Introduction Of Vocabulary Research Articles

Learning Video Media Using Dynamic Drawing Principles for Vocabulary Recognition to Improve Early Childhood Speaking Comprehension

There are obstacles to low student learning outcomes. This is caused by teachers who only use the lecture method in the learning process, which results in students not playing an active role in the learning process. This research aims to create learning video media using the principle of dynamic drawing for vocabulary introduction to improve speaking comprehension for young children in group B kindergarten. The media development process follows ADDIE procedures. The data collection method uses a questionnaire, while the instrument uses a rating scale of 1-5. Data analysis was carried out using descriptive statistical methods and quantitative descriptive statistics to describe the average scores from experts regarding the learning video media being developed. The research results show that this learning video passed the validity and practicality tests well, with a "very good" assessment from media experts, material experts, teachers, and students. Thus, this learning video based on dynamic drawing principles is effective in increasing young children's understanding of storytelling, making a positive contribution in the context of multicultural education, and has the potential to become a reference for developing similar products in the future. This research implies that dynamic drawing-based learning video media has great potential to support early childhood learning, especially in understanding animal vocabulary.

Parents’ Techniques in Introducing English for Young Learner

Young students should start receiving English instruction at a young age. Parental involvement in their children's English education is crucial. By using a variety of learning approaches, parents can help their kids learn English from a young age. This study attempts to examine the methods employed by parents to start and expose their young learners to the language. Research tools in the form of interviews with 7 parents served as the data gathering strategy for this qualitative study. Several parenting strategies for teaching their kids English are categorized in this study. By using research tools in the form of interviews with 7 parents as a method of data collecting, research was carried out qualitatively. Several parenting strategies for teaching their kids English are categorized in this study. The findings indicated that parents exposed their kids to English in a variety of ways, including vocabulary introduction, the use of a vocabulary memorizing system, engaging learning techniques, and the use of learning resourcesKeywords: English fo Young Learners; Parents’Technique.

STAGES AND SUBSYSTEM OF EXERCISES FOR BUILDING LEXICAL COMPETENCE IN ENGLISH PROFESSIONALLY ORIENTED ORAL COMMUNICATION OF PROSPECTIVE ECOLOGISTS

The article is devoted to a topical issue in teaching methods of German languages, namely substantiation of the stages and elaboration of the subsystem of exercises for building lexical competence in English professionally oriented oral communication of prospective ecologists. The aim of the article is to substantiate the stages and elaborate the subsystem of the exercises building lexical competence in English professionally oriented oral communication of prospective ecologists. An array of methods has been used in the research: an analysis of the investigations made by Ukrainian and foreign researches; generalization, systematization with an aim of finding out how the issue is being developed, defining the stages of building lexical competence in English professionally oriented oral communication of prospective ecologists; classification with an aim of elaborating the subsystem of exercises for building lexical competence in English professionally oriented oral communication of prospective ecologists. It has been proved that efficient organization of building lexical competence requires the substantiation of learning stages and elaboration of corresponding subsystem of exercise. The stages of building lexical competence in English professionally oriented oral communication of prospective ecologists include: introduction, automatization and production. During the introduction students get to know with the meanings of lexical units, terms, and its peculiarities of usage, do exercises in identification and semantization of lexical units, During automatization students do exercises acquiring forms and meanings of lexical units, the way collocations are made following typical speech samples. During production students develop abilities to produce lexical units, terms, clichés and skills to use thematic and terminology vocabulary in their speeches, The elaborated subsystem of exercises is presented by five groups of exercises: a group of exercises in vocabulary introduction, a group of exercises in vocabulary semantization, a group of exercises to furnish dialogical and monological unites with lexical units, a group of exercises to furnish dialogical and monological speeches of above phrase level with lexical units, a group of exercises to furnish dialogical and monological speeches of text level with lexical units, and a number of subgroups of exercises.

