The Impact of Verbal and Nonverbal Audio Input on Explicit Foreign Language Vocabulary Learning

2019 ◽  
Author(s):  
Regina Kaplan-Rakowski ◽  
Barbara Loranc-Paszylk
Keyword(s):  
Foreign Language ◽  
Vocabulary Learning ◽  
Foreign Language Vocabulary Learning ◽  
The Impact

scholarly journals Vocabulary Learning via Reading: Is Input Modification Useful?

2019 ◽  
Vol 10 (5) ◽  
pp. 1103
Author(s):  
Mojgan Rashtchi ◽  
Reza Porkar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Vocabulary Learning ◽  
Intermediate Level ◽  
Primary Task ◽  
Authentic Texts ◽  
Efl Learners ◽  
Foreign Language Vocabulary Learning ◽  
The Impact

Since authentic texts address native speakers, they might lack the reader-friendly attributes which can help EFL learners to read and understand them. Also, learning the new vocabulary through reading can be difficult for EFL learners. As such, in order to utilize these texts as teaching materials in EFL classes, they should be modified. The present study investigated Iranian intermediate-level EFL learners and how they acquire English language vocabulary incidentally from modified English texts while their primary task is reading for meaning. In order to measure the impact of lexical input modification on the improvement of foreign language vocabulary learning, 60 adult Iranian EFL learners between the ages of 18 and 22 in two intact classes were selected and randomly assigned to two homogenous groups of control and experimental. The analysis of the data revealed that incidental second language vocabulary learning could be improved effectively by lexical input modifications such as lexical and typographical elaboration.

Seeing or acting? The effect of performing gestures on foreign language vocabulary learning

2021 ◽  
pp. 136216882110243
Author(s):  
Ana B. García-Gámez ◽  
Óscar Cervilla ◽  
Alba Casado ◽  
Pedro Macizo
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interference Effect ◽  
Negative Impact ◽  
Vocabulary Learning ◽  
Spanish Speakers ◽  
Teaching Group ◽  
Foreign Language Vocabulary Learning ◽  
The Impact ◽  
The Relationship

We evaluate the impact of gestures during the teaching of vocabulary in a foreign language (FL). Spanish speakers learned words in a FL in four gesture conditions according to the relationship between the meaning of the words and the gestures (congruent gestures, incongruent gestures, gestures without meaning, and no gestures). The participants learned the words by performing gestures (‘do’ teaching group) or by observing the gestures performed by others (‘see’ teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of second language (L2) words in the ‘see’ and ‘do’ teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the ‘see’ teaching group than in the ‘do’ teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a foreign language.

scholarly journals Effects of Integrated Physical Exercises and Gestures on Preschool Children’s Foreign Language Vocabulary Learning

2015 ◽  
Vol 27 (3) ◽  
pp. 413-426 ◽  
Author(s):  
Myrto-Foteini Mavilidi ◽  
Anthony D. Okely ◽  
Paul Chandler ◽  
Dylan P. Cliff ◽  
Fred Paas
Keyword(s):  
Foreign Language ◽  
Vocabulary Learning ◽  
Physical Exercises ◽  
Foreign Language Vocabulary Learning

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

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