English Language Vocabulary Research Articles

Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study

Effect of Mobile Assisted Learning on English Language Vocabulary and Grammar: The Saudi Arabian Context as a Case Study

THE EFFECT OF USING WHATSAPP BOT ON ENGLISH VOCABULARY LEARNING

This study tried to design a WhatsApp bot to be implemented in English language vocabulary learning context in Oman. 150 Omani English as a Foreign Language (EFL) students from three different proficiency levels were selected based on random sampling. To measure the effectiveness of the treatment, pretests, posttests, and delayed posttests were conducted, respectively. The TAM 2 extended questionnaire was also used to understand learners' perceptions regarding the use of the WhatsApp bot in the learning process. The results of the study revealed that the WhatsApp bot, on all three levels, works nicely and practically. Although experimental groups, who used WhatsApp bot, at elementary and intermediate levels showed significant differences from the traditional face-to-face classes, pre-intermediate students showed no significant difference between the two mentioned terms. It was also understood that chatbots could be the best supplementary materials assisting teaching in delivering materials.

The Impact of Using Animated Movies in Learning English Language Vocabulary: An Empirical Study of Lahore, Pakistan

This study examines the effectiveness of animated movies (AM) in increasing students’ vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether using animated images/movies aid students in learning new vocabulary by helping them to make connections between the words they know and real-world occurrences. The research used pre-tests and post-tests to examine the impact of AM on vocabulary acquisition. Total participants ( N = 64) were 12th-grade students in Lahore, Pakistan, separated into controlled and experimental groups to make a judgment. In the second semester of college, half the students ( N = 32) utilized AM to acquire English vocabulary, while the control group employed the conventional technique. The results were evaluated using a t-test for an independent sample to detect significant differences between the groups. The vocabulary exam was constructed and verified as a pre and post-test. The findings revealed a statistically significant difference in receptive vocabulary, productive vocabulary, and overall score in favor of the experimental group owing to the use of (AM). It added to the growing body of information by investigating how animated videos might support EFL education.

Mapping of American English vocabulary by grade levels

Abstract We describe a large-scale effort to map English-language vocabulary by U.S. school grade levels. Our motivation is to rapidly expand graded vocabulary resources for work with native English speakers in the USA, while taking into consideration school-related influences rather than relying on just the corpus-frequency approaches. We report on the initial effort of data collection, with mapping of about 22K word forms. We provide comparisons of this mapping to some other recent vocabulary mapping efforts, such as age-of-acquisition. We then describe the efforts to automatically expand this resource by using linguistically motivated variables and corpus-based methods. Our current resource maps more than 126K English word forms to US school grade levels. We also compare a subset of our L1 mapped data to English L2 vocabulary levels, as expressed on the CEFR scale, and find that there is a considerable overlap in the order of vocabulary learning in L1 and L2 English.

Teaching English Using Flashcards to Improve Elementary School Students’ Vocabulary

Acquiring new English words is a challenge for students because they commonly need to learn to use the words in their daily lives, which are dominated by their first language for communication. Flashcards are instrumental in facilitating their vocabulary learning. This research examined flashcards' use in teaching and learning English language vocabulary. This research used a quantitative approach with an experimental design. The data was collected by asking students to do a vocabulary test before and after the treatment. The object of this research was fourth-grade students in a private primary school in Yogyakarta, Indonesia. The results indicated that the student's English vocabulary level on the pre-test was at the intermediate level, which showed a mean score of 52.20. Meanwhile, on the post-test, the student's English vocabulary level was at an advanced level, showing a mean score of 77.60. In addition, the Wilcoxon test showed that the p-value of asymp.sig.2tailed was 001. It means that the students’ English vocabulary significantly improved after being taught using flashcards. It indicates that the hypothesis that flashcards have significantly improved students' vocabulary was accepted.

The Implementation Of Song Using Game Media To Improve Vocabulary Teaching In Islamic Senior High School: A Case Study At Islamic Senior High School In Ciamis

The study also connects the implementation of songs in a game to increase students' English vocabulary mastery skills. The purpose of the present study is to investigate the student’s motivation in learning English vocabulary. Mainly, the study is aimed to find out 1) elements influence students' willingness to listen to songs as a means of learning English; 2) the way the students acquire vocabulary knowledge related to students writing achievement in English subjects; and 3) teacher's opinion about the use of song using game media in the classroom. The study employs the qualitative paradigm with the type of case study at which the data were collected through observation and interviews. The participants of this study are students of class XII (11 students) in an Islamic Senior High School in Ciamis. The results show that there are elements influence students' willingness to listen to songs as a means of learning English such as facilities and infrastructure in schools and subject matter related to the media being taught. Meanwhile, the majority of 9 out of 11 students are correct in writing lyrics with good English vocabulary, with an average of 70% of the total vocabulary of the lyrics that the teacher has played. This means that the students’ vocabulary knowledge can be related to students writing achievement. The result of interview suggests that song using game media is effective in enhancing students’ English language vocabulary and writing abilities. It is to say that students' vocabulary increases after learning English with songs using games as a medium of learning.

