The effects of working memory capacity and types of vocabulary learning on Korean middle school students' English multi-word verb acquisition

2015 ◽  
Vol 22 (4) ◽  
pp. 201-225 ◽  
Author(s):  
Hyun-jung Jung ◽  
◽  
Eun-Joo Lee
Keyword(s):  
Middle School ◽  
Working Memory ◽  
Middle School Students ◽  
Vocabulary Learning ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
School Students ◽  
Verb Acquisition

The effects of transliterations, thematic organization, and working memory on adult L2 vocabulary learning

2018 ◽  
Vol 1 (1) ◽  
pp. 141-165 ◽  
Author(s):  
Alison M. Tseng ◽  
Martin C. Doppelt ◽  
Natasha Tokowicz
Keyword(s):  
Working Memory ◽  
Vocabulary Learning ◽  
Working Memory Capacity ◽  
Native English Speakers ◽  
Memory Capacity ◽  
English Speakers ◽  
Arabic Translation ◽  
Lexical Representations ◽  
Translation Accuracy ◽  
L2 Vocabulary

Abstract We examine how L2 vocabulary learning is affected by the information provided to the learner during training, organization of the to-be-learned vocabulary, and working memory capacity of the learner. Native English speakers were taught Arabic vocabulary in seven sessions, during which they heard L1 (English)-L2 (Arabic) translation pairs. Training was manipulated between participants by crossing the presence vs. absence of a transliteration and thematic vs. random organization of vocabulary. Session, working memory capacity, transliteration condition, and organization condition interacted in English-Arabic translation accuracy. Participants with lower working memory capacity performed best in the transliteration-thematic organization condition, whereas participants with higher working memory performed best in the transliteration-random organization and no transliteration-thematic organization conditions. Translation RT and free recall were not related to working memory, and were best in the transliteration conditions. Results suggest that adult L2 vocabulary learning is aided by exploiting well-established spelling-sound connections to improve L2 lexical representations.

scholarly journals Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching

2020 ◽  
Vol 11 (6) ◽  
pp. 983
Author(s):  
Ling Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Curriculum Reform ◽  
Vocabulary Learning ◽  
Affective State ◽  
School Students ◽  
Factors Affecting ◽  
Affective Factors ◽  
Affective Filter ◽  
Middle School English

With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.

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