Individual Vocabulary Research Articles

대학생의 사용 어휘에 관한 연구

The purpose of this study is to examine the characteristics of vocabulary used by college students by analyzing their writing using quantitative methods. The subject of analysis is 194 essays written by 101 college students. As a result of the analysis, there were 10,135 individual vocabularies and 80,732 total vocabularies. The top 100 high-frequency words among college students' vocabulary were largely the same as the results of the three surveys compared. As a result of classifying college student vocabulary according to three meaning groups, ‘first person’ vocabulary was used the most when it came to ‘person’-related vocabulary. ‘Indicative words and connecting words’ were used at 2.7% and 0.6%, respectively, and were considered to have contributed to increasing the cohesion of the writing. Vocabulary related to ‘leisure life’ was used at a rate of 2.4% of the total vocabulary, and it was confirmed that vocabulary reflecting the growth background of current generation students appeared with high frequency. The research results of this paper will help instructors understand their students. A limitation of this paper is that its analysis results do not apply to all college students. However, this limitation is seen as an inevitable limitation of vocabulary measurement research.

읽기곤란 초등학생의 하위 유형별 어휘 중재 효과

The purpose of this study is to explore the heterogeneity of subtypes among elementary school students with reading difficulties and to determine the effects of the vocabulary intervention program. The participants of the study were 200 students from S city in Gyeonggi-do, who participated in the 'Saerabaeum' reading intervention program, a cooperative educational project between S University and S city from 2021 to 2023. A universal screening test was conducted on 4,747 students in grades 3-5 of elementary schools participating in the project over three years, from which 200 students with reading difficulties were selected. Tier 2 level small group reading interventions were provided, and the heterogeneity of subtypes was identified using Latent Profile Analysis (LPA). In addition, to assess the effect of the vocabulary instruction over time, hierarchical linear modeling (HLM) was utilized based on the scores of five vocabulary tests including pre-tests, 1st through 3rd progress monitoring tests, and post-tests for 85 students who received vocabulary instruction. Finally, the baseline scores and slopes of progress for students who received individual vocabulary intervention at the Tier 3 level and those who received small group vocabulary intervention at the Tier 2 level were plotted using graphs functions in the Excel. The discussion and significance of each research result suggest effective vocabulary intervention methods and models for students struggling with reading.

Feats: A database of semantic features for early produced noun concepts.

Semantic feature production norms have several desirable characteristics that have supported models of representation and processing in adults. However, several key challenges have limited the use of semantic feature norms in studies of early language acquisition. First, existing norms provide uneven and inconsistent coverage of early-acquired concepts that are typically produced and assessed in children under the age of three, which is a time of tremendous growth of early vocabulary skills. Second, it is difficult to assess the degree to which young children may be familiar with normed features derived from these adult-generated datasets. Third, it has been difficult to adopt standard methods to generate semantic network models of early noun learning. Here, we introduce Feats-a tool that was designed to make headway on these challenges by providing a database, the Language Learning and Meaning Acquisition (LLaMA) lab Noun Norms that extends a widely used set of feature norms McRae et al. Behavior Research Methods 37, 547-559, (2005) to include full coverage of noun concepts on a commonly used early vocabulary assessment. Feats includes several tools to facilitate exploration of features comprising early-acquired nouns, assess the developmental appropriateness of individual features using toddler-accessibility norms, and extract semantic network statistics for individual vocabulary profiles. We provide a tutorial overview of Feats. We additionally validate our approach by presenting an analysis of an overlapping set of concepts collected across prior and new data collection methods. Furthermore, using network graph analyses, we show that the extended set of norms provides novel, reliable results given their enhanced coverage.

Are multiword frequency effects stronger in non-native than in native speakers?

