Higher Vocabulary Research Articles

The "what" and "when" of language input to children: Linguistic and temporal predictors of vocabulary in 3-year-olds.

The quantity, quality, and complexity of language input are important for children's language development. This study examined how the detailed timing of this input relates to children's vocabulary at 3 years of age in 64 mother-child dyads (male = 28; female = 36; White = 69%, Black = 31%). Acoustical analysis of turn taking in mother-child dialogue found that more consistently timed maternal responses (lower response latency variability) were associated (r = .42, p < .001) with higher vocabulary (Peabody Picture Vocabulary Test, third edition) scores. In mothers with consistently timed responses, the complexity (mean length of utterance) of their child-directed speech significantly predicted (r = .53, p = .002) their children's vocabulary. This suggests that predictably timed contingent maternal responses provide an important learning cue that supports language development beyond the content of language input itself. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Study of Reading Comprehension and Receptive Vocabulary Retention Using the Electronic Glossing Sandwich Approach

Abstract The present research deals with the English as second language apprentices’ reading comprehension and receptive linguistic retention using the sandwich approach for the first language and making the way of communication simple by the use of electronic glossing in the education sector of Pakistan. The leading objectives of the article were to explore whether the learners who have approach to electronic glosses have better reading scores than the ones who have no access to electronic glosses in an ESL classroom and to investigate whether the learners who have access to electronic glosses have a higher vocabulary than the ones who have no access to electronic glosses in an ESL classroom. A quantitative research method was adopted to carry out this research. The data was collected from 40 students at a private school in Rawalpindi with different socio-economic backgrounds. The collected data was analyzed by three different analyses of variance (ANOVA) conducted to get the results of reading comprehension of the students followed by instant vocabulary test, and delayed vocabulary test. Moreover, four univariate analyses of the covariate (ANCOVAs) were introduced to examine the hypotheses using the Statistical Package for Social Science (SPSS-24) software. The results of present study demonstrated the benefits of the electronic glossing in ESL classroom. The use of electronic glossing should not be neglected while learning English as second language in the private education sector of Pakistan, where direct method is used for teaching English as second language.

Effects of varied multimedia animations in digital storybooks: A randomised controlled trial with preschoolers

BackgroundRapid growth in early childhood device usage has raised critical questions about the potential impact of digital storybooks on children's reading outcomes. The current study examined how two types of multimedia animations in digital storybooks – animations of storyline elements or details in the illustrations – influenced the story comprehension and enjoyment of young children.MethodsPreschool children (n = 86) read a digital storybook in one of three conditions: storyline‐element animations, illustration‐detail animations or no additional animations. Two digital storybooks with varied difficulty and numbers of animations were examined. After an initial evaluation of vocabulary skills, children read their assigned version of each digital storybook and then completed assessments of story comprehension and enjoyment.ResultsOverall, animations focused on illustration details hindered comprehension. For a less difficult story (with limited animations), animations focused on storyline elements improved comprehension. In a more difficult story (with many animations), animations focused on storyline elements enhanced comprehension only for children with high‐vocabulary skills. There were no differences in story enjoyment across conditions.ConclusionsAlthough illustration details are related to story content, digital storybook animations focused on these visual details may be overwhelming for young children. While animations that depict or extend storyline elements can support comprehension for children, large numbers of these animations in difficult stories have a counterintuitive effect – improving comprehension only for children with high vocabulary. Even storyline‐element animations in difficult stories may overload processing and hinder comprehension. Given no observed effects of varied animations on story enjoyment, a strategic, restrained approach to embedded animations focused on storyline elements may be warranted.

A Comparison of Expressive Vocabulary in Spontaneous Language Sample and Parent Checklist of Young Children with Autism Spectrum Disorder

Objectives: This study aims to examine the differences in vocabulary abilities in children with autism spectrum disorder (ASD) using a parent checklist and spontaneous language analysis.Methods: Participants included 10 children with ASD, aged 18-30 months, and 10 typically developing children matched for language age. Data were collected using the Korean version of the MacArthur-Bates Communicative Development Inventory (K M-B CDI) vocabulary checklist and spontaneous language analysis. The total number of vocabulary and the number of 5 word classes of vocabulary were measured and a repeated measures analysis of variance (ANOVA) and Pearson correlation analysis was performed to compare the two groups.Results: Children with ASD demonstrated a higher total vocabulary according to the parent checklist compared to typically developing children. However, there was no significant difference in the results of spontaneous language analysis. While the parent checklist indicated higher vocabulary across all five word classes for ASD children, spontaneous language analysis revealed that they predominantly used nouns and verbs, with fewer occurrences of determiners, independent words, and relational words. Moreover, the vocabulary overlap between the two methods was lower in the ASD group compared to the typically developing group. Conclusion: This study highlights the challenges faced by children with ASD in appropriately using their known vocabulary. It emphasizes the importance of considering not only the parent checklist but also analyzing spontaneously used vocabulary in real communication situations. This integrated approach may provide valuable insights for developing personalized interventions and therapeutic strategies for language development in children with ASD.

The Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency

The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.

Strategies for Teaching Reading to Students With High and Low Vocabularies: Emphasizing Gist and Graphic Organizers

The focus of this study was to investigate the effectiveness of Gist and Graphic Organizers in teaching reading to students with different levels of vocabulary proficiency. This study used a quasi-experimental methodology with a 2x2 factorial design to examine university-level English language learners. Two experimental subjects were involved. Gist and Graphic Organizer materials were used as instructional tools for data collection. Additionally, an observation was made to validate the data findings. According to the research findings, Gist and Graphic Organizers were helpful in teaching reading to students with different vocabulary competence levels. However, the results suggested that the Gist technique benefits both pupils with high and low vocabulary skills. Observation also revealed that students found the Gist technique more engaging and participatory. The lexical proficiency of students had a substantial impact on instructional materials, mainly when the Gist technique was applied. It has a significant impact on the reading comprehension of students. In teaching reading comprehension, the Gist method was adequate for students with a high vocabulary competency, while graphics Organizers was adequate for learner with a low vocabulary proficiency.

Exploring the role of “in the moment” and global caregiver and child factors in caregiver questioning during shared book viewing

Questions of high (vs. low) cognitive demand (CD), which encourage children to engage in abstract or critical thinking (e.g., problem solve, reason about cause-and-effect relations, make inferences), may drive relations between children’s language exposure and early skills. The present study adopted a micro-analytic approach to examine caregivers’ high-CD questioning with their preschool-aged children while viewing a wordless picture book (n = 121) and “in the moment” (e.g., interaction time, child responses) and global factors (e.g., caregiver education). The probability of caregivers’ high-CD questioning increased with interaction time and caregiver education. Post-hoc exploratory analyses revealed that the relation between children’s responses and caregivers’ high-CD questioning depended on caregivers’ perceptions of children’s vocabulary skills. Specifically, the probability of caregivers’ subsequent high-CD questioning was greater if their child did not respond previously and if caregivers perceived them to have high vocabulary skills. In contrast, caregivers’ questioning remained relatively constant for responsive children across different vocabulary skills. Thus, caregivers may employ certain types of input during brief, informal learning interactions with their children by considering their own and their child’s propensities and micro-level changes that occur during their conversations.