Culture Representations Incorporated within the English Textbook Used for Teaching Seventh-Grade Students in Indonesia

This study aims to examine the cultural representation incorporated within the English textbook that the teachers utilized for instructing seventh-grade students in Indonesia. The Study employed qualitative content analysis techniques. The study utilized documentation and a checklist table containing criteria to assess the presence of cultural aspects in the textbook recommended by experts in teaching English as a foreign language. The results indicated that the textbook has successfully fulfilled specific criteria for including cultural information. A distinct and well-defined learning objective accompanies every chapter within this English textbook. The textbook organizes its content into individual chapters, each exploring diverse topics about various cultural aspects. The introduction of vocabulary on the topic of each unit occurs exclusively within the respective unit, without subsequent repetition in subsequent chapters. The content covered in Chapters 1 to 5 of the textbook has encompassed a wide range of cultural elements, exhibiting significant diversity. The material has been tailored to suit the student's age group. Every chapter within this English textbook also presents four distinct categories of language skills. However, the learning materials primarily emphasize Indonesian culture through the inclusion of cultural materials. The chapters within the textbook need to cultivate students' awareness of intercultural understanding. There need to be more activities that facilitate students' engagement in intercultural understanding and cross-cultural communication

СУЧАСНІ МЕТОДИЧНІ ІНСТРУМЕНТИ ПОКРАЩЕННЯ ЛЕКСИЧНОГО РІВНЯ АНГЛІЙСЬКОЇ МОВИ

In the modern world, much attention is paid to multilingual education. Rapid globalization processes have strengthened the much-needed role of communication as a specific form of the process of transmitting and receiving information, and knowledge of languages contributes to this and can conditionally transfer the graduate's future workplace to any part of the world and allow him to be part of international teams. The goal of the studio follows from this, which consists in considering modern methodical tools for improving lexical competence and expanding the vocabulary of the English language by students of non-specialized professions. For the successful introduction, consolidation and activation of vocabulary, the article highlights psychological and methodical aspects, as well as thematic and situational introduction of vocabulary. It is noted that in the first approach, lexical units, the most common phrasal verbs, idioms are selected, using visual material, definitions, translation and the method of language assumption, the studied lexical units are used in language classes and grammar tasks, logical and associative connections are established. The next technique used in the work to expand the vocabulary is memorizing situationally introduced lexical units. The very use of bright, memorable methods is situationally justified, as well as creative and interesting, because new living conditions pose new tasks. It has been proven that at the stage of activation of lexical units, it is worth performing various creative exercises: creating mini-situations with the staging of dialogues on behalf of various heroes, using images, gestures, facial expressions, symbols, signs; compose monologues using new lexical units based on the plan; practice elements of lexical material in exercises; interact in natural communication situations, where structurally completed actions are used in the function of communication. It is summarized that additional reading, watching video films, extracurricular activities and meetings with native speakers, participation in research work, in Internet projects, various lexical exercises of a training nature, clarity during the presentation of foreign language material, practicing situational speech contact.

Vocabulary introduction about word classes for Al-Islah Islamic Kindergarten teachers, Sukoharjo

The community service program was carried out with encouragement to improve the ability and understanding of word classes in English for kindergarten teachers, especially TKIT Al-Islah, Jombor Village, Mojolaban District, Sukoharjo. The material presented consists of pronoun, verb, adjective, noun, and adverb. Service activities in the form of this training begin with pretest questions and end with post tests. The evaluation showed an increase in word classes knowledge in English where the pretest results were 72 to 90 during the posttest. Thus, it is expected that teachers can develop English learning materials by utilizing their word classes knowledge.

