Sufficient Vocabulary Research Articles

The Impact of Morphological Awareness Intervention in Enhancing L2 Postgraduate Students’ Productive Vocabulary Breadth

The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students’ morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants’ productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students’ productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.

Implementasi Flashcard Sebagai Media untuk Menambah Kosakata Bahasa Inggris pada Siswa SD Negeri 016 Kelurahan Sungai Perak

Vocabulary is a crucial thing that must be known as the main capital to learn sentence construction and other language skills because vocabulary is the basic foundation in language because one must have sufficient vocabulary to be able to understand what is read and heard, can speak and write in words. so that it can be understood by others. At SD Negeri 016 Sungai Perak Village, the majority of students were judged to lack a rich English vocabulary, the students also experienced difficulties in acquiring new vocabulary. To overcome this problem, the researcher chose one of the visual media that can help students in learning vocabulary, namely using flashcards or picture cards. The implementation method used in this study is in the form of observing English vocabulary, introducing flashcard media in teaching and learning activities, and implementing flashcard media in everyday life. This research was conducted with the aim that students are able to develop communication competencies and have an awareness of the nature and importance of English to improve the nation's competitiveness in a global society.

How much vocabulary is needed for comprehension of video lectures in MOOCs: A corpus-based study.

Over the past years, Massive Open Online Courses (MOOCs) have emerged as new competitive advantages in the digital economy of higher education globally. Accordingly, an increasing number of individuals are attracted to these new learning environments for developing their knowledge and skills in a variety of subject areas. Despite these developments, research on linguistic features of MOOCs lectures as the main mediums for delivering the course contents remained limited. To address this gap, the present study analyzed a corpus of MOOCs lectures with around 4.45 million words to determine the size of vocabulary knowledge needed for 95 and 98% coverages. The findings revealed that sufficient coverage of the course contents requires knowledge of the 5,000 most frequent words in English. Nonetheless, achieving adequate coverage level requires a much larger vocabulary size of around 9,000 most frequent words in English. The study also found that widely used word lists for general and academic vocabulary (i.e., the GSL/AWL) fail to support MOOCs learners with sufficient vocabulary knowledge for adequate lexical coverage. Based on these findings, the study draws a number of implications for preparing non-native English speakers to use MOOCs effectively and setting research-informed vocabulary learning goals in instructional programs and materials.

Training of Improving Students’ Speaking Skills by Using Talking Ball Game at SMA Kalam Kudus Medan.

Speaking requires someone to be linguistically competent in terms of well articulating the sound, having sufficient vocabulary, and mastering structural and or grammatical grammar. Speaking is complex because speakers are involved in a rapid and dynamic process incurring a high element of doing various things at the same time. Games are a structured form of play, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. In Talking Ball Game, students can value ability speaking like pronunciation, vocabulary, fluency, grammar, and able to make students fun in the games. It is very important for students. In games, students have the opportunity to use the language after learning new vocabulary. And Talking Ball Game is also able to improve the situation in class. In the teaching and learning process, the students took participation when implementing TBG in learning by speaking. Keywords: Students’ Speaking Skill, Talking Ball Game

Compositionality, Metaphor, and the Evolution of Language

One of the great unknowns in language evolution is the transition from unstructured sign combination to grammatical structure. This paper investigates the central — while hitherto overlooked — role of functor–argument metaphor. This type of metaphor pervades modern language, but is absent in animal communication. It arises from the semantic clash between the default meanings of terms. Functor–argument metaphor became logically possible in protolanguage once sufficient vocabulary and basic compositionality arose, allowing for novel combinations of terms. For example, the verb to hide, a functor, could be combined not only with a concrete, spatial entity like food as its argument, but also with an abstract, non-spatial one like anger. Through this clash, to hide is reinterpreted as a metaphorical action. Functor–argument metaphor requires the possibility of term combinability and the existence of compositionality. At the same time, it transcends compositionality, forcing a non-literal interpretation. We argue that functor–argument metaphor led the development of protolanguage into fully-fledged language in multiple ways. Not only did it expand expressiveness, but it drove the development of syntax including the conventionalization and fixation of word order, and the development of demonstratives. Thus, functor–argument metaphor fills in multiple gaps in the trajectory from a protolanguage, with only some terms and simple term combinations, to the elaborate grammatical structures of fully-fledged human languages.

IDENTIFYING VOCABULARY OF GRADE VIII STUDENTS AT SMPN 19 PALU

The objective of this research aims at finding out the students’ vocabulary at the grade VIII grade of SMPN 19 Palu. This research was conducted through a quantitative research design in which the results were tabulated and described. Total students were 23, based on the calculation, it is found that seven students’ score belong to the excellent category (30.43%) as the student obtained final scores ranges in 95-100; six students’ scores belong to the very good category (26.09%) as their final scores ranges in 91-94; five students’ scores belong to the good category (21.74%) as these students obtained final scores ranges in 81-90; three students belong to the fair category (13.04%) because they obtained final scores ranges in 75-80, and two students belong to the poor category (8.70%) because they obtained final scores ranges in 40-74 or below the passing grade. In conclusion, the students’ vocabulary (88.04) falls into good category. Most of the students have sufficient vocabulary when taking the test. On the other hand, there are also some students still lack of vocabulary. This was due to lack of motivation in learning English.

Evaluating some ways of semantisation of the vocabulary in teaching English in high schools

The study presents evaluation and analyses of some ways for semantisation in foreign vocabulary mastery in teaching English in high schools. The study aims to identify effective ways of semantisation in vocabulary teaching and word mastery. The relevance of the present study can be explained by the fact that identifying effective ways of semantisation in vocabulary teaching may aid higher English language proficiency of the 10th-grade students in meeting the curriculum requirements and standards. This also relates to the fact that teaching vocabulary remains to be one of the central issues in foreign language acquisition, as it is the basis for both productive and perceptive skills. It is hard to imagine a learner speaking a foreign language well without sufficient vocabulary. Thus, one of the main tasks in the EFL class is to expand the vocabulary of learners. The study provides general background on the peculiarities of teaching and learning foreign vocabulary, types of vocabulary, and reviews some ways of semantisation. The authors have reviewed and classified vocabulary semantisation into several groups: semantisation through translation, demonstration, description, numeration, synonyms, antonyms, semantic fields. A survey was applied to identify the effectiveness of the ways of semantisation in teaching vocabulary. Thirty-eight 10th-grade students answered survey questions and shared their perceptions and views on the ways of teaching vocabulary in EFL classrooms. According to survey results, semantisation of vocabulary based on lexical-semantic fields and description were evaluated as the most effective ways. It was found that each semantisation method may work effectively if it is applied with the appropriate word, phrase, or concept.

Synonymy as a Cohesive Device in Students' English Essay Writing

English writing as a productive skill, is the most challenging skill for EFL students. Nowadays, writing cohesive texts is of great importance especially the essay writing. Consequently, this study is concerned with the use of synonymy as one of the lexical cohesive devices in EFL students' essay writing. This study aims at identifying the most frequently used synonyms in Iraqi university students' essay writing. It also aims at investigating the way in which the use of synonyms as a lexical device contributes in building-up a well-built cohesive essay. Twenty male and female/ third-year students in the English Department, College of Education for Humanities, University of Anbar-Iraq were purposively chosen to participate in writing twenty descriptive essays. A qualitative research design was used in data collection using writing task instrument. Thus, data were analyzed qualitatively using content qualitative analysis procedure. Findings revealed that the frequency of synonymy occurrence in the students' essays was more than that of near-synonymy type. It was also indicated that the students used different synonyms and near-synonyms in their essays to achieve the goal of logical cohesion though they have a little knowledge of this type, synonymy, of lexical cohesive devices. It was also revealed that they have problems in the selection of the appropriate synonyms in their writings due to the lack of sufficient vocabulary knowledge.

Using Pictures in Teaching English to UBSI Students in Jakarta

Abstract: This research focuses on teaching English using pictures to UBSI students. From various pictures given to the students during their English learning in one semester, only one is specifically chosen by the researcher for students’ weekly task. The picture of a family consists of parents and siblings. The scores for the weekly task are based on two criterions set up by the researcher. Those criterions are: first, basic grammar and second, sufficient vocabulary. The methodology of this research is a qualitative research investigating the use of pictures in teaching English to UBSI students by analyzing a number of theories from numerous scholars. There are two findings obtained from this research. The first finding was obtained from a table calculating the score of students’ weekly task. The second finding obtained from a figure in the form of diagram presented in three different colors interpreting students’ weekly task in percentages. There are three main performances generated from this research after received the scores from students’ weekly task. First performance is awarded to students scored 80 points or “Great” performance and marked in A. Second performance is awarded to students scored 70 points or “Well-Managed” performance and marked in B. Third performance is awarded to students scored 60 points or “Sufficient” performance marked in C. The main points from this research are: First, the pictures help students to understand the lesson well. Second, the pictures encourage students to learn English. Third, the pictures teach the students to become creative thinkers.
 Keywords: English, Pictures, Students, Teaching.

A study of vocabulary in oral expressions of Indonesian students learning Turkish as a foreign language in terms of diverse variables

One of the essential characteristics of the human being as social existence is his ability to communicate with his environment. There are many ways for people to communicate. However, the most preferred form of communication in interpersonal relations was primarily speaking. Effective use of speaking skills can be said to be possible if individuals have sufficient vocabulary. This research aims to examine the vocabulary of Indonesian students learning Turkish in their oral expressions in terms of various variables. The research study group consists of 25 Indonesian students who have completed Turkish language education at the C1 level and are studying in different faculties and departments of Bursa Uludağ University. The primary data of the research consists of interviews with Indonesian students who learn Turkish as a foreign language. A semi-structured interview form was used to collect data in the study. The vocabulary of Indonesian students in their oral expressions was obtained by calculating the number of words they used once, the number of different words they used, and the total number of words they used. SCP 4.07 and SPSS 25.0 package programs were used in the numerical analysis of the data. Data were analyzed with Mann-Whitney U and Kruskal-Wallis tests. In line with the findings, it was concluded that the vocabulary in the oral expressions of Indonesian students who learn Turkish shows a significant difference in the number of languages they know other than Turkish and the frequency of reading newspapers.

A study of vocabulary in oral expressions of Indonesian students learning Turkish as a foreign language in terms of diverse variables

One of the essential characteristics of the human being as social existence is his ability to communicate with his environment. There are many ways for people to communicate. However, the most preferred form of communication in interpersonal relations was primarily speaking. Effective use of speaking skills can be said to be possible if individuals have sufficient vocabulary. This research aims to examine the vocabulary of Indonesian students learning Turkish in their oral expressions in terms of various variables. The research study group consists of 25 Indonesian students who have completed Turkish language education at the C1 level and are studying in different faculties and departments of Bursa Uludağ University. The primary data of the research consists of interviews with Indonesian students who learn Turkish as a foreign language. A semi-structured interview form was used to collect data in the study. The vocabulary of Indonesian students in their oral expressions was obtained by calculating the number of words they used once, the number of different words they used, and the total number of words they used. SCP 4.07 and SPSS 25.0 package programs were used in the numerical analysis of the data. Data were analyzed with Mann-Whitney U and Kruskal-Wallis tests. In line with the findings, it was concluded that the vocabulary in the oral expressions of Indonesian students who learn Turkish shows a significant difference in the number of languages they know other than Turkish and the frequency of reading newspapers.

A Basic Study on the Development of Essential Korean Academic Vocabulary Collection Using Meta-metering

In this study, a basic discussion was conducted on the development of the “Essential Korean Academic Vocabulary Collection” necessary for teaching and learning major academic vocabulary that foreign students must know for academic performance before entering their major. Since there was no official academic vocabulary list, six appropriate academic vocabulary lists were meta-metered to secure sufficient vocabulary, and the source redundancy and grade information of each vocabulary were scored and evaluated. A total of 4,475 vocabulary words were listed and documented by meta-metering, and the importance was evaluated with 1,154 vocabulary roots excluding 971 sources per person. As a result of the evaluation, 550 of 1,154 roots with 50 or more points were selected as the main heading, and roots with 40 or more points were suggested to be additionally collected as needed if possible. Next, a discussion was conducted on the microstructure setting and technical method of the essential academic vocabulary collection. It was suggested that the microstructure of the collection could be largely composed of a heading presentation part, as well as a word family and usage presentation part. This study is meaningful in that it drew a blueprint for the development of a vocabulary collection that can use academic vocabulary for actual teaching and learning based on existing research for the selection of academic vocabulary. In particular, it is meaningful in that it has dealt with the areas that should be considered when it comes to actual development, and has also increased the possibility of this by analyzing and proposing plans from various angles.

SQ3R Method in Teaching Reading: How It Improves Students’ Comprehension of Narrative Texts at SMAN 2 Trenggalek

Many students think that reading skill is really difficult and complicated. Students said that finding meaning is confusing. Sometimes students misinterpret the text even if they have sufficient vocabulary. The problem in understanding the text is likely to trigger another problem in English, such as giving up easily and being lazy to continue studying their English activity. Moreover, reading is the activity most frequently done by students. They read the lesson written by their teacher on the whiteboard and from the books. Meanwhile, reading narrative text is of reading types that are mostly discussed in senior high school. In trying to solve this problem, the writer did classroom action research in his school. This research was done to improve students’ reading comprehension in the tenth-grade students of SMAN 2 Trenggalek through the SQ3R method. The data of this research was gained from the interview, observation, test, questionnaire and English score. This research was conducted in two cycles. The result of the first cycle and second cycle indicated that the number of students who passed the test is increasing significantly. Based on the result of the study, it can be concluded that the SQ3R method can improve reading comprehension skills.

An Analysis on Students’ Speaking Ability of Procedure Text at Senior High School

This research discusses the students’ speaking ability of Procedure Text at the Second Grade Students of SMA Tri Bhakti Pekanbaru. The objective of the research is to know the students’ speaking ability in procedure text and to find out which aspectt is the most dominant problem for the students in speaking. The design of this research was qualitative research. The result of data was students’ comprehension score was 3.15 because most of them understood the directions on the speaking test well and they also conveyed the procedure text sequentially using the simple present tense correctly so that the listener could understand them although there were several problems. Students’ fluency score was 3.15 because most of the students’ present the procedure text fluently and smoothly even though some students stammered and paused several times. Students’ grammar score was 3.13 because most of them were good at arranging their sentences correctly according to the grammar rules using the simple present tense even though they made some mistakes. The students' pronunciation score was 2.86 because some students had difficulty in pronouncing some words and there were some confusions with the listener, although not all students did so. Students’ vocabulary score was 2.92 because some students had problem with vocabulary mastery and use inappropriate vocabulary, but overall the students have sufficient vocabulary to express tips simply related to the topic. In conclusion, the students' speaking ability on procedure text is in a good category.

Construction of College English Mobile Learning Model Based on Distributed Terminal

The quality of English teaching cannot be separated from the students’s accumulation and mastery of vocabulary, and sufficient vocabulary can ensure that students feel easy and comfortable in the language application. However, there are still some problems in teaching English vocabulary in colleges and universities, such as single presentation method, lack of real context, and other difficulties. With the rapid development of mobile Internet, the share of smart mobile devices among college students has increased, which in turn has laid the foundation for the development of new learning modes. The mobile terminal-mediated learning mode in English classroom teaching has become a hot topic of research nowadays, of which English vocabulary teaching has become a typical example. This paper is designed as a system model of edge computing, in which the user terminal device can connect wirelessly with each MECS and offload the tasks to be processed on the MECS, which helps the user terminal device to process and return the results to the user terminal device. The research in this paper also provides a basis for students’ independent and lifelong learning of English words and for schools’ information technology to serve English vocabulary teaching and learning.

Vocabulary learning strategies for Second or Foreign Language (SFL) Students of Missionary-run Colleges in Bangladesh

One of the crucial challenges that learners face for processing second or foreign language (SFL) learning is learning vocabulary. Vocabulary is recognized as vital to language use in which insufficient vocabulary knowledge of the learners led to difficulties a SFL learning. Thus, in the case of learning the vocabulary in a SFL, students need to be educated with vocabulary learning strategies. Investigation for learning vocabulary and its connection to reading has become significant in the field of research in SFL acquisition. Since reading requires precise and spontaneous word recognition skills, learners need to be equipped with sufficient vocabulary knowledge to read fluently. Yet, for many SFL learners, reading is a 'suffocating slow process' (Anderson, 1991). One of the causes or often experienced by the students is that they don’t have enough vocabulary knowledge. As a result, they tend to surrender to understand the semantics of the text or skip reading the word, sentence and even the paragraph due to the unfamiliar words. These circumstances propose that some learners may not have enough skills to handle the unfamiliar words.

Pushing Social Philosophy to Its Democratic Limits

Abstract Roberto Frega’s Pragmatism and the Wide View of Democracy reformulates the question of democracy posed by our current historic conjuncture using the resources of a variety of pragmatic thinkers. He brings into the contemporary conversation regarding democracy’s fortunes both classical and somewhat neglected figures in the pragmatic tradition to deal with questions of power, ontology, and politics. In particular, Frega takes a social philosophical starting point and draws out the consequences of this fundamental shift in approach to questions of democratic and political theory. This turn to social philosophy as a theoretically more sufficient conceptual vocabulary, extended in detail by Frega, raises questions regarding the work that a social ontology does in clarifying the role of economic and political approaches to democracy that are worth further exploration. Likewise, the practical proposals for moving beyond methodological nationalism with respect to forming publics for the sake of problem-solving, while providing a clarifying and fresh starting point, are still too beholden to models of agency and expressions of coordinated action that themselves are the very fruit of those systems which undermine democratic power in the first instance.

THE CORRELATION BETWEEN INDONESIAN UNIVERSITY STUDENTS’ RECEPTIVE VOCABULARY KNOWLEDGE AND THEIR READING COMPREHENSION LEVEL

While the literature has shown that vocabulary mastery affects reading comprehension, only a few Indonesian researchers investigated this. To narrow this gap, this study aims to: 1) measure Indonesian university students' knowledge of receptive vocabulary, 2) measure their reading comprehension level, and 3) investigate the association between the two variables. The participants in this study were 168 first-year university students from a private university implementing English-medium instruction (EMI). We utilized the updated vocabulary level test to measure their receptive vocabulary size and the IELTS academic reading test to measure their reading comprehension level. The participants mean scores on the updated VLT were 28.73, 26.63, 22.27, 22.42 and 23.12 at the 1,000, 2,000, 3,000, 4,000, and 5,000-word level respectively. Only 34 out of 168 participants could be considered to have a sufficient vocabulary size. On average they scored 16.08 (SD = 7.96) on the IELTS academic reading test, which was roughly equivalent to 5 in IELTS band score. We also found strong and significant correlations between the participants’ scores on the IELTS academic reading test and the updated VLT at all levels, with the largest effect size on the 4,000-word level (r = .71, p .001, BCa 95% CI [0.64, 0.78], r2 = .50). These findings indicated that the participants did not have sufficient vocabulary knowledge and had a low reading proficiency, potentially inhibiting progress in their academic pursuits. We discussed the findings in relation to the teaching of English in EFL, ESL, and EMI contexts. Practical implications of the findings are also discussed.

Vocabulary Barriers Experienced by University Students in the Process of Learning English as a Foreign Language

The purpose of this research was to analyze the vocabulary barriers experienced by learners of public sector universities and colleges situated in South Punjab. SPSS version 23 was used to check the frequency and percentage of the responses of the respondents. The bulk of the learners indicated that they fail to achieve sufficient vocabulary to satisfy their educational and social needs due to certain factors such as the scope and magnitude of the assignments given to the students meaning the number of words that L2 learners need to learn is extraordinarily large. Similarly, the difference between spoken and written English becomes challenging on the way of learning L2 properly. To overcome all these barriers, the role of English language teachers is vulnerable as he is regarded as the custodian of L2 classroom, especially in EC and OC Circle countries and Pakistan is included in OC Circle countries.

Assessing the Effects of Teaching Vocabulary in Developing Receptive Skills: A Review Article

Vocabulary is central to English language teaching. Through vocabulary, students can understand, communicate, and write well. Without sufficient vocabulary knowledge, students cannot understand others or express their own ideas. The aim of this topic is to find out if teaching vocabulary can help students in improving reading or listening or not? Behind this question, there are some reasons in the Afghan context. First, students mostly have basic vocabulary knowledge and a mass of vocabulary, but the reading power is weak. This is especially true in most university students having a problem reading fluency and accuracy. Second, while students listen to native speakers, they have problems catching ideas and comprehension from their speech. Hence, it is vitally important to teach vocabulary accurately to improve sub-skill (vocabulary) and receptive skills (reading and writing). For these reasons, I have reviewed ten different articles discussing the importance and effects of teaching vocabulary to improve students’ receptive skills (reading and listening). This issue is vital in the Afghan context for acquiring receptive skills and sub-skill (vocabulary). The current study conducted to find out appropriate answers for the following research questions: What are the effects of teaching vocabulary in developing receptive skills? How teaching vocabulary influences the development of receptive skills? The ten articles reviewed show that teaching vocabulary influences the development of receptive language learning skills, especially learning English as a foreign language. The findings of the study indicate that vocabulary teaching not only influence the development of one skill of learning a language, but it can have multi-dimensional effects regarding the development of language skills, particularly the development of the primary skills of learning a language, for example; listening, speaking, reading and writing. For this reason, the articles strongly support the statement that vocabulary is one of the vital skills through which a learner can be able to develop performance skills and comprehension (receptive) skills.