Abstract This study investigated whether non-native English speakers showed a processing advantage for high-frequency multiword units (multiword frequency effects), and whether the effects differed between native and non-native speakers. Such a difference has been identified in relation to single-word processing. Native English speakers and intermediate learners of English with languages of different scripts (native speakers of Japanese and German) judged whether English multiword units were grammatical. A significant processing advantage was identified for both native and non-native participants. More importantly, the multiword frequency effects were stronger among non-native than native speakers. The discrepancy persisted even after including individual vocabulary knowledge as a predictor in the mixed-effect models. Furthermore, there was no significant different impact of the effects between two non-native groups, even though German participants responded quicker than Japanese participants. This indicates that the varying influence between L1 and L2 could be explained by within-language, not between-language, variables.

A Longitudinal Study of Swedish Upper Secondary School Students’ Vocabulary Development

The importance of vocabulary is stressed as a central aspect of language learning. The aim of this investigation1 was to study how lexical input from a textbook and use of individual vocabulary notebooks affected Swedish upper secondary school students’ vocabulary acquisition by answering the three following research questions: What frequency levels are represented in the vocabulary taught in the textbook? To what extent does the productive vocabulary knowledge of the group, as measured by the Vocabulary Levels Test (VLT), change after exposure to the textbook? To what extent did the students benefit from the vocabulary notebooks? Firstly, a corpus of texts from the textbook was created and analysed to establish the frequency levels of the vocabulary in the corpus. Laufer and Nation’s Vocabulary Levels Test was then used to establish the group’s productive vocabulary knowledge. Lastly, the effectiveness of the vocabulary notebook was examined. The results indicate that the particular textbook was well-suited in terms of frequency levels and the students’ knowledge of K3 words improved, but the vocabulary notebook was not found to be effective.

VOCABULARY LEARNING STRATEGIES PREFERENCES AMONG THE POST-UPSR LEARNERS IN KOTA KINABALU, SABAH

This study aimed to identify the extent to which vocabulary learning strategies influence the results of English writing in UPSR of the post-UPSR learners. The subjects were 267 high-achievers Form 1 learners from four secondary schools who had completed the UPSR in Kota Kinabalu, Sabah. The purpose of this study was to determine which VLSs was used the most frequently by the post-UPSR learners. Participants completed a VLS questionnaire and the findings revealed the strategies of vocabulary learning the post-UPSR inclined to employ from each category of determination, social, memory, cognitive, and metacognitive. We conclude that while VLSs use should be encouraged in general, instructors may not need to cater to individual vocabulary learning styles.

공공 언어에 대한 언중의 인식 양상 연구

The purpose of this study is to understand the language perception patterns of the Daegu residents about the public language related to COVID-19. To this end, public language data posted by Daegu Metropolitan City were collected, individual vocabulary was selected, and 1,224 Daegu residents were surveyed for their interest and understanding of public language. Daegu citizens (92.4%) are using public language related to the COVID-19, and they are particularly interested in information related to the infected person and self-isolation related directly to the daily living environment of the COVID-19. The level of understanding of public languages r elated to COVID-19 is recognized as above the normal level. Of the total 123 target vocabulary and expressions, 96 items (about 78%) answered that they did not feel any difficulty. However, it is noteworthy that the top 5 vocabulary, which felt difficult, appeared only in items that convey vaccine-related information. Through this study, it was necessary to re-examine the public language related to the COVID-19.

Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands

The ChallengeHow can collaborative learning be approached from a processing perspective? Can vocabulary involvement frameworks predict learning gains from collaborative tasks as compared to individual tasks? Are these frameworks relevant to the language classroom settings? This study explores incidental vocabulary acquisition from individual and collaborative tasks in an Arabic online classroom.

Brain signatures of native and non-native words in French-learning 24-month-olds: The effect of vocabulary skills

The event-related potential (ERP) technique provides a temporally accurate measure to distinguish among different linguistic processes. Here, we measured ERPs in response to known words, pseudowords and nonwords in 24-month-old French-learning children to investigate how individual vocabulary skills contribute to the processing of native-like and non-native-like words during a listening task. The N200 was more pronounced for pseudowords than for nonwords while no difference was found between known words and pseudowords. The amplitude difference between known words and pseudowords was, however, correlated with the productive vocabulary. Toddlers with a higher vocabulary score exhibited a bigger difference than toddlers with a lower vocabulary score. Similarly for the frontally distributed late negativity, only those toddlers with higher vocabulary knowledge exhibited a gradient pattern of activity in response to three word types while children with lower vocabulary skills exhibited a similar responsiveness to each word type. Our results suggest that vocabulary skills contribute to the magnitudes of brain signals in response to native and non-native words in a non-referential listening task.