Use of flashcard media in English learning topic knowing numbers in class 1c students at SDITA El Mamur school

Background: English subjects at the SD/MI level emphasize the introduction of vocabulary as a foundation or basis in learning English. English ability can be seen from the wealth of vocabulary that a person has. One of the creative efforts in making learning interesting is using media flash cards.
 Purpose: This study aims to determine the application of flashcards media about numbers in English in grade 1C at SDITA EL MAMUR.
 Design and methods: The researcher collected data using a qualitative approach, the type of research was descriptive narrative, and the data collection technique was interviews with informants, namely the homeroom teacher of class 1C. at SDITA EL MAMUR.
 Results: The results of this study indicate that the use of flashcard media can assist students in pronouncing vocabulary numbers in English because the use of flashcard media is easy to understand and attractive to students.

Pengembangan Video Pembelajaran Untuk Pengenalan Kosa Kata Bahasa Arab Anak Usia Dini Berbasis Aplikasi Inshot

This study aims to develop an inshot application-based learning video for early childhood Arabic vocabulary introduction (AUD). The type of research used is research and development (R&D) research using a 4D development model, but in this study it is only limited to 3 stages, namely the definition stage, the design stage, and the develop stage. This research was conducted at TKIT Qurrata A'yun Batusangkar. Based on the validity and practicality test of learning video media products using the inshot application for the introduction of Arabic vocabulary in children, it appears that this media is very valid and very practical. . This is indicated by the results of the validity with a percentage of 83.75% with very valid criteria and the results of the test results with a percentage of 97.5% with very practical criteria.

Using Contextual Pragmatics in the Teaching of Polysemy among Foreign Students

This study aims to apply contextualization in the teaching of vocabulary extensions. It argues that the introduction of vocabulary connects directly or indirectly and that systems can be found at the context level. Mandarin and “rice” were taught to two groups of international students from Asian universities; the experimental group was taught with the context system while the control group was taught with the traditional grammar translation method. The effect of contextualized teaching on vocabulary extension learning was then observed. Contextualization will benefit the learning of the extended meanings of words. An experiment was conducted to determine the learning effectiveness. The subjects of the study were international students from Asian universities, and the teaching materials were Mandarin phrases that were related to “mi” (?) and “fan” (?) (rice). The students were divided into two groups: the experimental group was introduced the context system and the other was taught using the grammar translation method. A post-test was held to determine whether contextualized teaching improves the learning effectiveness of extended meanings.

Using the Total Physical Response Method to Train Students' Arabic Speaking Ability

In the teaching and learning process, learning methods are important things that need to be considered by a teacher so that learning goes well and is not boring. Especially in learning Arabic which requires mastering four skills, the selection of methods must be appropriate to teach some of these abilities. Usually a teacher imposes a method to carry out learning, so what happens is that students are less enthusiastic about taking lessons. This study aims to determine the use of the Total Physical Response method to train students' Arabic speaking skills. The research method used is the Classroom Action Research method by applying two cycles. Each cycle includes action planning, implementation, observation, and evaluation activities. The results of the study indicate that to train students' speaking Arabic skills, it is necessary to equip students with a large vocabulary, and then the vocabulary is used to train students' speaking skills. The introduction of vocabulary in this study was carried out in the first cycle and the use of vocabulary in training students' speaking skills was carried out in the second cycle.

Penggunaan media belajar untuk mengenalkan anak TK kosakata

The purpose of this study was to determine the use of learning media in introducing children’s English vocabulary in Aisyiyah Kindergarten Bustanul Athfal Tapan, Pesisir Selatan District. The method used in this research is descriptive qualitative. The informants in this study were teachers who pursued classes B1, B2, B3, and B4. This study’s data collection techniques were carried out by observation, interviews, field notes, and documentation. This research was carried out for approximately five weeks. Data analysis in the form of descriptions was in the form of words with data reduction techniques, display data and drawing conclusions and data validity techniques using credibility, transferability, and dependability techniques. Based on the research results that have been done, it was found that the learning media was favored by children in the learning process of introducing children’s English vocabulary. The learning media used by teachers have various unique variations that attract children’s attention and make children more enthusiastic in learning English vocabulary introduction. The learning media used by the teacher in introducing children’s English vocabulary at Aisyiyah Bustanul Athfal Tapan Kindergarten are visual learning media in the form of flashcards, audio-visual learning media in the form of videos, and audio learning media in the form of songs.

