Vocabulary Memorization Research Articles

Model Pembelajaran Tebak Kata Menggunakan Software Crossword Dalam Pengajaran Mufradat

One of the constraints of students in learning Arabic is the lack of vocabulary. Students who have vocabulary memorization will be faster in learning Arabic lessons. One model of learning in teaching vocabulary is to use the word guessing model. The media used in studying mufradat/vocabulary should be easy, interesting and efficient to use. Educators are asked to be creative in presenting the media used by students. Crossword software is an application that can be used in making vocabulary learning media. This application can help educators in making crossword puzzles and guess words automatically, so the making of media for vocabulary teaching does not take too long and think hard because it is made manually. This application can automatically compile words that match the questions and answers provided by educators. Cross-sectional media or guess words, not only can be used when Arabic lessons take place in class but can be done independently by students. For educators making variations in presenting the form of questions is something that must be considered, so that students become interested and feel happy to use this media.

METHODICAL TIPS FOR IMPROVING STUDENTS’ FOREIGN LANGUAGE SPEAKING SKILLS IN ENGLISH LESSONS

The article is devoted to the problem of overcoming the language and speech barrier in communicative and cognitive situations aimed at development of students’ foreign language communicative competence. The main tasks of foreign language policy are studying English through the personal activity of learners; mastering professional vocabulary by students carrying out creative activity; teaching learners to speak English in relevant and understandable topics for them, which they can apply in real life situations; stimulating students to utterances; encouraging communication; creating an atmosphere of interest for each student in the group work; introducing both individual and group forms of work; using learning materials that promote rapid memorization of vocabulary, grammatical rules, etc. An important contribution to the study of the problem of motivation while teaching a foreign language is made by B. Ananiev, A. Lypkina, A. Markova, T. Matis, T. Kharchenko and others. The issue of using the innovative multimedia technology in studying English is considered by both native and foreign scholars: I. Zymnia, S. Nikolaieva, T. Pakhomova, Yu. Hapon, V. Liaudis, Ye. Nosenko and others. Such scientists, psychologists and teachers as V. Asieiev, J. Atkinson, Yu. Babanskyi, I. Bekh,I. Vasyliev, D. Elkonin, Yu. Kuliutkin, A. Leontiev, S. Rubinshtein, L. Slavina, H. Shchukina, P. Yakobson and others determine that the most important aspect of modern education is forming the motivation of studying. The analysis of literary sources indicates lack of comprehensiveness in the study of the mentioned problem and the need to investigate some aspects. The aim of the study is to find out the reasons which do not allow students to be participants in communicative situations and provide m ethodical tips on encouraging students to participate in subject discussions in English . In particular, the strategy of teaching foreign languages is determined by the needs of modern society and the level of development of linguistic, psychological and pedagogical sciences. This strategy is a communicative approach that determines the practical aim of learning foreign languages, namely: fluent mastering foreign languages, intercultural communication through the development of speaking skills. The reasons which do not allowed students to be full participants in a discussion (complicated issue, incomprehensibility of the proposed topic for discussion; inability to work in pairs or conversation groups; inability to select arguments for any statement, etc.) are outlined. Methodical recommendations for encouraging students to participate in communicative situations, subject discussions (emphasis on importance of the offered topic; possibility of creating their own structured utterances; forming their groups; ethics of communication; preparation for academic discussions; personal example; freedom of utterance; a right to make mistakes; principles of grouping students; favorable atmosphere, etc.) are given. Thus, the interactive technologies of teaching a foreign language create the necessary preconditions both for the development of students’ foreign language competence and the formation of skills to take collective and individual decisions. This is the basis for education of citizens with an active life position; it also activates language and speech material in students’ foreign language communication; stimulates their cognitive processes and develops professionally oriented skills in real life conversation situations.

СЕМАНТИЧЕСКИЕ ГРУППЫ СЛОВ И СЛОВОСОЧЕТАНИЙ (НА ПРИМЕРЕ АВИАЦИОННОГО АНГЛИЙСКОГО ЯЗЫКА)

The article discusses the vocabulary of aviation English in different semantic groups. The semantic field is allocated; lexico-semantic and thematic groups are revealed. The paper presents synonymic sets and antonymic pairs as well. The author believes that at technical universities it is advisable to study the vocabulary of aviation English systematically to ensure the effective acquisition of these linguistic means. Combining words and phrases into semantic groups will help to systematize the material; the process of the vocabulary memorization will be easy and fast, which will lead to the significant expansion of students’ vocabulary and the formation of the professional foreign language competence of future aviation specialists.