Using the REACT Strategy in Enhancing English language Vocabulary Acquisition and Academic Engagement among Secondary School Students

Using the REACT Strategy in Enhancing English language Vocabulary Acquisition and Academic Engagement among Secondary School Students

ASSIMILATION OF COMMERCIAL AND ECONOMIC BORROWINGS OF TURKIC ORIGIN IN ENGLISH: ETYMOLOGY AND SEMANTIC EVOLUTION

Linguistic interactions arise from the intricate interplay of linguistic, cultural, and historical factors, constituting a pivotal facet of intercultural communication. Of particular intrigue are the Turkic lexical components, actively woven into the linguistic fabric of diverse languages. This research article undertakes the comprehensive examination of trade and economic vocabulary within the English language, encompassing elements either stemming from Turkic origins or acquired via the conduit of Turkic languages. The article delves into the nuanced exploration of the catalysts, pathways, and timelines governing the infiltration of Turkicisms into the domain of trade and economic terminology. It intricately dissects the trajectories of morphological and word-formation assimilation, elucidating their pivotal role in lexicon augmentation and the evolution of language.
 A paramount emphasis is accorded to etymological inquiries and the meticulous tracing of lexical lineages. An integral facet of this scholarly investigation revolves around the discernment of the influence exerted by Turkic-origin trade and economic lexicon on the molding of English language vocabulary. The article conducts a rigorous examination of the etymological underpinnings and semantic metamorphosis inherent to words such as ‘kiosk’, ‘magazine’, and ‘bazaar’ within the purview of the English language, alongside an exploration of their counterparts’ functionality within the Turkish language.
 Through a comparative analysis of diverse languages, it becomes evident that the phenomenon of lexical borrowing is a universal linguistic phenomenon. It stands as a defining element imbued with linguistic significance, determining the absolute or relative chronology of their integration into various linguistic systems. Turkicisms, assimilated into the lexical-semantic framework of the recipient language, augment the corpus of lexical units within the English language and other linguistic contexts. They illuminate the mechanisms governing their assimilation and the degree of adaptation, all while considering the unique lexical and phonetic potential inherent to each language.
 It is noteworthy that Turkic borrowings encompass not only words of direct Turkic origin but also lexical elements introduced into English via other intermediary languages, including Arabic and Persian. These have left their imprint on English lexicographic sources. Hence, the term ‘Turkism’ encompasses words integrated into the English language, whether through direct Turkic influences or indirect channels via Turkic languages, with all sharing a common Turkic phase within their historical trajectory.

Challenges in Translating Idiomatic Expressions from English into Arabic

The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.

Development of a Computerized-Adaptive Test to Measure English Vocabulary Size with IRT

To speak English fluently like a native speaker, having a vocabulary of 20,000 words are required. In many universities in Indonesia, Vocabulary Size Test (VST) is still held with Paper-Based Test (PBT), so it is less effective and efficient. The aims of this study were 1) to develop Computerized-Adaptive Testing (CAT), which helps get students with a standardized English vocabulary size, and 2) to implement it in measuring vocabulary size. The approach in this study is Research and Development (RD) with product development procedures following the steps of Borg and Gall. The findings of this study are, 1) the CAT program has Item Response Theory (IRT) parameters that can change according to the test takers' answers, and the test will stop if the estimated ability of the test takers is known (Standard Error/SE close to 0.01), and 2) with the application of the CAT program it can be seen that the total vocabulary of English Language and Teaching Department students is still 20,000. Based on these findings, this study implies that for students' vocabulary mastery to be on par with native speakers' abilities, the English Language and Teaching Department needs to evaluate the learning process and determine a particular program to increase student vocabulary.

Review of Vocabulary.com

Vocabulary acquisition is a dynamic process that involves acquiring and understanding words to effectively comprehend and communicate language. While children naturally learn many words indirectly, numerous words require direct instruction. Marzano and Pickering (2005) introduced the Six-Step Model, which provides a concise process for introducing and reinforcing new words to students. This model involves steps such as describing words, restating them, and incorporating visual aids. Additionally, activities, discussions, and games are utilized to engage students and provide multiple exposures to the new vocabulary. Yet, in recent times, the utilization of technology has become increasingly influential in the realm of vocabulary acquisition and learning. This media review focuses on the website application “Vocabulary.com” for learning and teaching English language vocabulary. The review is presented in three sections: (1) a general description of Vocabulary.com, (2) an evaluation of the application based on the criteria provided, and (3) some general recommendations for language teachers.