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The article analyzes the main types of oral and written communication on the material of different functional styles of the Ukrainian language. The research methodology consists of both the main methods of functional stylistics and its partial and concrete-practical methods, namely: functional, complex, semantic, comparative methods, multifaceted analysis and the method of direct observation. The purpose of the study is to determine the features of linguistic communication by means of the Ukrainian language on the example of official-business, epistolary and conversational-domestic styles in a comparative aspect. Achieving this goal involves a number of tasks: 1) to outline the features of construction, placement of details, language tools of business letters; 2) to study the structure and linguistic richness of Lesya Ukrainka�s letters; 3) identify typical and different linguistic and stylistic means of business and private letters; 4) analyze the features of messages transmitted using instant messaging programs Viber and Telegram; 5) to investigate the influence of gender on the features of language means of various forms of written communication. The role of Lesya Ukrainka is determined in expanding the communicative boundaries of the Ukrainian language, in particular on the metaphorization of speech, the introduction of vocabulary, which belongs to the spoken, dialectal or obsolete, in the texts of letters, which can serve as a model for restoring halfforgotten but extremely important for establishing trusting, friendly and warm interpersonal relationships, communication practices in the modern world. The author�s attitude to the use of feminism to denote positions, professions, titles is formed. Such innovations are not always motivated, because according to the new version of the �Ukrainian spelling� they are somewhat complicated in the way of creation. It has been proven that the main tool of communication is language, so it is extremely important for each communicant to master its culture in general and business communication in particular. Language is a kind of mirror of culture, which reflects not only the real world, but also the social identity of the people, its national characteristics, traditions, morals, value system and more. Language as a means of communication preserves cultural heritage in vocabulary, grammar, phraseology, in various forms of oral and written communication. In addition, it is a means of communication between generations, that forms a personality through a kind of vision of reality, embedded in the linguistic picture of the world, as well as transforms individuals into an ethnic group, creates a nation. Over the centuries of its existence, the Ukrainian language has created various forms of language units that serve to adequately convey information, preserving the national traditions of Ukrainian culture. Each functional style of the Ukrainian language has specific language tools for covering events and concepts depending on the circumstances of communication, its purpose, taking into account the characteristics of communicators. In general, the problem of generalization of Ukrainian language experience in both business and informal relations is solved, which is especially important in modern conditions of narrowing personal and expanding written forms of establishing and maintaining contacts at all levels of human relations, including official business and private correspondence.

Development of Go-Bung (Golek Tembung) Application As An Innovation of Android-Based Javanese Vocabulary for Children

Children of elementary school-age are experiencing obstacles with Javanese vocabulary now. The priority of learning Javanese has declined among children and parents. This is because their attention has shifted to technological developments that have an impact on the high level of gadget usage. This study aimed to: (1) developing Go-Bung (Golek Tembung) as an Android-based application; (2) explain the urgency of Javanese language vocabulary introduction in children; and (3) identify the impact of using the Go-Bung application. The research method used was mixed method. The results obtained were: (1) there were four stages of application development including scenario design, modeling, production, and testing; (2) the importance of introducing Javanese vocabulary to children to revive a sense of cultural love and conserve their culture; and (3) the use of the Go-Bung application had a positive impact on children, parents, and Javanese language teachers. This application can support better quality human resources.Keywords: android application; children; Javanese vocabulary

