Vocabulary Teaching Strategies Research Articles

Research on the Corpus-Based Korean Vocabulary Teaching Model

This paper attempts to explore the teaching strategies and effective teaching methods of Korean vocabulary by constructing and using the basic Korean vocabulary corpus. The purpose is to introduce new educational methods into the classroom, seek new vocabulary teaching strategies, help students broaden their vocabulary, and explore the novel vocabulary teaching model.

The Use of Oxford’s Memory Strategies to Improve Vocabulary Learning Among Eleventh Grade EFL Students in Oman

Omani students must acquire English vocabulary to achieve educational qualifications and effectively communicate with English-speaking individuals, as vocabulary plays a crucial part in studying a foreign language and achieving academic success. Omani eleventh-grade students require assistance in employing effective ways for acquiring and retaining English vocabulary. They struggle with word retrieval in both spoken and written language. This study investigates the memory strategies utilised, preferred strategies, and influencing factors among eleventh grade EFL students in Oman. This study utilises an explanatory sequential mixed methods methodology. Convenience sampling was used to involve 126 students in this study. The researcher gathered data through a questionnaire, a semi-structured interview, and an observation checklist. The questionnaire data is analysed by descriptive statistical analysis, which includes calculating the mean and standard deviation. Thematic analysis is utilised for analysing the semi-structured interview data, while observation analysis is carried out to assess the classroom observation checklist. The findings showed that the most utilised category of methods is reviewing well (x=3.99), followed by employing actions (x=3.07). Interviews reveal that students favour utilising movies, visual aids, gaming, or competitive activities while interacting with their peers and friends. Additionally, CML tactics are predominantly utilised by teachers in their classrooms. The study results would assist educators in developing their vocabulary teaching strategies more efficiently, resulting in increased advantages for students. The curriculum developers could create tasks that enhance language acquisition.

A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities

The current study is designed to investigate vocabulary teaching strategies/activities employed by teachers in Islamic senior high schools by referring to the principle of the Four Strands proposed by Nation (2007). A survey research design was used in line with the study's goal. English teachers who teach in Islamic senior high schools or Madrasah Aliyah, both public and private schools in West Sumatera, were the study's target demographic. The questionnaire and interviews collected the information required to respond to the survey's question. The finding reveals that teachers employ four kinds of strategies/activities following the Four Strands by Nation (2007) in teaching vocabulary to students. The findings of the study suggest that this study might give an insight that more strategies/activities need to be done by teachers to enhance vocabulary learning. The findings of the study provide some implications for future practice in teaching-learning process of teaching vocabulary. In reference to the findings, the recommendations are addressed to EFL teachers and future researchers. Some implications of the study are also discussed.

Vocabulary Learning Strategies Vis-a- Vis Vocabulary Teaching Strategies

Learning a foreign language entails a learner to develop special effort or ways of learning to acquire the target language effectively. This can be achieved through using appropriate learning strategies. Thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. Mixed methods design was used to collect quantitative and qualitative data. Data were collected through questionnaire, interview and classroom observations. Separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. The results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. It also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. As a result, vocabulary teaching and learning methods have not received much attention from teachers and students. Thus, teachers should be given refreshment trainings on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. Besides, it is suggested students’ training on how to use the strategies and promote the sense of autonomous learning..

ESL Vocabulary Teaching Strategies Used by Primary School Teachers in Sarawak

The core component in any language is its vocabulary and vocabulary instruction lays the framework for pupils to retrieve words successfully in listening, speaking, reading, and writing. The application of various techniques will encourage a more comprehensive and well-rounded method for teaching vocabulary. The goal of this study is to investigate the strategies employed by ESL teachers to teach vocabulary in primary schools through quantitative research design. The questionnaire was adapted from a study by AI Ameri (2013), where 16 items were selected, refined and used in this study to gather data from 30 primary school teachers teaching English in Sarawak. The data collected were analysed descriptively and the findings indicated that teachers use a variety of different techniques in the classroom rather than concentrating solely on one. Based on the results, the top three strategies used by teacher to teach vocabulary to their pupils are through group discussions or presentations, using actual objects or pictures and teaching pupils to infer a word's meaning from context. Hence, this study gave the researcher some understanding of the vocabulary teaching strategies utilised by teachers particularly in primary schools in Sarawak.

Enhancing vocabulary learning through understanding the human memory system: Episodic memory

Vocabulary acquisition in learning languages is a crucial aspect of language learning, and effective teaching theories are essential for the retention and application of new vocabulary. However, understanding the memory system is important for educators to design and implement effective vocabulary teaching strategies that support student learning and retention. This article provides a comprehensive overview of the human memory system, including sensory, short-term, and long-term memory, with a focus on the differences between semantic and episodic memory. It explains the impact of episodic memory on vocabulary recall. In addition, it puts forward two teaching theories that enhance the utilization of episodic memories. Experiential Learning and Elaboration Theory focus on connecting vocabulary with personal experience for episodic memory and using previous knowledge to help students remember new vocabulary.

An-Nadriyatu As-Sulukiyatu Wa Tatbiqu Tadriisi Al-Mufradati Al-Arabiyati

The theory of Behaviorism is one of the educational theories that is connected with theories in psychology, so a theory in learning psychology was born which seeks to relate learning to psychology, where this theory focuses on studying human behavior that is visible and can be felt by people who practice it. The method in this study used library research, which is a method of collecting data by understanding and studying theories from various literature related to this research. while Mufrodat or vocabulary is a tool for interpreting, as well as a means of thinking, with vocabulary, speakers can think and then translate their thoughts into words that convey what they want. In the application of Behaviorism Theory in learning Mufrodat there is an important role of a teacher in implementing vocabulary teaching appropriately to students after students are accustomed to it by the teacher, it is expected that students can apply it. So in this theory there is a vocabulary teaching strategy that can be used as to determine the method used by the teacher in teaching material according to the level of students.

Direct and Indirect Technical Vocabulary Teaching Strategies used by Subject Teachers in a Saudi Industrial College

This paper Investigates the beliefs and practices of the subject area teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to explore the specific vocabulary teaching strategies VTS they use to achieve their teaching goals Methodologically, a qualitative study under the case study tradition was conducted. Six Content Area Teachers (CATs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that CATs stated that they directly and frequently use the following strategies: definitions, exemplifications and pictures. These three strategies, according to all the CATs interviewed, are used jointly most of the time to present the meaning of novel ETV items directly. Secondly, the data also shows that CATs use most of the strategies to teach directly. Thirdly, some strategies were also reported to be used jointly. The study suggested some educational implications and recommended experts in the area to carry out future scrutiny to understand this topic from different dimensions.

INVESTIGATING TEACHERS’ STRATEGIES IN TEACHING VOCABULARY

The purposes of the research are two folds: to find out the vocabulary teaching strategies used by the English teachers at SMP Negeri 6 Palu, and to identify the reasons of implementing the strategies in the classroom. This research used qualitative research design. The participants of this research were three English teachers. In collecting the data, the instruments used were observation and interview. The data were analyzed by using descriptive analysis. The findings showed that there were some teaching strategies used by the teachers in teaching vocabulary. The strategies used by the English teachers in teaching vocabulary were: (1) the use of game like guessing game and dictation (by relying on learning topic), (2) reading textbook, (3) translation (by looking up dictionary), and (4) asking question. The main reason of implementing teaching strategies was, they wanted to make the students active in the class. The basic consideration as an active facilitator in choosing the teaching strategies was to make classroom atmosphere that can make the students interact freely with each other in achieving learning goals

Review on Vocabulary Teaching Strategies: Study Case: Effect of Learners’ Lexical Recall

This study's goal was to contrast the results of of various vocabulary teaching methods, such as using context, dictionary definitions, and synonyms to teach vocabulary, on both transient and persistent vocabulary memory. Three groups of 90 intermediate EFL students were chosen at random and divided into: context, definition, and synonyms (thirty learners in each group). They received instruction in 30 vocabulary words over the course of two sessions. Two post-tests were administered, the first four weeks after the lesson and the second eight weeks later, to gauge student retention of vocabulary words. One-way ANOVA was used to evaluate the results. When compared to the other two approaches, the context method outperformed them in both postponed tests, according to the data. The study's conclusions have pedagogical ramifications for EFL instructors, students, syllabus designers, content creators, and language test creators. The study's findings also offer useful details on the best method for teaching vocabulary that results in longer-lasting retention of L2 terms.

The Effect of Phonological Overlap on English and Spanish Expressive Vocabulary.

This study examined the effect of phonological overlap on English and Spanish expressive vocabulary accuracy as measured by the bilingual Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-IV). We hypothesized that if languages interact during an expressive vocabulary task, then higher phonological overlap will predict higher expressive vocabulary accuracy, especially in the nondominant language. Twenty English-dominant bilingual children (English-Spanish) completed the bilingual EOWPVT-IV. We calculated phonological overlap between 117 English and Spanish words included in the bilingual EOWPVT using the Crosslinguistic Overlap Scale for Phonology. Generalized logistic mixed-effect models revealed that phonological overlap and word frequency predicted vocabulary accuracy in Spanish, in addition to item difficulty. Age and item difficulty were the only predictors of English accuracy. Phonological overlap was a significant predictor of Spanish vocabulary accuracy (the least dominant language of the children in our sample), suggesting a transfer between vocabulary in the dominant language into vocabulary in the least dominant language. Future studies should investigate how languages interact in bilingual children to provide us with information about how to create and administer vocabulary tests that represent vocabulary in each language and use vocabulary teaching strategies that promote dual language development. https://doi.org/10.23641/asha.21554838.

Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention

This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers.

The Study of College English Vocabulary Teaching Strategies from the Perspective of Cognitive Metaphor

The Study of College English Vocabulary Teaching Strategies from the Perspective of Cognitive Metaphor

Effective Vocabulary Teaching Strategies to Enhance EFL Learners’ Reading Abilities: A Case Study

The past decades have witnessed an increasing focus on teaching vocabulary. Such interest includes all the aspects that are vital to enrich this important language element. The present research aims at highlighting the importance of incorporating effective vocabulary teaching strategies to enhance EFL learners’ reading abilities by investigating the significant effect of vocabulary on improving reading abilities. It attempts to analyze the qualitative and quantitative data obtained from participants. Guided by the assumption that poor vocabulary creates problems for L2 learners and the claim of Macaro (2003) who believed that most second language teachers tend to neglect the significance of vocabulary teaching. This study adopted mixed-methods research to confirm our assumptions. The research instruments are a questionnaire submitted to one hundred and twenty first-year EFL learners in three Algerian universities, and a semi-structured interview with eight university teachers. The study used SPSS to analyse the data obtained from participants. The findings of this research reveal that teachers find obstacles when introducing new vocabulary to learners; however, they also reveal that are many strategies that can be followed to enlarge the lexis of L2. The study provides theoretical guidelines to enhance reading abilities since the latter is considered the main source of new vocabulary.
 
 Keywords: Vocabulary; Reading comprehension; Vocabulary teaching strategies.

English Vocabulary Teaching Strategies Based on Aesthetic Choices

Under the background of quality education reform, aesthetic education, as a crucial part of people’s all-round development, has its unique value. Thus, aesthetic education has become more important and should be integrated into teaching fully. In English teaching, helping students experience the beauty of speech is one of the ways to achieve it. Meanwhile, relevant requirements have been stipulated in Ordinary High School English Curriculum Standards (2017 edition 2020 revision). Vocabulary teaching strategies are systematic behaviors that seek to maximize vocabulary teaching effectiveness under the guidance of teachers’ cognition of certain teaching philosophies and teaching situations. It is so crucial for vocabulary teaching that aesthetic education should be integrated into it. Therefore, this research attempts to propose vocabulary teaching strategies based on aesthetic choices. These strategies include: connecting the vowels closely to teach the pronunciation and spelling of vocabulary based on the spelling rules; using phonetic rhetoric in sentence construction to make it more readable and rhythmic; using figures of speech in sentence construction to give learners a deeper impression; making example sentence symmetric, succinct, and simple; and make vocabulary teaching a logical and systematic whole.

Technical Words Instruction by ESP Teachers: Types and Strategies

This work examines the beliefs and practices of the ESP Teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to discover the specific vocabulary teaching strategies VTS they use to achieve their instructional goals. The study is qualitative in nature under the case study tradition. Six ESP Teachers (ESPTs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that ESPTs stated that they directly and frequently use the following strategies: definitions, exemplifications and recycling. These three strategies, according to all the ESPTs interviewed, are used jointly most of the time to directly present the meaning of novel ETV items. Some strategies were also reported to be used instead of some other techniques due to different reasons. The study suggested some educational implications and recommended experts in the area of L2 vocabulary instruction to carry out future scrutiny to understand this topic from different dimensions.

The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning

We are now surrounded by information from television, the internet, and digital media. Multimedia connects us to diverse languages and civilizations. The usage of a variety of forms of multimedia has a number of advantages for foreign language acquisition. The purpose of this study was to determine the extent to which using television programs and subtitled television shows as semi-contextualized strategies aids vocabulary retention during language acquisition. This research was performed at a Turkish government university. The teacher divided the classes into two experimental groups ranging in age from 18-20. The research began with the administration of a pretest. Then, the newly concentrated terms were taught using two distinct teaching techniques: decontextualized and semi-contextualized instruction. The study was conducted during a semester in 14 sessions. After teaching the new terms using the two strategies, an instant post-test was conducted at the end of sessions. A delayed post-test was conducted three sessions later. Following that, the participants' scores were statistically examined. The study's findings indicated that there were no significant differences in vocabulary teaching strategies between semi-contextualized (TV program) and decontextualized (board monitoring). It should be emphasized that the researchers, as English teacher, anticipated differences between two strategies (preference for semi-contextualized technique) based on their own teaching experience.

On College English Vocabulary Teaching Strategies from the Perspective of Constructivism

The application of constructivism theory in vocabulary teaching makes it possible to put forward some college English vocabulary teaching strategies, including the root-affix lexical bundle construction, the sound-morpheme-meaning construction, the word-context-dynamic semantic construction, the experience-cognitive activation-schematic construction, which is conducive to the combination of top-down explanation by teachers and bottom-up construction by students, giving full play to students’ subjective initiative in vocabulary learning and improving teachers’ vocabulary teaching efficiency.

A Study of International Chinese vocabulary Teaching from the Perspective of Chinese Coinage

Coinage is a very common vocabulary error in the process of learning Chinese as a second language. The analysis of coinage helps us to understand the characteristics of Chinese learners' vocabulary learning and discover the learning rules, so as to adjust vocabulary teaching strategies properly and promote Chinese vocabulary learning. Based on 831 compositions extracted from HSK dynamic composition corpus, this paper classifies 423 Chinese words into 6 categories and 11 subcategories. By analyzing the word-formation characteristics of Chinese coinage, this paper discusses Chinese learners' word-formation awareness, and puts forward some suggestions for international Chinese vocabulary teaching.

Analysis of College English Vocabulary Teaching Strategies Driven by Corpus

Analysis of College English Vocabulary Teaching Strategies Driven by Corpus