Leader trait analysis of Vladimir Putin: A translation studies approach to personality scores in translated English to Russian speech

The study of how political leader personalities affect the foreign policy of their states is a long-standing query in foreign policy analysis, within which the use of leaders’ speech, or verbal statements, to explain how leaders behave is a methodologically productive subfield. One of the more prominent and reliable methodologies used to assess leader personality through leader speech is Leader Trait Analysis (LTA), developed by Margaret Hermann. However, because LTA was developed using English language vocabulary and grammar, its accuracy using Russian language speeches to discern leader personality traits has relied on translation. Translation is both inefficient and may not accurately transfer the semantics of speech upon which LTA’s results depend. Responding to this issue, this paper applies Mona Baker’s translation studies criteria to qualitatively compare the semantic equivalence, or maintenance of a text’s original meaning, between English translations used to create an LTA profile for Vladimir Putin and Putin’s original Russian speeches. The research identifies the preponderance of grammatical differences between English and Russian in limiting how well English translations of Russian speech maintain semantic equivalence relevant to assessing leader personality. It is concluded that an accurate understanding of Russian leaders’ personalities requires Russian language specific LTA profiling.

Prevention of Lexical Errors in the Speech of University Students of Language Training Profiles

The article focuses on the issue of preventing and correcting lexical errors in the speech of foreign (English) language learners of higher education institutions, studying on programs with a language profile. The relevance lies in the unresolved issues related to the classification of lexical errors and ways of their prevention and correction. The aim of the article is to identify the main difficulties arising among Russian-speaking students when studying and using English-language vocabulary in speech. As illustrative material, examples of incorrect use of English lexical units by university students of Kaluga, future teachers of English, are given, which better helps to understand the type of lexical error. The article will be useful for both school teachers and university lecturers of the English language, in particular, for those who started teaching not long ago, and students studying English as a core subject at the university, and wishing to improve their lexical competence.

Mimicry as a Strategy to Improve English Language Vocabulary in the EFL Classroom

En el mundo actual, el idioma inglés es considerado como una lengua franca debido a su importancia. Sin embargo, algunos de los estudiantes que deben tomar clases de inglés en el Centro de Lenguas de la Pontificia Universidad Católica del Ecuador Sede Ambato, no son conscientes de ello y presentan falencias en la adquisición del idioma, más aún al momento de aprender vocabulario. Por lo que resulta importante realizar esta investigación en la cual se aplica la mímica como estrategia para que los estudiantes aprendan nuevas palabras de manera efectiva y a la vez motivadora. En este sentido, el objetivo general de esta investigación es promover el aprendizaje de vocabulario del idioma inglés mediante el uso de la mímica; estrategia que pretende captar la atención de los estudiantes y lograr que aprendan el vocabulario del idioma inglés de una manera fácil y divertida, a la vez que adquieren y amplían su léxico de forma natural y sin presión alguna. El diseño de la investigación es cuasiexperimental debido a la aplicación de un Pre-posttest para identificar las falencias de los estudiantes al aprender vocabulario, así como para obtener información útil acerca del progreso de los estudiantes después de la intervención. Por otra parte, el enfoque de la investigación es cualitativo y el instrumento utilizado para la recolección de datos es el Pre-posttest. Una vez finalizado el trabajo de investigación, se observó que los estudiantes pudieron aprender, retener y recordar una gran cantidad de palabras de vocabulario de una forma amena, lo cual hizo que ellos se sientan seguros al usar el L2 para transmitir sus ideas. Como se demuestra en los resultados, los estudiantes obtuvieron un promedio de 55.45 en el Pretest y 92.85 en el Post test. Por lo que se concluye que la aplicación de la Estrategia de Mímicas tiene un efecto significativo en el aula de clases de EFL.

Does social media impact the development of general English vocabulary? perceptions of Egyptian university students

The importance of vocabulary in language learning cannot be overstated because meaningful communication requires a vast repertoire of words to convey ideas. Yet, social media places English language learners in multicultural communities where they can acquire new vocabulary knowledge and use it communicatively. The aim of the study is to investigate the impact of social media on learning English vocabulary at university level. A case study approach was adopted. To this end, a hypothesized model on aspects of learning English from social media was constructed. That was supported by a participant observation and a thorough review of the literature. Based on the model, a questionnaire was constructed and disseminated to a total number of 135 Egyptian undergraduate university students. Findings of the study are: 1) learning vocabulary occurs through receiving, producing and constructing vocabulary knowledge, 2) the indirect impact of social media enhances self-confidence, self-esteem, critical thinking, creativity and collaboration among Egyptian university students, 3) social media is characterized by factors that enhance vocabulary learning, and 4) social media has a few limitations that, to some extent, hinder vocabulary learning. It is recommended that further research is conducted on the effect of different social media applications on learning English language vocabulary, grammar and other aspects.