Development of infants’ neural speech processing and its relation to later language skills: A MEG study

The ‘sensitive period’ for phonetic learning (∼6–12 months) is one of the earliest milestones in language acquisition where infants start to become specialized in processing speech sounds in their native language. In the last decade, advancements in neuroimaging technologies for infants are starting to shed light on the underlying neural mechanisms supporting this important learning period. The current study reports on a large longitudinal dataset with the aim to replicate and extend on two important questions: 1) what are the developmental changes during the ‘sensitive period’ for native and nonnative speech processing? 2) how does native and nonnative speech processing in infants predict later language outcomes? Fifty-four infants were recruited at 7 months of age and their neural processing of speech was measured using Magnetoencephalography (MEG). Specifically, the neural sensitivity to a native and a nonnative speech contrast was indexed by the mismatch response (MMR). They repeated the measurement again at 11 months of age and their language development was further tracked from 12 months to 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI). Using an a priori Region-of-Interest (ROI) approach, we observed significant increases for the Native MMR in the left inferior frontal region (IF) and superior temporal region (ST) from 7 to 11 months, but not for the Nonnative MMR. Complementary whole brain comparison revealed more widespread developmental changes for both contrasts. However, only individual differences in the left IF and ST for the Nonnative MMR at 11 months of age were significant predictors of individual vocabulary growth up to 30 months of age. An exploratory machine-learning based analysis further revealed that whole brain time series for both Native and Nonnative contrasts can robustly predict later outcomes, but with very different underlying spatial-temporal patterns. The current study extends our current knowledge and suggests that native and nonnative speech processing may follow different developmental trajectories and utilize different mechanisms that are relevant for later language skills.

Predicting Language Performance From Narrative Language Samples.

Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships. The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39. This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. https://doi.org/10.23641/asha.17700980.

Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways.

Toddlers vary widely in the rate at which they develop vocabulary. This variation predicts later language development and school success at the group level; however, we cannot determine which children with slower vocabulary development in the second year will continue to have difficulty. In this article, I argue that this is because we lack theoretical understanding of how multiple processes operate as a system to create individual children's pathways to word learning. I discuss the difficulties children face when learning even a single concrete noun, the multiple general cognitive processes that support word learning, and some evidence of rapid development in the second year. I present work toward a formal model of the word learning system and how this system changes over time. The long-term goal of this work is to understand how individual children's strengths and weaknesses create unique vocabulary pathways that enable us to predict outcomes and identify effective interventions.

Referencing word and phrase lists in an online vocabulary notebook

The current study investigated 29 first-year Japanese university students’ usage of an online vocabulary notebook that automatically searched eight different word and phrase lists to provide students with reference information about their self-selected vocabulary. Over the course of a 14-week period, participants read English books and articles and added self-selected vocabulary that they wanted to learn to individual online vocabulary notebooks. The notebooks immediately and automatically showed whether the vocabulary appeared on any of eight different reference vocabulary lists. The distribution of participant vocabulary across lists was examined and participant surveys and interviews were conducted to understand usage of the system. Analysis of participant vocabulary, learner surveys, and interviews indicated that participants selected relatively high percentages of standardized-test related vocabulary (i.e. TOEIC and TOEFL), chose individual vocabulary items over multi-word expressions, and studied vocabulary items even when they did not appear on any reference lists. Learner surveys and interview results suggested that use of the system directly or indirectly influenced half of the participants’ decisions about which vocabulary to include in their notebooks, though participants reported that it did not affect their choice of reading material.