MULTIMEDIA DEVELOPMENT TO INTRODUCE ENGLISH VOCABULARY IN KINDERGARTEN

Introducing english vocabularies in early childhood education institution generally has not used the media learning as well, incorrect pronountiation and spelling of the teacher also monotonous method. This research aimed to know multimedia feasiblity of english vocabulary introduction for group B at TK Wahidiyah Kota Kediri, knowing multimedia effectiveness of english vocabulary introduction for group B at TK Wahidiyah Kota Kediri. Field development used one group pretest posttest design. Instruments used in data collection are questionnaire, guidelines and interview guidelines which analized using descriptive technic, statistic descriptive and descriptive inferential. To know the effect of multimedia, analyzed by using the calculation with the help of software (software) that is SPSS 20. Based on result of t-test, known significance obtained by 0,00 which means smaller than the significance used in this research that is 0 , 05, then H0 is rejected and Ha accepted. Based on the results of research can be concluded that the development of multimedia for the introduction of English vocabulary effect on the introduction of English vocabulary in children group B TK Wahidiyah Kota Kediri preliminary

Identifying Core Learning Needs for English for Nursing Purposes

The purpose of this study is to explore the core learning needs being met from English exercises that are most helpful for Taiwanese nursing preprofessionals and in-service full-time nurses. The study focuses on the learning exercises that are most useful in the workplace, lists the five exercises used most and least frequently in school, compares exercises in terms of different proficiency levels, and refines the most important training components as common core learning needs for preprofessionals and in-service nurses. Subjects were randomly selected, and 60 female nursing majors were surveyed in a questionnaire about 18 learning exercises most teachers use in the classroom. Data was interpreted using a one-way analysis of variance. Then an a posteriori comparison was performed for those items reaching significance to gather advanced information on where the significance originates from. Based on the findings, the following common core learning needs have been identified: cultural notes for nursing, building medical vocabulary, and short expressions and medical information. The intended result of this study is to apply general English exercises such as vocabulary introduction, sentence patterns, and situational expressions to English for medical purposes exercises such as cultural notes for nursing, improving medical vocabulary, and reading medical journals for the benefit of both English for nursing purposes teachers and learners.

Introduction of professsional military vocabulary at RFL classes

The article deals with the problem of introduction of military-professional lexical material in the structure of studying Russian as a foreign language in a military University. Semantisation methods are analysed and choice of the most efficient method of professional military vocabulary introduction is substantiated. The specificity of the institution led to the choice of lexical thematic group, which focuses the attention of the authors – namely, military-professional vocabulary. The choice of material is also justified by the practical part of training, because its usage is a necessary condition for the performance of military daily professional duties. The article deals with the ways of introduction of military-professional and combatant vocabulary within the preparatory course, refers to possible ways to control the assimilation of lexical material, provides guidelines based on specific teaching experience, the application contains some examples of lexical units required for the development of foreign military personnel.

MENINGKATKAN PENGENALAN KOSAKATA BAHASA ARAB MELALUI PEMANFAATAN MEDIA GAMBAR PADA ANAK KELOMPOK B DI RA AL-JANNAH JAKARTA

The acquisition of a child’s language is a poses of mastery of the child’s language experienced by the environment. Foreign language acquisition generally through informal and formal education. Learning media is anything that can be used to convey a message or information in the learning process so that it can stimulate the attention and interest of students in learning. Two-dimensional media can be a medium that quickly stimulates the attention and interest in children’s learning. Based on pre-research results in RA AL-Jannah Jakarta, the introduction of the vocabulary of Arabic children with a value of 29%. The method in this research is Classroom Action Research Method (PTK) with 2 cycles. In cycle I, there are 8 actions and 2nd cycle twice, with the success criteria reach 70%. Subjects in this study were at RA AL-Jannah Jakarta with 10 children aged 5-6 years consisting of 7 girls and 3 boys. Each cycle consists of four stages: planning, action, observation, and reflection. Data collection techniques through observation, field notes, interview notes and documentation. Data analysis uses data reduction, data presentation and conclusion. The results of this study note that 1) in the initial assessment of the ability of the vocabulary of Arabic language of children 29%, 2) after the child was given action in Cycle I, the ability of children began to increase to 65%, 3) Cycle II obtained results of 85%. So it can be concluded that the image media can improve the ability of the introduction of Arabic vocabulary of group B in RA AL-Jannah Jakarta.

