Vocabulary Problem Research Articles

Oral corrective feedback on lexical errors: a systematic review

Abstract This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were available for coding and analysis. Findings revealed that interlocutors showed a greater preference for recast than prompt and explicit correction. However, recast resulted in the lowest rate of lexical repairs, whereas prompt was found the most effective. Lexical errors received OCF at a higher rate than grammatical errors and phonological errors, indicating that interlocutors paid greater attention to vocabulary problems. OCF was most often provided for the inappropriate choice of lexical items, or inaccurate use of word derivation, involving a wide range of word classes (nouns, verbs, adjectives, and adverbs). Only a few studies looked into OCF targeting a single lexical feature. Findings suggest it may be more effective for teachers to employ prompts to elicit repairs of lexical errors from learners. There is a need for future researchers to conduct empirical OCF studies on a single lexical target.

Implementing the Cooperative Learning Model Team Game Tournament Type in Improving Students’ Vocabulary at MTSN Nurul Falah Jambi

The purpose of the research was to improve students’ vocabulary ability through cooperative learning model Teams Game Tournament type at second year students of MTs NurulFalah Jambi. The target of this research is hoped that cooperative learning model teams’ game tournament type can be one of model that can be used by the English teacher in teaching vocabulary. This research used classroom action research. This research conducted in MTs NurulFalah Jambi, and the subject of research was the second-year students with total of student are 34 students in academic year 2018/2019. The researcher used observation, test, and questionnaire to get the data. The procedure in this research is referring to classroom action research that consists of four elements: planning, acting, observing, and reflecting which did in every cycle. The researcher did cycle 1, and then the researcher arranged the action plan on the result of the reflection at the first cycle. There was the improvement of students’ vocabulary ability, the test score at cycle 1 was 14,49% and at cycle 2 was 31,54 %. There are 6 teams, 3 teams got the award as “Super team” they are group 3, 4, and 5. 2 Teams got the award as “Great Team” they are group 2 and 7. While 2 teams got the award as “Good Team” they are group 1 and 6. This research has revealed that Cooperative Learning Model Team Game Tournament Type can be an alternative to solve the students’ problems in vocabulary.

Developing an analytical speech through supplements

In the history of linguistics, the problem of word change and word formation is always closely intertwined. Vocabulary in Kazakh linguistics began in the 1990s. In general, the problem of vocabulary is directly related to the function of language. The issue here is grammatical regularities. On the basis of verbal facts related to morphology, the concepts of linguistics "word-change", "word-formation", "personality" were born. Word formation, like other language systems, is a set of linguistic approaches, which are mainly used to create a new phoneme, to create a new meaning from an existing meaning in a lexical unit. Vocabulary is used not as a word-former, but as a set of language techniques to create new words. Auxiliaries are persons and words whose lexical meaning is weakened or lost, who do not have independence, but are pronounced only with the main words and serve as auxiliary. In the system of word change and word formation in new word formation or word change, there must be structural units that are compatible with their lexical or grammatical meanings. Such units are grammatical entities and categories. Scientific abstractions in the language system, such as "word-formation category", "word-formation" person, "grammatical category", "grammatical person" corre-spond.It is known that there are two main methods of expression, one is a synthetic approach, the other is an analytical approach. The synthetic approach includes simple vocabularies created with the help of various lexical applications. The analytical approach includes auxiliary words formed by various auxiliary mor- phemes. And the problem of vocabulary is considered mainly from the morphological point of view, that is, from the point of view of the peculiarities of vocabulary. The article considers word change and word formation as a set of morphemes of the language mechanism, as a system of grammatical indicators, i.e at the level of units that enrich the vocabulary, not at the structural level of morphology, vocabulary as a set of language techniques is used to create new words

Phonological Awareness, Rapid Naming, and Nonword Repetition Abilities in Children with Dyslexia in Grade 1 to 6