Comparison of affective perception by country for emerging IT products and services

Affective engineering research on products and services has been actively conducted, but there is little research on affect regarding newly emerging information technology products and services and analysis of cultural differences by country. This study used network analysis to collect the major affective vocabulary of individuals in the USA, China, Indonesia, Korea, and Russia for emerging IT products and services, and thereby analysed cultural differences. Affective vocabulary was collected related to virtual reality devices, fitness trackers, drones, a call taxi service, mobile pay, and virtual currency. Vocabulary collected through a survey was categorised into major affective vocabulary through network analysis. Social awareness of products/services was confirmed through analysis of the positive/negative aspects of the vocabulary. The affect of the target IT products/services was compared and interpreted with reference to Hofstede theory. The results of this study may be used as a basis for the development of IT products and services.

Ideological Proxonyms Functioning in the Individual Vocabulary of Russian and British People

Ideological Proxonyms Functioning in the Individual Vocabulary of Russian and British People

Η διδασκαλία του χρόνου στην εκμάθηση της Νέας Ελληνικής ως ξένης γλώσσας

The pan-linguistic significance of the time category is easy to become visible, as long as one considers that all languages contain lexical and functional / grammatical elements for its statement, although the manner of this statement diff ers from language to language. However, there is a common need to state time linguistically as one of the main categories of speech, especially if we take into account the three basic coordinates that determine the speech I-here-now. More simply, everything we say in language is part of the place and the time, regardless of whether it is expressed always lexically. Nothing, in this sense, can be timeless. As to the learning-teaching of a foreign language, the gradual acquisition of the individual vocabulary and syntactic structures that express time is a complex, learning-didactic goal that should utilize a variety of theoretical sources. We then examine some representative sources of such type, trying to present the way they include the concept of time in their structure. Finally, we suggest indicative ways to use them further in teaching practice. Specifically, we examine grammars of the Modern Greek of traditional type, newer ones based on the traditional model of linguistic analysis, modern ones with linguistic, theoretical orientation, detailed curricula for teaching Modern Greek as a foreign language and characteristic textbooks for teaching Modern Greek to foreigners

B1 düzeyi ders materyallerinin söz varlığının ve B1 düzeyi öğrencilerin yazılı söz varlığının çeşitli değişkenler açısından derlem tabanlı incelenmesi

Yabancı dil eğitimi açısından derlem tabanlı çalışmalarının önemi giderek artmaktadır. Derlem tabanlı çalışmalar aracılığı ile dil eğitiminde öğretilen kelimelerin öncelikleri uluslararası kıstaslar çerçevesinde belirlenmektedir. Yazılı ve sözlü birçok tabakadan oluşan derlemler ve alt derlemler hem öğretici hem de öğrenci için sürecin verimliliğini artırmaktadır. Yabancı dil olarak Türkçe öğretiminde genellikle ders materyallerinin söz varlığı üzerine odaklanılmaktadır. Öğrenen bireylerin söz varlığı da bu süreçte araştırmacılar için üzerinde durulması gereken alanlardandır. Yabancı dil olarak Türkçe öğrenen bireylerin yazılı ya da sözlü söz varlığı hem mevcut durumu görmek için hem de sıklık listeleri ile kıyaslamalar yapabilmek için gözetilmektedir. Ders kitapları bünyesinde yer alan metinler öğretim programı ve öğretici için çatı konumundadır. Bu çalışmada da Yabancı dil olarak Türkçe öğrenen B1 düzeyi öğrencilerin yazılı söz varlığı, derste kullanılan materyallerin okuma metinlerinin söz varlığı ve Aksan vd. (2017) derlem tabanlı çalışması araştırmanın odak noktasını oluşturmaktadır. Araştırma çerçevesinde 6 haftalık B1 kuru süresince 21 öğrenciye 7 farklı kompozisyon yazdırılmıştır. Akabinde öğrencilerin yazılı söz varlığının belirlenmesi için bu kompozisyonlar bilgisayar ortamına aktarılmış; kullanılan ders kitabındaki okuma metinleri ilgili aşamalardan geçirilerek söz varlığının belirlenmesinde kullanılacak yazılım için uygun hale getirilmiştir. Ders kitabının söz varlığı ve öğrencilerin yazılı anlatımlarının söz varlığında en sık kullanılan 500 kelime, sözcük türleri bakımından en sık kullanılan 500 kelime Aksan’ın (2017) çalışması ile kıyaslanmış, benzerlik düzeyleri tespit edilmiştir. En sık kullanılan kelimeler bakımından Aksan (2017) derlem tabanlı çalışması ile ders materyalinin söz varlığının benzerlik düzeyi bakımından istenen ideal düzeyde olmadığı saptanmıştır.