What Makes Comprehension of Derivatives Easier? : Pedagogical Implications for the Order of Vocabulary Introduction

What Makes Comprehension of Derivatives Easier? : Pedagogical Implications for the Order of Vocabulary Introduction

Learning Spanish: How to Understand and Speak a New Language by Bill Worden

Reviewed by: Learning Spanish: How to Understand and Speak a New Language by Bill Worden Deborah Gill Worden, Bill. Learning Spanish: How to Understand and Speak a New Language. Chantilly: The Teaching Company, 2015. Pp. 245. ISBN 978-1-62997-231-2. Learning Spanish: How to Understand and Speak a New Language is a 30 episode video program aimed at the true beginner. The program is provided in three formats: 1) DVD, with a paper copy of the workbook; 2) CD, with a paper copy of the workbook; or 3) online (including the workbook and videos which can be downloaded—after purchase—at www.thegreatcourses.com). All three formats allow streaming of the video as well as downloading to an iOS or Android device with an app. (Cost of the program: Video download format: $334.95; CD or DVD format: $384.95). This video program on how to learn Spanish is different from most programs used by those who are working towards learning Spanish for fluency. As the author states from the very beginning, “the ‘What’ [of learning a language] is not enough… The student must also be given a clear idea of ‘how’ to do it” (see the video in lesson 1). Therefore, instead of focusing on teaching grammar, vocabulary, and culture, the author delves deep (in each video episode) into the “how” to learn Spanish. The “how” to learn Spanish that the author refers to are tips on how to approach learning a new language. The tips are general, such as “have a positive reaction,” “take every opportunity to speak Spanish,” etc. Learning Spanish can be broken down into two connecting parts: 1) the 30 video episodes and 2) the accompanying workbook. Each of the 30 video episodes runs between 38–49 minutes in length and is designed to develop listening and speaking skills. Each episode follows the same format. The author begins the episode (including the first one) speaking briefly in Spanish, no more than one minute in length. Then, he physically turns himself around (perhaps an indication that he is going to change languages?) and provides a translation of what he has just said in Spanish (i.e., a welcome to the episode). The next 20–25 minutes are dedicated to the [End Page 493] topic of the episode. A short summary of the previous episode is presented, then the new topic begins. The lesson is presented completely in English, with the exception of short instances of vocabulary introduction and practice of a grammatical structure. After the lesson is presented, an audio glossary is presented. This glossary includes all of the Spanish words (vocabulary and grammar) covered in the episode. The author says the word in English and a native speaker of Spanish gives the equivalent in Spanish, with the learner repeating what s/he hears. Finally, the last section of the video episode is entitled “Conversation Practice,” providing a number of different types of activities. These conversation practice activities include verb paradigm practice, followed by guided question responses (i.e., “Answer the following question in the negative”), or requests to translate a vocabulary word from Spanish to English and vice versa. The second part of Learning Spanish is the workbook, which is designed to develop reading and writing skills through the use of the vocabulary and grammar that are presented within each episode. Each lesson in the workbook is set up in the same format and, with the exception of the activities themselves, everything is in English. First, the new vocabulary is presented in the same order as in the audio glossary and therefore it is possible to listen to the pronunciation while reading the words. Second, there is a solid and concise summary of the video episode, generally beginning with an explanation of “how” to learn Spanish (i.e., “have a positive attitude,” etc.), then continuing on to an explanation of the grammatical points that were covered in that episode. Next, a number of activities are presented to practice the new grammar and vocabulary. Instructions are given in Spanish, with an English translation immediately following. Activities include fill-in-the-blank (single word answers), True/False, Multiple choice, short answer, and crossword puzzles. Finally...

An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading.