scholarly journals English Lexical Acquisition of Adult Learners in Instructional Settings: Issue on Lexical Input

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ahmad Azman Mokhtar ◽  
Rafizah Mohd Rawian ◽  
Paramjit Kaur a/p Karpal Singh
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Education System ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Tertiary Level ◽  
Vocabulary Test ◽  
Lexical Knowledge ◽  
Unsuccessful Attempt ◽  
Instructional Settings

<p>This study examined the receptive and productive English vocabulary knowledge of tertiary students. Vocabulary Levels Test (VLT) consisted of three tests, namely Passive Vocabulary Test (PVT), Controlled Active Vocabulary Test (CAVT), and Free Active Vocabulary Test (FAVT) was used to collect the data. A total of 360 first-, second- and third-year university students were involved in the study. The findings revealed that majority of them had very limited lexical knowledge to use English as their second or foreign language, though formal exposures to English language had been given to them for at least 11 years before entering the tertiary level. In trying to unfold the unsuccessful attempt to enhance the students’ lexical competent through the present Malaysian education system, the issue of lexical input in terms of quantity and quality had been raised.</p>

scholarly journals ENGLISH LEXICAL ACQUISITION OF ADULT LEARNERS IN INSTRUCTIONAL SETTINGS: ISSUE ON LEXICAL INPUT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ahmad Azman Mokhtar
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Education System ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Tertiary Level ◽  
Vocabulary Test ◽  
Lexical Knowledge ◽  
Unsuccessful Attempt ◽  
Instructional Settings

This study examined the receptive and productive English vocabulary knowledge of tertiary students. Vocabulary Levels Test (VLT) consisted of three tests, namely Passive Vocabulary Test (PVT), Controlled Active Vocabulary Test (CAVT), and Free Active Vocabulary Test (FAVT) was used to collect the data. A total of 360 first-, second- and third-year university students were involved in the study. The findings revealed that majority of them had very limited lexical knowledge to use English as their second or foreign language, though formal exposures to English language had been given to them for at least 11 years before entering the tertiary level. In trying to unfold the unsuccessful attempt to enhance the students’ lexical competent through the present Malaysian education system, the issue of lexical input in terms of quantity and quality had been raised.

scholarly journals The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge

2018 ◽  
Vol 169 (1) ◽  
pp. 142-168 ◽  
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Positive Relationship ◽  
Vocabulary Knowledge ◽  
The Internet ◽  
Vocabulary Test ◽  
Foreign Language Learners ◽  
Print Books

Abstract The aim of this study is to investigate (1) how often Flemish English-as-a-foreign language learners are exposed to English language media outside of the classroom, (2) whether current out-of-class exposure to English language media is related to learners’ vocabulary knowledge, and (3) whether length of instruction (three or six years), gender, and out-of-class exposure to English language media affect Flemish learners’ vocabulary. Data were collected with 79 English-as-a-foreign language learners. They were administered a frequency-based vocabulary test and a questionnaire. The findings of this study show that Flemish English-as-a-foreign language learners are frequently exposed to English language media. The results also indicate a positive relationship between learners’ vocabulary knowledge and exposure to non-subtitled TV programs and movies, the Internet, and written print (books, magazines). Finally, both length of instruction and current out-of-class exposure to English language media had an effect on learners’ vocabulary knowledge, but out-of-class exposure had a larger effect than length of instruction.

scholarly journals Measuring Vocabulary Knowledge of English as a Foreign Language among Undergraduate Jordanian Students

2020 ◽  
Vol 3 (7) ◽  
pp. 107-111
Author(s):  
Abdullah Al-Momani
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
English Language ◽  
Language Skills ◽  
Word List ◽  
Vocabulary Knowledge ◽  
Vocabulary Test ◽  
Vocabulary Size ◽  
Research Questions

This study aimed at measuring the size of vocabulary knowledge of English as a Foreign Language (EFL) among undergraduate Jordanian students at different Jordanian universities. For this purpose, research questions were presented and the answers to these questions were provided and discussed. The participants of this study consisted of 39 undergraduate Jordanian students. A vocabulary test was used by the researcher to investigate the vocabulary storage of undergraduate Jordanian students. The results of the study indicated that the vocabulary size of Jordanian undergraduate students is fairly high. This is particularly true with the first few thousand-word list: 2000 and 3000-word list. However, for the 5000-word list, 10000-word list, university students have a lack of vocabulary storage which normally resulted in many difficulties in English language skills. 

scholarly journals The lifespan development of cognate guessing skills in an unknown related language

2015 ◽  
Vol 53 (1) ◽  
pp. 1-38 ◽  
Author(s):  
Jan Vanhove ◽  
Raphael Berthele
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Fluid Intelligence ◽  
Computer Code ◽  
Vocabulary Knowledge ◽  
Lifespan Development ◽  
Language Test ◽  
Translation Equivalent ◽  
Related Language ◽  
German Speaking

AbstractThis study investigates the lifespan development of the ability to correctly guess the meaning of foreign-language words with known translation-equivalent cognates. It also aims to identify the cognitive and linguistic factors driving this development. To this end, 159 German-speaking Swiss participants aged 10 to 86 were asked to translate 45 written and 45 spoken isolated Swedish words with German, English or French cognates. In addition, they were administered an English language test, a German vocabulary test as well as fluid intelligence and working memory tests. Cognate guessing skills were found to improve into young adulthood, but whereas they show additional increases in the written modality throughout adulthood, they start to decrease from age 50 onwards for spoken stimuli. Congruently with these findings, L1 vocabulary knowledge is a stronger predictor of written cognate guessing success, whereas fluid intelligence is the most important predictor in the spoken modality. Raw data and computer code used for the analyses are freely available online.