Poetry as a Meaning-making Tool for Second Language Learning : Pedagogical Implication of Pentagon Model of Poetry Writing

Over several decades, the broad use of literature and arts in language education has led to a renewed interest in the aesthetic, literary, and creative potential of poetry as an ancillary tool for Second Language (L2) learning and development. Based on an in-depth review of why and how researchers and teachers in the field have used poetry in L2 classrooms, this paper highlights the rationale for the implication and adaptation of poetry-based learning for L2 learning and teaching. Specifically, it sheds new light on the holistic aspect of poetry writing that encompasses linguistic, cognitive, and sociocultural aspects of additional language learning. To accomplish this goal, in a move away from the traditional writing pedagogy within East Asian EFL (English as a Foreign Language) contexts where L2 writing instruction largely dwells in the memorization of vocabulary and/or grammatical rules, this paper proposes the model of Pentagon of Poetry Writing that includes five interconnected vertices of writing 1) from motivation, 2) out of experience, 3) as expression, 4) for performance, and 5) through revision process. Through this multidimensional understanding of poetry writing, this paper suggests that L2 learning should be a meaning-making process, engaging learners into the process of creative expression, critical exploration and reflection, sociocultural experiences, connecting them with others, and integrating them into the L2 community.

Creating A Web-Based Online Flashcard for Korean Vocabulary Memorization

The Korean language is one of the most enthused language these days, mainly caused by the Hallyu wave. In traditional language learning techniques, flashcards are often used to help memorize simple syllables. Nowadays, online flashcards are used as a replacement for the traditional flashcards, which are proven to be more effective in many ways. However, the lack of use of appropriate methods to learn a new language will result in slower learning process. Therefore, by implementing a suitable method such as the Leitner method to an online flashcard will improve the learning process. The Leitner method sets aside the questions that can be answered easily and allows users to focus on questions that cannot be recalled consistently by distributing a set of questions in five different sections. Every question that can be answered by the user is moved to the next compartment, where the question will be repeated after a specified period of time. System usability scale is used to measure the usability of the application. This application has been successfully designed and built using the Leitner method to give the user the suitable interval of time for learning with flashcards and achieved a system usability scale score of 82,5

Best Teaching Strategies of English Vocabulary Based on Cognitive Neuroscience

With the development of the times, the continuous deepening of new curriculum reform, and gradual popularity of English teaching, disparities in the regional economy and education spread in China, and thus there appear various problems in the teaching process, especially English vocabulary teaching. Word, as the basic unit of language, is one of the three major elements of language, which plays a major role in the realization of the communicative function of language. Most students use the way of memorizing English words by their root but have no effective way to remember English words. This paper discusses the relationship between cognitive neuroscience and English vocabulary memory, and studies the information source entropy characteristics of EEG signals under different states of vocabulary memorization. This method provides a new idea and tool for the determination of the relationship between cognitive neuroscience and the effectiveness of English vocabulary teaching, and seeks more ways, more organizational forms and methodological strategies so as to help students better memorize vocabulary so that it has broad prospects for development in English teaching.

Modern English Drama and the Students’ Fluency and Accuracy of Speaking

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students’ speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students’ speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students’ speaking fluency increased, whereas the students’ speaking accuracy decreased in some areas of speaking abilities and oral communications.

On Forgetting Phenomenon in English Vocabulary Memorizing of Vocational College Students in Leshan City, Sichuan, China

On Forgetting Phenomenon in English Vocabulary Memorizing of Vocational College Students in Leshan City, Sichuan, China

Research of medical English teaching under the guidance of CDIO with mind map as the tool

Considering the weak relevance between the stages of C, D, I and O and the weak operability of CDIO theory in teaching, mind map is introduced into CDIO theory to drive medical English teaching. Firstly, how mind map and CDIO theory are mutually complementary is discussed, based on which, along the main clue of CDIO theory, a further discussion is carried out from four levels: conceiving the main structure and content of a passage, designing sentence teaching, implementing vocabulary memorization and operating self-directed learning, all with mind map as an assistance. Moreover, specific cases are used to exemplify how mind map is applied to CDIO medical English teaching. Using mind maps in CDIO medical English teaching is highly coherent and operable. It helps to integrate the four stages of C, D, I and O and enhances teaching quality and learning efficiency. Key words: CDIO; mind map; medical English; learning efficiency

En psykolingvistisk test til kvantificering af progression i indlæringen af italiensk som fremmedsprog: metoder og resultater

This article describes a psycholinguistic protocol designed to elicit individual differences in performance regarding phonological (sound discrimination) and lexical (vocabulary memorization) aspects of learning Italian as a foreign language. An experiment built on that protocol revealed a wide range among participants regarding the number of novel vocabulary items memorized as well as a minor spread regarding the discrimination of a novel Italian consonant contrast. No correlation could be revealed between learning success in vocabulary acquisition and phonological discrimination. We conclude that the two types of tasks can be used as instruments for quantifying aspects of learning Italian as a foreign language.