Способы пополнения словаря области моды в английском языке

The aim of the study is to identify the methods of formation of English-language neologisms in the fashion sphere that are relevant at the present stage of language development. The paper describes the basic characteristics and criteria for determining new language units. Classifications of neologisms in terms of the criteria of novelty, form and formation of such naming units are presented. The work also analyses the English-language neologisms of the fashion sphere in order to identify their ways and models of formation. The scientific originality of the study lies in the fact that the work analyses the ways of adding new words and phrases to the English-language vocabulary of the rapidly developing fashion sphere over the past five years. As a result, it has been found that during the specified period of time, the creation of new naming units of the considered sphere of human life occurs in the traditional way for the language. The obtained quantitative indicators show that the most productive ways of forming the English-language neologisms of fashionable themes are compounding and blending, while the least productive way in this case is borrowing. New phrases in the fashion sphere are formed according to the polysemantic Noun + Noun model, which is traditionally common in the English language. The paper concludes by identifying the prospects for further research in the field under consideration.

The Using of English Songs to Activate Student's Speaking English Skills

This study's objective was to examine how songs were used to teach speaking proficiency to elementary school kids as well as the issues that teachers ran into. The goal of incorporating the song into all learning phases is to help students become accustomed to the English language's vocabulary and pronunciation by employing an enjoyable method—a song that they are already familiar with. Based on the findings of this study, it can be concluded that the teacher primarily integrated the song into the learning in three activities, such as the opening, while, and closing activities, by providing the students with the link to a YouTube video and assisting them with translation to motivate the students to learn to speak English by using the song. The problem that mostly occurred in the class teaching song for speaking English was not confident in speaking. Because of that, implementing the song for learning English to activate students’ speaking skill.

Ролевая игра как способ расширения словарного запаса на занятиях по английскому языку в условиях социальной депривации

The aim of the study is to substantiate that role-playing is an effective way to expand vocabulary in English classes for students experiencing social deprivation at different levels of education. The paper considers pedagogical methods of forming English language vocabulary among students (creative retelling and role-playing), identifies the specifics of the work on expanding English language vocabulary among students experiencing social deprivation. The scientific novelty of the paper lies in determining pedagogical conditions for the effective organisation of English language teaching among students experiencing social deprivation in order to expand their foreign language vocabulary. As a result, it has been shown that retelling can act as a preliminary stage of preparing students with social deprivation to actively participate in role-playing in order to expand their vocabulary in English classes, the specifics of organising role-playing with students in conditions of social deprivation have been presented.

Etymology and translation into Ukrainian of phraseological units to denote human features.

Modern English phraseology has absorbed the centuries-old experience of the society’s development history, the products of which are both language and culture, that influenced not only traditions and customs of the English-speaking world, but also the richness the English language vocabulary, the deep mastery and understanding of which is impossible without studying it origins. Modern Linguistics and translation studies focus on units of different levels functioning, among which idioms, proverbs, and sayings occupy a prominent place as a reflection of a certain ethnic group worldview. The main sources of the emergence of phraseological units to denote human characteristics are in the scope of the article analysis. The relevance of the research is determined by the tendency to study the live language within the framework of linguistic and cultural studies as a reflection of the inextricable connection between culture and language while their developing. The purpose of our investigation is to consider the etymological peculiarities of phraseological units that describe the features of a person, their emotional state, abilities, and their translation. Printed authentic dictionaries and electronic resources serve as a foundation of empirical material, which has enabled the realization of the goal. The research methodology is based on a set of methods, in particular, the all-round samples distribution analysis, elements of quantitative analysis, the descriptive method, the method of linguistic and cultural interpretation, which have provided adequate results. It has been revealed that the main sources of phraseological units are the texts of the Old and New Testaments as a result of spreading Christianity in Britain at the beginning of the 7th century, the works of the famous English playwright W. Shakespeare, whose expressions are called "Shakespeareisms"; fiction; live language; business and politics, neighboring states languages. According to the results of the analysis, phraseological units originating from the spoken language and the Bible have the highest percentage, 27% of the lexical units each, while fiction and distant borrowings account for 18% and 5%, respectively.

Is TikTok an Effective Technology Tool in English Vocabulary Expansion?

In recent years, technology has had a huge impact on learning and teaching processes. TikTok is a technology tool that is prominently used by young adults. Vocabulary is the most essential component of a language, and learners can improve their vocabulary via this attractive tool. This paper investigates the attitudes of Saudi secondary school learners towards using TikTok videos in English vocabulary learning and how TikTok videos contribute to expanding English language vocabulary in Saudi secondary school learners. The study uses a quantitative method to collect data using a survey questionnaire. The participants consist of 50 secondary school students. The outcomes illustrate that students have a positive attitude towards using TikTok in learning English vocabulary. Moreover, students note that TikTok offers various features and options that assist in expanding English vocabulary.