Книги в студенческой среде: предпочтения, активность чтения и влияние на успеваемость

The article analyzes reading skills, reading ability, erudition (knowledge of the studied works, understanding of literary concepts) and the ability to work with a book (definition and selection of books by genre, authors, topics), reading skills and abilities (perception, interpretation and evaluation of the work). For this purpose, diagnostic tasks and tests were used as part of the study. A sociological survey was conducted among students of leading universities in Central Federal District to determine their preferences, frequency and activity of reading. The relationship between reading frequency and academic performance was studied. It was found that preferences, frequency and activity of reading depend on family traditions, the level of education and education of the parents (or one of the parents), as well as on the influence of the reference personality (group). For students who have formed the skills and abilities of their own reading activity, developed reading and book skills, who consciously chose the direction of study and university, such students have high academic performance. Students who enrolled on the basis of whatever university and direction of study, for them books (reading) are a way of escaping reality (escapism, avoiding unpleasant, boring things in life). In addition, it has been established that for students from low-resource groups, books act as a prestigious element of social status, characterizing the level of education and education, which in reality does not exist not among parents, not among students. For this category of students, books are on the shelves as elements of social status, and not as tools with which you can improve your knowledge or take any behavioral models from the works for your daily practice. It has been established that girls mainly read foreign and domestic classics, and young men read historical, bibliographic books (Life of Remarkable People). Students from high-resource groups, when preparing for classes, primarily use the resources of their (parent) home library. Students from medium-resource and low-resource groups, when doing homework, writing essays, test papers, essays, use books from the university library. It was found that girls have a higher vocabulary, general knowledge and cultural awareness, as well as reading comprehension than boys. This is due to their love (sometimes habit) for systematic and purposeful reading. Students whose parents have higher education and high positions are able to search and find books necessary for development, and also have the habit of reading books. The higher the level of education of parents, the earlier they instill in their children a love of reading. Regular reading of short stories or novels outside of school leads to an increase in academic performance as part of university studies. Those who read paper books learn better than those who read digitized books on the Internet. Based on the results of the study, measures are proposed aimed at improving knowledge of the basics of grammar of the Russian language, expanding vocabulary, which is possible, first of all, through introducing students (youth) to the systematic reading of books.

StEduCov: An Explored and Benchmarked Dataset on Stance Detection in Tweets towards Online Education during COVID-19 Pandemic

In this paper, we present StEduCov, an annotated dataset for the analysis of stances toward online education during the COVID-19 pandemic. StEduCov consists of 16,572 tweets gathered over 15 months, from March 2020 to May 2021, using the Twitter API. The tweets were manually annotated into the classes agree, disagreeor neutral. We performed benchmarking on the dataset using state-of-the-art and traditional machine learning models. Specifically, we trained deep learning models—bidirectional encoder representations from transformers, long short-term memory, convolutional neural networks, attention-based biLSTM and Naive Bayes SVM—in addition to naive Bayes, logistic regression, support vector machines, decision trees, K-nearest neighbor and random forest. The average accuracy in the 10-fold cross-validation of these models ranged from 75% to 84.8% and from 52.6% to 68% for binary and multi-class stance classifications, respectively. Performances were affected by high vocabulary overlaps between classes and unreliable transfer learning using deep models pre-trained on general texts in relation to specific domains such as COVID-19 and distance education.

Classifying the Mexican epidemiological semaphore colour from the Covid-19 text Spanish news

This work aims to generate classification models that help determine the colour of an epidemiological semaphore (ES) by analysing online news and being better prepared for the different changes in the evolution of the pandemic. To accomplish this, we introduce Cov-NES-Mex corpus, a collection of 77,983 news (labelled with the Mexican ES system) related to Covid-19 for the 32 regions of Mexico. Also, we showed measures that describe the corpus as imbalanced and with a high vocabulary overlap between classes. In addition, evaluation measurements of the pandemic by region are proposed. Furthermore, a classification model, based on a transformer architecture specialised for the Spanish language, achieved up to 0.83 of F-measure. Thus, this work provides evidence that there is essential information in the news that can be used to determine the colour of the ES up to 4 weeks in advance. Finally, the presented results could be applied to other Spanish-speaking countries, which do not have an ES system, thus inferring and comparing their situation concerning the Mexican ES.