The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptance

This study is aimed to design a novel vocabulary learning mechanism (VLM) in the previously developed video-annotated learning and reviewing system (VALRS) that allows learners to identify unfamiliar or unknown words when listening to the video and generate personalized input enhancement from English subtitles for vocabulary learning. It is expected that the VALRS with VLM (VALRS-VLM) can help learners improve their English listening comprehension in the recognition of speech sounds of individual vocabulary words and meaning understanding of vocabulary words and oral sentences. To investigate the learning effectiveness and learners’ experiences of the newly developed VLM, this study compared the outcomes of English listening comprehension performance and technology acceptance between the experimental group using the VALRS-VLM and the control group using the VALRS without the VLM (VALRS-NVLM). Analytical results show that the learners using the VALRS-VLM achieved remarkably better in both English listening learning outcomes and learning retention for vocabulary learning and overall English listening comprehension performance than those who used the VALRS-NVLM. Besides, according to the results of the questionnaire surveyed after the experiment, both the VALRS-VLM and VALRS-NVLM groups showed good technology acceptance. This study confirms that the proposed VALRS-VLM could effectively facilitate learners’ English listening learning as well as provide them with a positive learning experience.

Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition

In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the importance of lexical phrases in language acquisition by providing further insight into their peripheral role in first language and second language acquisition alike. Also, Evidence from neurolinguistic and psycholinguistic studies are provided to account for lexical phrases representation and brain-adaptability. Further, this paper suggests the implementation of lexical phrases, in general, and the Lexical Approach, in particular, in second language acquisition. Finally, further pedagogical implications as well as self-paced ones are proposed.

When slowing down processing helps learning: Lexico‐semantic structure supports retention, but interferes with disambiguation of novel object‐label mappings

This project explores how children disambiguate and retain novel object-label mappings in the face of semantic similarity. Burgeoning evidence suggests that semantic structure in the developing lexicon promotes word learning in ostensive contexts, whereas other findings indicate that semantic similarity interferes with and temporarily slows familiar word recognition. This project explores how these distinct processes interact when mapping and retaining labels for novel objects (i.e., low-frequency objects that are unfamiliar to toddlers) via disambiguation from a semantically similar familiar referent in 24-month-olds (N=65). Toddlers' log-adjusted looking to labeled target objects (relative to distractor objects) was measured in three conditions: Familiar trials (familiar label spoken while viewing semantically related familiar and novel objects), Disambiguation trials (unfamiliar label spoken while viewing semantically similar familiar and unfamiliar object), and Retention trials (unfamiliar label spoken while viewing novel object pairs). Toddlers' individual vocabulary structure was then compared to performance on each condition. Vocabulary structure was measured at two levels: category-level structure (semantic density) for experimental items, and lexicon-level structure (global clustering coefficient). The findings suggest, consistent with prior results, that semantic density interfered with known word recognition, and facilitated unfamiliar word retention. Children did not show a significant novel word preference during disambiguation, and disambiguation behavior was not impacted by semantic structure. These findings connect seemingly disparate mechanisms of semantic interference in processing and semantic leveraging in word learning. Semantic interference momentarily slows word recognition and resolution of referential uncertainty for novel label-object mappings. Nevertheless, this slowing might support retention by enabling comparison between related objects.