Objectives: This study examined phonological awareness, rapid automatized naming (RAN), and nonword repetition abilities in children with dyslexia and typically developing children in grade 1 to 6. To examine the phonological processing abilities according to reading developmental stage, participants were divided into two groups: grade 1-2 and grade 3-6. Methods: A total of 78 children with dyslexia and typically developing children in grade 1-2 and 3-6 participated. All participants had no problems in nonverbal cognition and receptive vocabulary. Children with dyslexia had to score a standard score of 85 or less, and among the typically developing children those with a standard score of 90 or higher on the word decoding test of the standardized reading test were selected. Phonological processing abilities were tested using the phonological awareness, rapid naming, and nonword repetition tasks. Results: Children with dyslexia showed lower performance in phonological awareness, RAN, and nonword repetition tasks compared to typically developing children. In addition, it was found that all phonological processing abilities improved as the grade increased. There was an interaction effect on only nonword repetition, with no difference between children with dyslexia and typically developing children in grade 3-6. Conclusion: Even in Hangul, a transparent orthography, children with dyslexia had problems in all three phonological processing abilities. The effect size was the largest on the RAN between the two reading groups, so children with dyslexia were likely to have most difficulty on RAN. Finally, vocabulary ability in children with dyslexia would influence nonword repetition abilities.

Machine Translation of Scheduling Joint Optimization Algorithm in Japanese Passive Statistics

Machine translation is different from written translation. How to improve the performance of machine translation has been a research hotspot in current research on machine translation. In this paper, based on the semantic analysis and research of Japanese passive, a joint optimization algorithm of scheduling has been proposed, and the machine translation of Japanese passive has been studied. At present, machine translation is more and more widely used. Machine translation has solved many vocabulary problems, and it can complete a large amount of translation work and save a lot of manual translation time. While improving the translation speed, in the process of Japanese passive translation, it is also found that direct machine translation shows many shortcomings, and the quality of passive translation is not particularly ideal, exposing the basic problems of machine translation, such as semantic errors, syntactic errors, unclear and rigid expressions, and messy structures. In response to the problems above, this paper has improved the machine translation model for scheduling joint optimization algorithms. The paper has proposed several optimization algorithms and used resource awareness and computing power scheduling algorithms to conduct experimental analysis of translation performance. Finally, it is found that, among the two scheduling optimization algorithms, the resource-aware scheduling algorithm has better performance. With the same data, the resource-aware scheduling algorithm has saved 15.5% of the time compared with the computing power scheduling algorithm, and the accuracy of Japanese passive translation was 6%, 5%, and 21% higher than the computing power scheduling algorithm under different data volumes. Not only has the time taken been shortened, but the translation accuracy has also been improved.

Study of structural-semantic model of scientific and technical terminology (based on the material of highly specialized terms)

This article highlights the problems of special vocabulary of a certain sublanguage, approaches that allow identifying the inventory of linguistic signs. This article highlights the problems of special vocabulary of a certain sublanguage, approaches that allow identifying the inventory of linguistic signs. The authors examines the structural and semantic model of scientific and technical terminology (based on the terms of the electric power industry), which is a simple exponent of a structure, for example, the construction “a noun formed from a transitive verb, or the case of the implementation of a certain structural and semantic model, in which the meanings of the components, due to the nature of the model itself. The article also offers a synchro-semiotic analysis of language signs as a step in the diachronic process of sign formation of scientific and technical terminology. In terms of language synchrony, the associative relationship between the intrinsic and special meaning of a complex sign, in principle, has the same conditional, arbitrary character as the relationship between the meanings of individual components of the intangible form of the sign. The result of the proposed analysis of complex formations represents the form of analytical expression of concepts and functioning in scientific and technical speech in parallel with the terms. It is argued that an understanding of semiotically complex formations and the motivation of terms helps the correct use of the concept in speech.