Asālīb Al-Balāghiyyah Wa Ma’ānīhā Fī Surati-l-Fath

A Muslim should firmly hold Qur’an and Sunnah at all times in their lives and understanding them is a must. Qur'an has many verses explaining aqeedah and theology, Muslims dedicatedly learn it to limit the error and mistaken things on the content. Meanwhile, in the Qur’an Balaghah idioms are detailly characteristics with high vocabulary enrichment, even Uslub Ilmi or Uslub Adabi. Thus, researchers employe to conduct research Tahlilu-l-Asalib Al-Balaghiyyah Fi Surati-l-Fath as an object that has many idioms describing maghfiroh of Allah , Muslimin Independence on unbelievers, socialization, attitude, ibadah, and advice. Understanding Alqur’an with the Arabic Language needs comprehensive learning, and understanding the Arabic Language itself needs three bits of knowledge; Nahwu, Sharaf , and Balaghah . The researchers limit Balaghah as a focused matter; it delineates idioms. Qur'an consists of many idioms that must be understood well by a Muslim who expects to master Alqur’an. Based on the aforementioned last point, the researchers apply a qualitative method to reach the goals. The data is collected by books and documentation to investigate the finding. The result of the finding many Uslub in there, they are Al-Isti’arah Almakniyah, Isti’arah Tashrihiyah, Tasybih Tamtsili, Kinayah, Iltifat, Ithnab, Shiyagul Mubalaghah, Iijazul Qashri, Thibaqu Iijabi, Thibaqu Sulbi, Saja’ dan Muqabalah. For the meaning in it, they are Al-Mubaya’ah, Al-mubadalah, Ad-diin, Atta’dziim, Aliltifat, Attakriir, Almubalaghah, Attasyriif, Attarghiib, Attadhad, Attashdiiq dan Almuqabalah . To develop the current issues within this research, the researchers suggest to the further scholars to find out the other sides of the chapter such as use of Balaghah in idioms of Surah al-Fath and some other uniques within this surah.

Design of English Teaching Corpus Resource-Sharing System Based on XML Technology

It is well known that vocabulary is the cornerstone of language learning. Therefore, vocabulary teaching is very important in English language teaching. However, time-consuming and inefficient vocabulary education has always been a long-standing issue. Teachers utilize traditional teaching methods, which are monotonous, so students lose interest and desire in studying, resulting in a drop in academic performance and even resistance to English courses, creating a vicious circle. Therefore, improving the efficiency of vocabulary teaching has become a hot topic in the field of English education today. Corpus technology has begun to infiltrate the realm of English education as the times and technology have progressed. Because of its vast capacity and real corpus, the corpus is gradually being used in English classes. Therefore, this research will explore the application of corpus-based XML technology data-driven teaching in junior high school English vocabulary teaching. Data-driven vocabulary teaching based on corpus resources has been shown to considerably improve students’ vocabulary learning effects, but its promotion requires the assistance of education departments as well as the development of instructors’ professional theoretical understanding. In order to solve the problem of data processing and data sharing of heterogeneous data in the process of digital campus construction, this study aims at the campus network application system, using data exchange technology and XML’s good extensibility, self-description, separation of form and content, etc. It realizes data sharing and sharing in heterogeneous databases.

By Mastering English Vocabulary Can Increase the Learning Quality of Reading Comprehension Narrative Text on X MMA and X MMB at SMKN 7 Mataram

The purpose of this study is to find out whether By mastering the students’ English vocabulary and their reading comprehension skills. This research is quantitative research. The population of the research was 49 students of the second grade of SMKN 7 Mataram. There were two classes of the second-grade students of SMKN 7 Mataram. The sample was taken by using simple random sampling and class of X MMA and X MMB was taken as the sample of the research from 38 classes. The aim of reading comprehension skill and vocabulary mastery test were used as the instruments to measure the level of students’ comprehension skill and vocabulary mastery in this research. Based on the result of the tests of 39 students as a sample and by applying the formula of person’ coefficient correlation. The statistical analysis shows that the correlation coefficient between the students’ vocabulary mastery and their reading comprehension is also significant (p &lt; .01; p = .000). After considering the result, therefore the null hypothesis (H01) is rejected and the alternative hypothesis (H1) is accepted. It can conclude that By mastering English vocabulary and their achievement in reading comprehension. The higher vocabulary mastery had gotten by the students, the higher reading comprehension had gotten by the students. This suggests that from the result of this research mean that teaching vocabulary is a necessity before teaching further reading comprehension skills.

