ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction

System ◽  
2003 ◽  
Vol 31 (4) ◽  
pp. 537-561 ◽  
Author(s):  
Siok H. Lee
Keyword(s):  
Vocabulary Instruction ◽  
Esl Learners ◽  
Explicit Vocabulary

scholarly journals Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1227-1247
Author(s):  
Mohd Haniff Mohd Tahir ◽  
Dianna Suzieanna Mohamad Shah ◽  
Mohamad Syafiq Ya Shak ◽  
Intan Safinas Mohd Ariff Albakri ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
English Curriculum ◽  
Explicit Approach ◽  
Interview Session ◽  
Eighth Grade Students ◽  
Post Test ◽  
Esl Learners ◽  
The Impact

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge. 

Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language

2021 ◽  
Vol 64 (3) ◽  
pp. 979-992
Author(s):  
Elaine R. Smolen ◽  
Ye Wang ◽  
Maria C. Hartman ◽  
Young-Sun Lee
Keyword(s):  
Hearing Loss ◽  
Vocabulary Instruction ◽  
Spoken Language ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Mixed Methods Study ◽  
Standardized Measures ◽  
Basic Concepts ◽  
Children With Hearing Loss ◽  
Explicit Vocabulary

Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.

Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

2019 ◽  
Vol 55 (4) ◽  
pp. 230-237
Author(s):  
Melissa J. Cuba
Keyword(s):  
English Learners ◽  
Vocabulary Instruction ◽  
Learning Needs ◽  
Classroom Setting ◽  
Academic Vocabulary ◽  
Instructional Activity ◽  
Practitioner Training ◽  
Integrated Classroom ◽  
Research Based Practices ◽  
Explicit Vocabulary

Previous research examining frontloading academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to frontload academic terms using techniques that incorporate visuals and technology in an integrated classroom setting.

scholarly journals Impact of Explicit Vocabulary Instruction on Writing Achievement of Upper-Intermediate EFL Learners

2016 ◽  
Vol 9 (4) ◽  
pp. 141
Author(s):  
Seyed Amir Solati-Dehkordi ◽  
Hadi Salehi
Keyword(s):  
Vocabulary Instruction ◽  
Writing Achievement ◽  
Efl Learners ◽  
Short And Long Term ◽  
The One ◽  
Reading Activity ◽  
Lexical Phrases ◽  
Vocabulary Recognition ◽  
Explicit Vocabulary

<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>

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