary teaching strategies to enhance EFL learners’ reading abilities by investigating the significant effect of vocabulary on improving reading abilities. It attempts to analyze the qualitative and quantitative data obtained from participants. Guided by the assumption that poor vocabulary creates problems for L2 learners and the claim of Macaro (2003) who believed that most second language teachers tend to neglect the significance of vocabulary teaching. This study adopted mixed-methods research to confirm our assumptions. The research instruments are a questionnaire submitted to one hundred and twenty first-year EFL learners in three Algerian universities, and a semi-structured interview with eight university teachers. The study used SPSS to analyse the data obtained from participants. The findings of this research reveal that teachers find obstacles when introducing new vocabulary to learners; however, they also reveal that are many strategies that can be followed to enlarge the lexis of L2. The study provides theoretical guidelines to enhance reading abilities since the latter is considered the main source of new vocabulary.
 
 Keywords: Vocabulary; Reading comprehension; Vocabulary teaching strategies.

Examining teachers' awareness of effective vocabulary instructional practices: Voices from Saudi Arabia

AbstractVocabulary‐learning activities are predominant in the English language classroom. Research examining teachers' awareness of effective vocabulary instructional practices is limited. The current mixed‐methods study (explanatory sequential design) aims to elicit responses from schoolteachers and college‐level teachers in the Saudi English‐as‐a‐foreign‐language (EFL) context to evaluate their implementation of the Technique Feature Analysis criteria. A survey was administered to 86 EFL teachers in Saudi Arabia. This was followed by focused group interviews with a subsample of 15 teachers. Results showed that teachers at both levels frequently employed the criteria under “motivation” and “noticing.” However, most college‐level teachers could not give students the freedom to select the words they needed to learn, did not use images to visualize vocabulary items, and were hesitant about using translation in their classrooms. Schoolteachers, on the other hand, did not pay attention to teaching individual unknown words in context. The results have important implications regarding teacher perceptions of effective vocabulary teaching and the design of language programs in Saudi Arabia.

Semantic Reasoning: Building Vocabulary With Critical Thinking Skills

Purpose: Increasing the depth and breadth of vocabulary knowledge is critical for academic success, particularly for middle and high school students who face ever-increasing linguistic demands with each grade advancement. Implementing effective vocabulary instruction methods that integrate with classroom curricula remains of critical clinical importance for struggling students. This clinical focus article addresses the challenge of contextual vocabulary instruction by presenting semantic reasoning, an evidence-based instructional approach that utilizes both cognitive and linguistic processes. Semantic reasoning pairs critical-thinking, multiple visual examples, and language-based instruction to teach vocabulary words. Conclusions: This article provides a description of semantic reasoning as an evidence-based vocabulary teaching approach that can be used in contextualized language intervention, particularly with adolescent students. Step-by-step guides for preparing and implementing contextualized vocabulary lessons that use semantic reasoning are provided in an effort to promote clinical application of this approach.

THE USE OF LINE WEBTOON COMIC STRIPS TO UPGRADE STUDENTS’ VOCABULARY MASTERY

Vocabulary is the key for the learners’ language change in learning as a foreign language including English. However, Indonesian students still have problems in vocabulary building, particularly to memorize meaning of new words. This fact implies that they need effective ways to learn vocabulary. It would be more beneficial to use an effective vocabulary teaching technique to help the students in upgrading their vocabulary mastery. The use of relevant media in teaching vocabulary will also boost student’s motivation. The aim of this study was to reveal how Line Webtoon comic can be used to teach vocabulary, the student’s vocabulary mastery, and the student’s responses toward the use of Webtoon comic. The participants in this study were ninth-grade students and their English teacher. This research applied qualitative design. The data was gathered through observation during online learning in Google Classroom, student’s task and the interview process. Based on the data, the process of using Line Webtoon for ninth graders was successfully upgraded the students’ vocabulary mastery and motivation to read through online comic. It also showed that the students were interested to read because Webtoon consisted of many pictures and they were able to get many new words by using online media.

Longitudinal measurement of the vocabulary size of Japanese junior high school students: Developing a vocabulary size test for beginner learners

As vocabulary plays an important part in L2 learning at the beginner level, investigation into vocabulary learning constitutes an essential part of second language acquisition research (Koda, 1989, Laufer, 1992, Meara, 1992). Assuming the case of Japanese, English education can provide a meaningful example. In addition, noting that precise measurements of the English vocabulary size of Japanese junior high school students have not been attained (Katagiri, 2000), the present study examines the growth of vocabulary size of Japanese junior high school students across their 3 years of English learning. For this purpose, a vocabulary size test (VST) was specially developed with a word list compiled from Japanese junior high school English textbooks based on the frequency and range of their vocabulary items (Sato, 2016). A total of 159 junior high school students participated in the research. The vocabulary size of the participants was measured five times over the period of 3 academic years at intervals of 6 months. Analysis of their vocabulary growth by frequency revealed a distinctive pattern for each level, yielding implications for more effective vocabulary teaching for learners at the beginner level in light of the characteristics of their vocabulary growth.