Vocabulary Memorization Strategies among Arab Postgraduate English Foreign Language Learners

Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at UUM. The aims of the study were to investigate vocabulary memorization strategies used by the Arab students and to examine the most and the least frequent strategies employed by the Arab students in learning and memorizing vocabulary. The samples of the study were 65 postgraduate Arab students from different colleges; COB, CAS and COLGIS at UUM. One instrument was used in this study, which is a questionnaire. The questionnaire was adapted from Li (2004) which is based on Oxford’s taxonomy (2003). The results indicated that the Arab students use different strategies in learning and memorizing vocabulary. Reviewing well strategies were found to be the most preferred strategies in contrast with Employing actions which was found to be as the least category employed by the Arab students. Writing words repeatedly a strategy from Reviewing well category was found to be the most strategy used by the Arab students in the Intensive English course while the Associate sounds of words with similar English from Employing actions category was the least strategy used by them. The findings revealed that Arab students see vocabulary memorization strategies help them in learning the English language and consistent with their cultural and educational background. Keywords: vocabulary memorization strategies, UUM, Intensive English course, Arab students

The Development of Vocabulary Memorization by Using Games

The Development of Vocabulary Memorization by Using Games

Application of PKS vocabulary recitation module based on mind map in teaching of nursing English

Objective To explore the effects of PKS vocabulary recitation module based on mind map in teaching of nursing English. Methods A total of 129 students who had higher vocational promoted from secondary vocational in Nursing (3+ 2 nursing students) were divided into class A, class B according to the school′s educational administration system. One of them was randomly selected as experimental group (PKS vocabulary recitation module based on mind map) and another one was selected as control group (traditional teaching method). What were compared between two groups included the assessment of nursing English vocabularies, final theory achievement, evaluation of teaching effects. Results There were statistically significant differences in the assessment of nursing English vocabularies, final theory achievement, evaluation of teaching effect between two groups (P<0.01). Conclusions PKS vocabulary recitation module based on mind map can help students easily understand and grasp nursing vocabularies so as to deepen vocabulary memorization, improve students′ ability of autonomic learning and promote learning effects. Key words: Nursing education; Mind map; 3+ 2 nursing students; Nursing english; Recite words

The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners

This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.

망각곡선과 대결 기반 순위 결정 시스템을 적용한 영어 단어 학습 어플리케이션 개발

This paper presents English vocabulary memorization system using forgetting curve to automatically adjust the vocabulary difficulty to match learner`s level. Our system will decide the appropriate repetition cycle, depending on the number of memorizing words through the forgetting curve, then requires an iterative learning. No matter what learners know or do not know, words are reviewed. To save time by reviewing some words which have the highest probability that learners forget. And it provides vocabulary based on learner level, which makes learner maintain their interest and achievement. A general system provides vocabularies which difficulty matches with evaluated ones, or randomly provides some vocabularies without consideration of users` level. But we apply the Glicko system which is being used in the online chess game ranking system to adjust the vocabulary`s difficulty. We utilize the system used in the one-by-one player system to our vocabulary-human system. As a result, learners`s level and the vocabularies`s difficulty is measured in the review process. Moreover it maximizes the performance of English vocabulary memorization by applying feedbacks from practice testing and distributed learning.

The Effects of Learners’ Brain Hemisphericity on their Degree of Vocabulary Retention: A Case Study of Iranian High School Students

This research investigates the effects of students’ brain dominance on the degree of their vocabulary retention. Forty five pre-intermediate students were randomly chosen through convenience sampling (15 right-brained, 15 left-brained, 15 both-brained). Participants were given 15 vocabularies to memorize for each session and this process continued for 4 sessions. To do this research, researchers made use of not only the Oxford placement test (2007), brain dominance inventory, some targeted vocabularies, but also vocabulary achievement tests as post-tests. By the Analysis of data it can be concluded that whole-brained learners had an advantage over left/right ones in vocabulary memorization.

Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety

In this paper, calibration was introduced to improve English vocabulary learning for learners to reduce the number of repetitions and to improve vocabulary memorization. Thus, an App for the iPhone...

Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety

In this paper, calibration was introduced to improve English vocabulary learning for learners to reduce the number of repetitions and to improve vocabulary memorization. Thus, an App for the iPhone 4 called English Vocabulary Learning @ Star (EVL@S) was designed for learning English vocabulary. Data from 107 participants was collected for confirmatory factor analysis to verify the reliability and validity of the research instrument, and then structure equation modeling was applied to better understand the correlates of users' learning confidence. The results revealed that smartphone self-efficacy (SSE) could serve as a predictor for English learning anxiety (ELA) and a judgment of over-confidence (JOOC). ELA was a positive antecedent of JOOC. In addition, JOOC was negatively correlated with self-confidence in using learned vocabulary (SCLV). These findings implied that a practice scheme of calibration can be implemented in learning English vocabulary or in learning any other languages. It can assist users in practicing the judgment of knowledge which reflects to their JOOC and SCLV, if they have high level of SSE or low level of ELA.

․이경랑․권순일Effects of a Vocabulary Memorizing Program on Korean EFL Elementary Students’ Vocabulary Size.

․이경랑․권순일Effects of a Vocabulary Memorizing Program on Korean EFL Elementary Students’ Vocabulary Size.

A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors—vocabulary—while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.