Study of structural-semantic model of scientific and technical terminology (based on the material of highly specialized terms)

This article highlights the problems of special vocabulary of a certain sublanguage, approaches that allow identifying the inventory of linguistic signs. This article highlights the problems of special vocabulary of a certain sublanguage, approaches that allow identifying the inventory of linguistic signs. The authors examines the structural and semantic model of scientific and technical terminology (based on the terms of the electric power industry), which is a simple exponent of a structure, for example, the construction “a noun formed from a transitive verb, or the case of the implementation of a certain structural and semantic model, in which the meanings of the components, due to the nature of the model itself. The article also offers a synchro-semiotic analysis of language signs as a step in the diachronic process of sign formation of scientific and technical terminology. In terms of language synchrony, the associative relationship between the intrinsic and special meaning of a complex sign, in principle, has the same conditional, arbitrary character as the relationship between the meanings of individual components of the intangible form of the sign. The result of the proposed analysis of complex formations represents the form of analytical expression of concepts and functioning in scientific and technical speech in parallel with the terms. It is argued that an understanding of semiotically complex formations and the motivation of terms helps the correct use of the concept in speech.

Academic Vocabulary Acquisition Difficulties for Saudi Postgraduate Students in New Zealand Universities

Education outcomes for L2 students in academic preparation programs, undergraduate studies, and graduate work are directly influenced by the learning and use of academic vocabulary. Among 15 Saudi graduate students studying in New Zealand, this study investigated at their perspectives with academic vocabulary learning. Students in Saudi Arabia who are enrolled at New Zealand universities were asked about their difficulties in learning academic vocabulary. According to this study, a new perspective on academic vocabulary can be gained by studying students' assessments of their problems in learning academic vocabulary. Four research questions are the focus of the study: 1) When it comes to mastering academic vocabulary, what are the most common challenges faced by postgraduate students? 2) What methods do these Saudi postgraduate students employ in order to increase their knowledge of academic language? 3) Do students who perceive the most difficulty in learning a new language likely to have had the least effective ways for learning vocabulary. 4) Saudi graduate students confront what kinds of problems in learning academic vocabulary? Academic vocabulary is typically a problem for graduate students in a number of areas. These challenges were addressed utilizing a qualitative approach, that comprised an exploratory study, personal face-to-face questions, and a group discussion. A wide range of academic circumstances were found to be problematic for all 15 participants, regardless of language proficiency. It was difficult to find time to read for writing when there was so much emphasis on paraphrasing. (Hirvela, 2016) Aside from that, participants had no prior experience with academic vocabulary learning and only a limited number of strategies at their disposal to assist them. In contrast, the results of this study do not support the concept that merely being revealed to academic language can increase the chances of incidental vocabulary development; somewhat more, they recommend that deliberate vocabulary knowledge is needed, so such learning should be based on sound academic skills, including the use of vocabulary study materials; and unsuitable vocabulary acquisition strategies could indeed risk causing unhappiness and loss of vocabulary knowledge. 
  

Increasing the Students’ Ability in Mastering Vocabulary Through Guessing Game at XI-MIPA 1 of SMA Negeri 3 Gunungsitoli in 2021/2022

Vocabulary is a core component of languages and the basic for how the learners speak, listen, read and write. Vocabulary mastery is the ability to use the words in conducting the communication and understandable the meaning of the words or phrases in English. 36 students of class XI-MIPA1 of SMA Negeri 3 Gunungsitoli faced problem in learning vocabulary particularly to obtain and absorb the meaning of new words. To solve the problem, the researcher implemented Guessing Game which the main procedure was asked the students to guess the new word from the explanation of the word itself. To achieve the purpose, the researcher conducted CAR Method and it was applied into two cycles. Each cycle consisted of some phases such as planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, field notes and evaluation sheet. In Cycle I, it showed that some of the students were still unable to comprehend the text. However, the students’ ability in mastering vocabulary was increased in Cycle II where the average of the students’ value was 90.33. Therefore, based on the average for the students’ value in the two cycles, it can be categorized in very good level. Hence, Guessing Game can increase the students’ ability in mastering vocabulary.