Preschool Minority Children's Persian Vocabulary Development: A Language Sample Analysis.

This study linked background TV and socioeconomic status (SES) to minority children’s Persian vocabulary development. To this end, 80 Iranian preschool children (aged 5–6 years old) from two minority groups of Arabs and Turks were selected using stratified random sampling. They were simultaneous bilinguals, i.e., their mother tongue was either Arabic or Azari and their first language was Persian. Language sample analysis (LSA) was used to measure vocabulary development through a 15-min interview by language experts (PhD in applied linguistics). The LSA measures included total number of utterances (TNU), total number of words (TNW), total number of new words (NDW), and mean length of utterance (MLU). A series of independent-samples t test, paired-samples t test, and repeated measures MANOVA tests were ran to examine data. Results showed significant improvements in children’s vocabulary scores from pretest to posttest for all children. In addition, high-SES children scored higher on the vocabulary measures in pretest and posttest. Moreover, background TV was associated with higher means in the TNW and the NDW in groups. The researchers concluded that background TV may be related to higher vocabulary scores in low-SES families as it may compensate for some linguistics gaps in these families including lower amount of child-parent interaction, play, and parents’ level of literacy.

A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching

Learning English needs a huge amount of vocabulary recalls as well as multiple grammatical structures and practices. With the development and improvement of the humanization and quality of English teaching, the multidimensional teaching of English has formed a powerful learning model and teaching method. The teaching of dual-coding theory assisted by computer teaching software mainly focuses on the dual activation representation of language combined with nonverbal graphic recognition to complete the recognition of information. According to the dual-coding hypothesis, in Gilford’s intelligence theory, the capacity of spatial and information recognition and reading is highly significant. With the large amount of visual recognition and information acquisition, images involve spatial domain information reading, which is a learning method based on the principle of information feature recognition. Based on the principle of dual-coding theory, it is a very effective way to present information and recall specific information in the form of vision and language. In this study, the application research for the purpose of English vocabulary teaching is adopted that has strong innovative and practical characteristics. According to the steps and contents of English vocabulary learning, the study is carried out step by step from the context in detail, so it continuously improves the learning quality and efficiency of English vocabulary teaching. Vocabulary teaching can help the students better improve their cognitive level of vocabulary and meet the vocabulary test requirements of the new institution entrance examination. Further, how to improve the effect of senior high school English vocabulary teaching is a major topic in the field of senior high school English teaching. In order to sort out this issue, I proposed a computer-aided dual-coding theory to help quickly understand vocabulary usage in order to increase learning efficiency. The Paivio–Desrochers model is used in this study. In addition, this study also attempts to explore the application of dual-coding theory in senior high school English vocabulary teaching.

The Correlation between Morphological Awareness and Vocabulary Mastery of The Fifth Semester Students of English Department of FKIP Universitas Riau

This research changed into meant to discover the. Correlation. between morphological. awareness. and. vocabulary., mastery. of the 5th semester. Students. of English, Department. of FKIP Universitas Riau. In this research, the research design was correlational design. Correlational is the types in. quantitative approach and the research, population was the, fifth semester. Students. of .English .Department of FKIP Universitas Riau. There are 39 students.from the 5th semester of English Department of FKIP Universitas Riau were selected and the sample was taken by using cluster random, sampling. The research instruments, of this study were morphological awareness test and vocabulary level, test. The data showed that 59.84 of frequency distribution mean score of morphological awareness were moderate level and 71.61 of frequency distribution mean score of vocabulary mastery were high vocabulary level. Additionally, the correlation coefficient was 0.601, which was on a scale from 0.00 - 1.00. The findings of this study indicated a positive, correlation between, two variables. According to this result, the correlation, between students' morphological, awareness and, their, vocabulary, mastery was classified as strong correlation. To facilitate students' understanding of the correlation, between, morphological awareness and vocabulary mastery, this, research would analyze the correlation between the two.