Metalinguistic judgments of phonotactics by monolinguals and bilinguals

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Stefan A. Frisch ◽  
María R. Brea-Spahn
Keyword(s):  
Individual Differences ◽  
Judgment Task ◽  
Vocabulary Knowledge ◽  
English Speakers ◽  
Vocabulary Test ◽  
Lexical Knowledge ◽  
Phonotactic Probability ◽  
English Bilingual ◽  
Low Probability ◽  
Vocabulary Assessment

AbstractThis paper demonstrates that a speaker's judgments of well-formedness for novel forms is based directly on their lexical knowledge by showing individual differences in performance in metalinguistic processing of novel words by 68 monolingual English speakers and 30 Spanish-English bilinguals. Monolingual participants were given a well-formedness judgment task and vocabulary assessment in English. Bilingual participants participated in well-formedness judgment tasks and vocabulary assessments in both English and Spanish. An influence of onset-rime phonotactic probability on well-formedness judgments was demonstrated, replicating and extending previous work to a bilingual population. For the bilinguals, there was no evidence of interference between the two languages in the well-formedness task. Individual differences in well-formedness judgments were examined by looking at relations between well-formedness judgments and vocabulary knowledge. Evidence supporting a connection between lexical knowledge and well-formedness task performance was found in the English data for both monolingual and bilingual participants, but this finding was not replicated in the Spanish data. Participants with a larger vocabulary in English were more accepting of low probability nonwords in English. It appears that those with greater vocabulary knowledge are more likely to have experienced improbable phonological constituents, and may also have a lower threshold for “unacceptable” nonwords, if their threshold is based on a likelihood estimate from their individual lexicon. The lack of a lexical effect for Spanish may reflect the lack of a comparable vocabulary test for Spanish. Overall, it appears that performance on well-formedness judgment tasks for nonwords is shown to be related to emergent generalizations based on the individual's linguistic experience with a language, as reflected in their lexical knowledge.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

scholarly journals AUDIOVISUAL MEDIA AND THE ACQUISITION OF EFL VOCABULARY

2021 ◽  
Vol 18 (48) ◽  
pp. 269-281
Author(s):  
Biljana adić-Bojanić ◽  
Keyword(s):  
High School Students ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Grammar School ◽  
School Students ◽  
Audiovisual Media ◽  
Fourth Grade Students ◽  
The World

English language vocabulary is not static and unchangeable, especially because it is constantly enriched as the world changes. All this is reflected in audiovisual media, which people around the world can access easily via the cinema, TV or the internet. Since authors like Hopkins (2013), Israel (2013), Kabooha (2016), Kuśnierek (2016), Li and Brand (2009), Peters et al. (2016), Rodgers (2013) and Shing and Yin (2014) have found that audiovisual media can contribute to second language acquisition, the aim of this research is to establish if and to what extent they influence the acquisition of vocabulary of English as a foreign language among high school students in Serbia. In order to obtain the data, we examined the frequency and manner of use of audiovisual media in a questionnaire and collected the data on vocabulary knowledge in a test. The research was conducted in a grammar school and the informants were 99 second and fourth-grade students. The data were coded and statistically processed in SPSS 20.0. It was established that those students who spent more time using audiovisual media had a positive attitude towards them and achieved better results on the vocabulary test.

scholarly journals Receptive vocabulary measures for EFL Costa Rican high school students

2017 ◽  
Vol 17 (2) ◽  
pp. 81
Author(s):  
Damaris Castro-García
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Costa Rican ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
English Language Teaching ◽  
School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

scholarly journals Motivation of Saudi Arabia Tertiary Level Students Learning English as a Foreign Language

2016 ◽  
Vol 4 (2) ◽  
pp. 70-84
Author(s):  
ABDULLAH AL MAMUN BHUIYAN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Elementary Level ◽  
English Language Learning ◽  
Tertiary Level ◽  
Educational Model ◽  
Saudi Arabian Students ◽  
Grade One ◽  
Learning English

In this paper the author focuses on the motivation of Saudi Arabian students in learning English at the tertiary level. To show the significance of motivation in this paper the author uses Gardner’s socio-educational model of SLA. It centers on government initiatives, parents’ inspiration, classroom atmosphere, and teachers’ inspirations at elementary and tertiary levels in English language learning. Here a questionnaire has been used to collect data. The attitudinal scale is used with close-ended questions on a four points Likert scale. In the survey it has been revealed that English should be taught from grade one at elementary level and qualified English teachers are required there. In terms of motivation it has been recognized that family awareness plays a crucial role. It is also found that parents should care about the language efficiency of their children rather than grades in examinations.

scholarly journals English Language Anxiety of Tertiary Level Learners in Bangladesh: Level and Sources

2021 ◽  
Vol 14 (11) ◽  
pp. 49
Author(s):  
Abdullah Al Mamun
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Language ◽  
Negative Attitude ◽  
Principal Component ◽  
Peer Pressure ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Tertiary Level

The prime objectives of this study were to unveil the level of anxiety and the sources of English language anxiety of the tertiary level students of Bangladesh. Through a questionnaire survey using Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986), the study found that most of the tertiary level learners have high anxiety of English as a foreign language. Based on an exploratory factor analysis with principal component analysis and varimax rotation (Kaiser Normalization), a four-factor (communication anxiety, comprehension and test anxiety, fear of negative evaluation, and lack of anxiety) solution emerged. Following a close analysis of the EFA and other established valid models, the study found that six components, namely, speaking anxiety, fear of negative evaluation, peer pressure/social-image anxiety, comprehension-related anxiety, negative attitude towards class, and test anxiety were the main sources of anxiety, which need to be addressed for alleviating the anxiety of the students.

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