THE INSPECTION OF LABORIOUS MECHANICAL ASPECTS FOR EFL READERS

As most students admitted that their problem in reading was mainly regarding vocabulary, the authors were drawn to a premise that there must be a stronger underpinning explanation leading to such comprehension gap in reading. This study aimed at finding out a specific root-problem faced by EFL learners when performing reading, which are the mechanic skills of reading. This study was conducted using qualitative approach—case study design. The respondents were 55 college students in Aceh, Indonesia who were sophomores in Economics and Business faculty. The data were collected from September-December 2019. The data source was a weekly individual checklist based on the mechanical reading framework, namely: phonic-phonemic awareness-vocabulary-fluency-comprehension to find out which problem they repeatedly faced during the reading process. From 14 meetings, it was calculated that 54 students mostly faced fluency problem which means that they know the semantic and literal meaning of a certain word but struggle with the sense of the word. Later, the problem faced was comprehension which was faced by 20 students. Then, the problem of vocabulary was experienced by 16 students. And the least problem faced is phonemic problem which was faced by 1 student only.

Method to Improve English Writing Skills: Virtual Reality

With the increase in the number of English speakers, English education has taken an important place in every country and all grade levels. English writing is a critical part of English teaching. By summarizing the traditional writing teaching method, we believe that the drawback is that it is difficult to balance the relationship between acquiring basic knowledge and improving motivation, so new teaching methods need to be explored. With the development of technology, more technological tools will be available in the future teaching, and virtual reality technology is one of them. This paper argues that the factors causing English writing problems include both vocabulary and learning motivation, and also uses the literature review method to conclude that virtual reality technology can be used in teaching English writing through constructivism, Experiential Learning Theory, Situated Cognition to solve basic vocabulary problems and improve learners' motivation. Through virtual reality education, a new student-centered approach to teaching writing that facilitates students' creative thinking and observation skills can be established.

Double‐Layer Positional Encoding Embedding Method for Cross‐Platform Binary Function Similarity Detection

The similarity detection between two cross-platform binary functions has been applied in many fields, such as vulnerability detection, software copyright protection or malware classification. Current advanced methods for binary function similarity detection usually use semantic features, but have certain limitations. For example, practical applications may encounter instructions that have not been seen in training, which may easily cause the out of vocabulary (OOV) problem. In addition, the generalization of the extracted binary semantic features may be poor, resulting in a lower accuracy of the trained model in practical applications. To overcome these limitations, we propose a double-layer positional encoding based transformer model (DP-Transformer). The DP-Transformer's encoder is used to extract the semantic features of the source instruction set architecture (ISA), which is called the source ISA encoder. Then, the source ISA encoder is fine-tuned by the triplet loss while the target ISA encoder is trained. This process is called DP-MIRROR. When facing the same semantic basic block, the embedding vectors of the source and target ISA encoders are similar. Different from the traditional transformer which uses single-layer positional encoding, the double-layer positional encoding embedding can solve the OOV problem while ensuring the separation between instructions, so it is more suitable for the embedding of assembly instructions. Our comparative experiment results show that DP-MIRROR outperforms the state-of-the-art approach, MIRROR, by about 35% in terms of precision at 1.