The Effect Of Using Image Media and Vocabulary Mastery on Narrative Composition Ability in Elementary School Students

The purpose of this study is to find out the effect of using image media and vocabulary mastery on narrative composition ability in Elementary School students. The method used in this study is the experimental method. The population in this study was students in class V of SDN 1 Labuhan in a total of 127 people divided into 3 classes. The classes used as research samples are VA class as experiment, VB class as control and VC class as instrument trial class. The sampling technique in this study is a random sampling technique. The researcher's data analysis uses the t test and an ANAVA variance analysis. The results of this study are (1) there is a difference in the ability to make up narratives of students who learn to use image media and students who learn to use audio media research data shows a score of 2,263 with a significant 0.026 &lt; 0.05, (2) there is a difference in the ability to make up narratives in the group of students who master high vocabulary between learning to use image media and using audio media (sound) Based on calculations, obtained experiments with a significant count of 0.031 and a t table of 1.761 at a significant level of 0.05. Because the calculation &gt; t table and a significant level of 0.031&lt; 0.05, (3) there is a difference in the ability to make up narratives in groups of students who master low vocabulary, between those who learn to use image media and use audio media (sound), and (4) there is an interaction of the use of image media and mastery of student vocabulary with the ability to make up student narratives. Therefore, the researchers concluded that there is an interaction between the use of image media and the mastery of student vocabulary to the ability to make up student narratives.

Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.

Student response system: its impact on EFL students’ vocabulary achievement

ABSTRACT The educational potentials of using student response systems (SRSs) as emerging mobile technologies in higher education classrooms are increasing. The need to understand and integrate these technologies into English as a Foreign Language (EFL) contexts has become evident. This mixed-methods study aimed at investigating the effects of an SRS-supported think-pair-share strategy on EFL students’ vocabulary achievement at a higher education institution. The participants were 154 university students and seven instructors. Data sources included vocabulary achievement tests, an SRS perception survey, and student and instructor focus groups. T-test analysis of the vocabulary achievement tests revealed the strategy resulted in higher vocabulary achievement. The analysis of the focus group data revealed the pedagogical approach resulted in positive outcomes such as increased student engagement, enhanced concentration on in-class activities, and enhanced feedback in classrooms. Results present recommendations for future research on SRS-supported vocabulary achievement and vocabulary retention in English Language Teaching contexts.

Examining the implementation of academic vocabulary, lexical density, and speech rate features on OpenCourseWare and MOOC lectures

ABSTRACT OpenCourseWare (OCW) and Massive Open Online Courses (MOOCs) have gained increasing popularity and importance because they greatly expand students’ access to university lectures. Although the main component of OCW and MOOC platforms is lectures, their differences may potentially affect the difficulty of academic listening comprehension. This study thus explores the extent to which the differences between OCW and MOOC lectures may affect L2 academic listening comprehension in terms of three affecting factors: academic vocabulary coverage, lexical density, and speech rate. The result shows that both OCW and MOOC lectures have a high academic vocabulary coverage, with many more higher-level academic words appearing in the current MOOC lectures. Moreover, the lexical density and speech rate of MOOC lectures are significantly higher than those of OCW lectures, suggesting that students may need to process denser information delivered at a faster speech rate when viewing MOOC lectures. It is thus concluded that comprehending MOOC lectures may demand higher-level academic listening skills and a larger academic vocabulary size. The findings can provide implications for EAP instruction in terms of using OCW and MOOC lectures as academic listening materials for students with different academic vocabulary knowledge and listening proficiency levels.