An Analysis of Students’ Difficulties in Comprehending Report Text at the Eleventh Grade of SMA Swasta Islam Terpadu Daar Al Uluum Kisaran

This research aimed to analyze the most dominant difficulties faced by the eleventh grade students of SMA Swasta Islam Terpadu Daar Al Uluum Kisaran in comprehending reading texts and to identify factors that triggered the obstacles. This study was a qualitative research and the subject was the eleventh grade students of SMA Swasta Islam Terpadu Daar Al Uluum Kisaran in 2020/2021 Academic Year. The techniques of data collection were test and interviews. The researchers used the technique of data analysis constructed by Miles and Huberman. The steps are first, data collection; the data were collected from the students’ test. The second is data reduction; the researchers classified and reduced the data based on the research focus. Third is data display, the researcher arranged all information and drew conclusions. Results of the research showed that15,80% students had difficulties in determining main idea (35 incorrect answers). 14,40% students had difficulties in identifying references (32 incorrect answers), 26,60% students had difficulties in understanding vocabulary (59 incorrect answers). Furthermore, 25,20% found difficulties in making inference (56 incorrect answers)and 18,00% students had difficulties in identifying detailed information of the text which the total incorrect answer was 40. The factors causing the difficulties were problems in understanding vocabulary, home and school environments, and students’ lack of learning English.

On Vocabulary Learning Strategies in ESP: A Students’ Perspective

The paper discusses the role of vocabulary learning in English for Specific Purposes. When learning ESP, vocabulary is viewed as a micro-skill
 that needs to be developed, while in ESP teaching, we may speak of semitechnical vocabulary (Baker 1988) characterized by its association with a specific subject area, which shares characteristics of both technical and core vocabulary. The focus of this paper is to identify the main vocabulary problems faced by students in ESP. The investigation will reveal that the chief problem faced by ESP students is their narrow knowledge of vocabulary, which leads to difficulties in speaking and understanding oral and written messages.

SOME COMMON PROBLEMS IN WRITING ESSAYS OF ENGLISH MAJORED SOPHOMORES AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

Writing essays is said to be an indispensable part of English writing, which partly contributes to the success of learning English and real-life as well. It is also a basic skill in writing. However, learners usually have problems during their learning process. Therefore, this research, titled "Some Common Problems in Writing Essays of English Majored Sophomores at a University in the Mekong Delta," was conducted to figure out common problems in writing essays by students majoring in English. The participants of this research were 85 English-majoring sophomores at Tay Do University. The two main research instruments for collecting the data were the questionnaire and the interview. The findings of the research would point out the students’ problems in linguistics, including grammar and vocabulary, writing styles, idea arrangement, background knowledge and other problems.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0931/a.php" alt="Hit counter" /></p>

The Use of Total Physical Response in Teaching Vocabulary Integrated with Meaningful Classroom Interaction

The deep consideration in teaching vocabulary is promosing a deep level of processing that can involve either long-term or short-term memory. This study was aimed at investigating the use of total physical response in the teaching of vocabulary integrated with meaningful classroom interaction. To attain the research aim, this study employed classroom action research. The steps of classroom action consisted of Planning, Acting, Evaluating and Reflecting. In the planning phase, researchers prepared lesson plans in line with students’ vocabulary problems and mastery. The students’ vocabulary problems were determined on how their solutions were before applying it in the class. The phase of the Acting is the session of applying total physical response as learning activities to improve students’ vocabulary. The acting activities should be done in accordance with the previous plan prepared. The last but not least is evaluating and reflecting. It referred to the evaluation process since researchers applied the learning strategies in the class. The upcoming process is then reflection, and it is emphasized on whether the learning plans are on the track. This study was carried out in middle schools. The sample was chosen by using purposive sampling technique. 37 students in the eleventh-grade class were involved in this study. The successful criteria were enacted in 75, and the indicators covered expanding word knowledge, adding specific words, word-learning strategies, and word-play activities. Based on the analysis result, students were able to conduct various learning activities to improve wide and extensive independent reading activities to expand their word acquisition and knowledge; students were able to perform meaningful strategies relating to specific words to improve their comprehension of texts containing those words; students were able to perform word-play activities to improve learning atmospheres in the class. Therefore, it can be concluded that the use of total physical response was able to improve students’ vocabulary mastery in integration with meaningful classroom interaction. The implementation of this strategy with paying attention to classroom interaction is strongly recommended to be applied for other language elements.

Recognition of Unknown Entities in Specific Financial Field Based on ERNIE-Doc-BiLSTM-CRF.

The Internet is rich in information related to the financial field. The financial entity information text containing new internet vocabulary has a certain impact on the results of existing recognition algorithms. How to solve the problems of new vocabulary and polysemy is a problem to be solved in the current field. This paper proposes an ERNIE-Doc-BiLSTM-CRF named entity recognition model based on the pretrained language model. Compared with the traditional model, the ERNIE-Doc pretrained language model constructs a unique word vector from the word vector and combines the location coding, which solves polysemy problem well. The intensive skimming mechanism realizes the long text processing well and captures the context information effectively. The experimental results show that the accuracy of this model is 86.72%, the recall rate is 83.39%, and the F1 value is 85.02%, which is 13.36% higher than other models; the recall rate is increased by 13.05%, and the F1 value is increased by 13.21%.

THE DIFFICULTIES IN ORAL PRESENTATION OF ENGLISH-MAJORED JUNIORS AT TAY DO UNIVERSITY, VIETNAM

<p>It could be broadly accepted that oral presentations are becoming important for students. It is required in almost every field and in the university environment. To succeed in the university environment and in their future jobs, these students need to improve their oral presentation skills. However, one of the drawbacks of using oral presentations in the language classroom is that students often find oral presentations extremely challenging. Therefore, the researcher conducted this research with the main goal of finding out common problems when giving an oral presentation to English-majored juniors at Tay Do University. Ninety juniors majoring in English at Tay Do University were selected to take part in the study. Data are gathered through questionnaires and interviews. The researcher used quantitative and qualitative methods to do the research. From the collected data, when they give a presentation, students usually make some mistakes such as problems in vocabulary, grammar, pronunciation, psychological and background knowledge. Through this study, they would recognize their own problems when giving a presentation. Besides, understanding students' learning difficulties may also enable teachers to help students develop effective learning strategies and ultimately improve their presentation skills. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0944/a.php" alt="Hit counter" /></p>

AN ANALYSIS OF STUDENTS’ ABILITY IN WRITING CAUSE AND EFFECT ESSAY AT SMAN 1 KEDIRI

This study aims to find the ability, the problems as well as how they solve them in writing cause and effect essay. This research used descriptive qualitative. The data were obtained by analyzing the students’ essay writing based on Jacobs et al, assessing rubric instrument, calculating questionnaire from 32 respondents, and transcribing interview from the English teacher. The subject is the students of eleventh-grade SMAN 1 Kediri. The result showed that the ability of students in writing cause and effect classified as “Good” based on the means score of the students’ cause and effect essay. It was found twelve students had problem in language use, seven students had problem in mechanics, there were six students had problem in content, five students had problem in organization and two students had problem in vocabulary. Also, there were three kinds of solutions offered by the students such as using internet to access various source, using dictionary, and practice writing more.

Analysis of Neural Machine Translation KANGRI Language by Unsupervised and Semi Supervised Methods

ABSTRACT It is very challenging to work with low resource languages pairs as monolingual and parallel dataset do not exist or exist in a very small amount. Furthermore, there is a lack of digitization of the available written resources. This work provides a comparison and analysis of the neural machine translation system for low resource definitely endangered, Kangri (ISO 639-3xnr) language using unsupervised and semi supervised methods. For this a shared encoder with back translation machine translation system for both unsupervised and semi-supervised learning techniques and a language model with denoising autoencoder that uses fully unsupervised learning technique has been used. Kangri which is an Indo-Aryan language has Devanagari () script same as Hindi. The translation task is further complicated by the fact that Kangri is a morphologically rich language, and it does not have well defined linguistic rules. To remove out of vocabulary problem we have used different technique and in finally, we have provided the comparison of results by taking the different evaluation metrics which shows that semi supervised translation with semi supervised cross lingual word embedding has highest score as compared to other translation models.