Vocabulary Learning‎

The purpose of the study was to formulate a model to predict the performance of Iranian high school third-graders on the End of the Course Achievement (ECA) tests through their performance on the vocabulary tests, which were administered throughout the course. To meet this end, thirty two learners – aging seventeen to nineteen, all male – participated in the study which took nine months to complete. Their linguistic abilities were approximately at Intermediate-Mid level according to the ACTFL proficiency guidelines (1998). The sampling procedure was the intact group method. 333 lexical items were taught to the learners in the decontextualized paired-associate translation method. The classes were held two hours a week in a nine-month course of time. Six sets of vocabulary tests were administered and every learner's average was calculated. The learners' scores on the ECA tests and their average scores on the vocabulary tests were analyzed through the regression analysis procedure to derive a model that could reliably predict the learners' ECA scores through their average performance on the vocabulary scores. The analysis yielded the following formula: (AVERAGE VOCABULARY × 0.713) + 2.871± [3.1].

This study investigates differences in the use of lexical cohesive devices in the writing of native and second language speakers of Chinese using a corpus-based approach. The research employs two small scale corpora: a corpus of 50 native-speaker Chinese texts written for the National College Entrance Examination (NCEE) and a corpus of 50 second language user texts written for the HSK (the Chinese language proficiency test). In comparing the analyses of the two small scale corpora, the findings show a low frequency in the use of important lexical devices by second language writers, devices such as constituent repetition, the superordinate and hyponym relation, simple paraphrase, and complex paraphrase. In a bond density analysis (Hoey, 1991), the ratio of bond-forming to non-bond forming sentences in the HSK texts is much lower than that in the NCEE texts. These findings suggest that learners of Chinese have a lower level of lexical competence and lack the capacity to create adequate and effective cohesive links across the text.

The writer of this study wants to know how the 9.2 grade students at SMPN 3 Makassar are progressing in their vocabulary learning. This was a classroom action research (CAR). The participants in this study were 30 SMPN 3 Makassar 9.2 grade students. In order to represent the population as a study, 22 students out of 30 were chosen. This study was performed in one cycle with Hangman Game as the media for learning vocabulary. The author concluded that in the first cycle, students' involvement in the learning process improved, as did their comprehension of vocabulary. and have had success using the Hangman Game to expand their vocabulary. Aside from that, Hangman Game was a good media for students in SMPN 3 Makassar to learn vocabulary because they needed to refresh their minds after thinking seriously and hardly all day. The majority of students improved their vocabulary as a result of this result.

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smartphones, and tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer-mediated communication modes and devices, they were mainly used for entertainment purposes. This research intends to investigate Facebook use as an environment for learning vocabulary. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of Facebook users: a questionnaire and an experiment where a facebook group named "Vocabulary Acquisition" was created to be involved in certain vocabulary learning strategies. A pretest and a posttest were used to evaluate the effects of this experiment on English vocabulary learning. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training in some strategies. Hence, Facebook proved to be not only a source of entertainment but also a useful informal learning tool of English vocabulary.

A good command of idiomatic or formulaic language is one of the hallmarks of L2 proficiency (e.g., Boers et al. 2006; Bestgen 2017), which is in fact not surprising given the well-documented prevalence of idiomaticity in natural discourse (Erman and Warren 2000). And yet, it is a dimension of L2 development that has remained marginalized in major L2 curricular documents such as CEFR (2001), its Companion Volume (2020), PCIC (2006) and ACTFL (2012), despite increasing recognition of its importance since the early 1990s (Nattinger and DeCarrico 1992; Lewis 1993). Consequently, discussion surrounding its inclusion at all levels of language learning is warranted, including questioning why idiomatic language constitutes a stumbling block for many L2 learners (e.g., Wray 2002, ix). In this chapter, we discuss the challenges that idiomaticity poses to L2 learners of Spanish and we review some of the research on ways in which teaching and learning have been adapted to support learners to meet those challenges. Although most studies focus on EFL or TESOL, it is reasonable to assume that such interventions are transferable to other target languages, including Spanish. Simultaneously, we point to aspects of idiomatic language use that have attracted little attention in the pedagogically-oriented research, such as register and regional variation (Muñoz Basols 2016). While idiomaticity is an umbrella term for a wide variety of formulaic expressions, we focus in the second half of the chapter on a special class known to be particularly challenging for L2 learners, notably figurative expressions. We describe a research-informed approach to teaching figurative language in which learners engage with the literal underpinnings of such expressions. We illustrate this approach with samples of exercises on figurative phrases in Spanish. However, what is striking from our literature review is the virtual absence of classroom activities where idiomatic expressions are integrated naturally into discourse-level communication. Our conclusion offers some suggestions as a means of filling this gap.

The purpose of this research was to figure out the enhancement of the students Listening skill when using the SPOTIFY Program as a platform for listening. Based on listening to English songs to recognize the artist and the singer's vocabulary The song's sense. The investigator used a pre-experimental approach with one pre-test party-Post-test design and, based on the test, gathered the results. The specimen of the The first semester of undergraduate study consisted of 25 scholars. The Using purposeful sampling technology, the sample was taken. This research examined the listening ability of students using English songs. The rationale for picking this subject is based on hearing capacity. Listening to music has been a favorite habit for young people right now. You have so many music listening applications that can make you listen to music everywhere. Spotify is becoming a successful music listening application for music for young people. Any of them listen to local music using Spotify. Spotify not only provides music, it also provides this song with lyrics. Such programs can become an enjoyable way to develop vocabulary and communication skills. Any learners are finding it hard to master. This can be seen in the writer teaching students a lack of comprehension skills in their vocabulary while listening to music. The goal of this research was to evaluate the efficacy of using English songs to enhance the listening skills of students and to understand the attitudes of students towards enhancing their listening skills using English songs. In this case, the author wants to do research on the Spotify application in order to develop the listening skills of learners by songs in the Spotify application, along with the times that are fitted with technical maturity and the sophistication of Android today and also give positive values to students.

Despite all the studies conducted on second/foreign language (L2) vocabulary, most L2 learners suffer from deficiency in their vocabulary development and retention. One of the probable reasons behind this specifically in Iranian EFL context is that less implementation of new technologies such as CALL and Virtual Learning Environments (VLEs). Because the use of new language learning technologies is likely related to learner variables and personality differences, the present study attempted to examine the use of Moodle as an effective type of VLE on 90 introverted vs. extroverted EFL learners' vocabulary development and retention. Myers Briggs Type Indicator (MBTI), researcher-made and validated vocabulary tests used as pretest, posttest, and delayed posttest were employed for data collection. The application of two-way ANOVA indicated that Moodle had a significant positive effect on L2 vocabulary development and retention. However, introversion/extroversion personality factor could not moderate the effect of Moodle on vocabulary learning and retention. The interaction effect of the two independent variables on vocabulary development and retention was not significant as well. Study findings suggest that EFL practitioners and learners can employ Moodle as an effective VLE for L2 vocabulary achievement and retention.

Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This easy-to-follow book presents important issues from recent vocabulary research and theory so that teachers may approach teaching vocabulary in a principled, thoughtful way. Topics covered are understanding vocabulary, importance of vocabulary, relevant research findings, students’ vocabulary levels, and teaching vocabulary effectively. This revised volume contains two new chapters — Technology and Online Resources for Vocabulary Learning and Teaching and Using Word Lists in Vocabulary Teaching. New references and updated research, as well as new web links, activities, charts, and a detailed lesson plan for teachers to consider, are also included. The book is practical for English language teachers in any context and provides helpful reflections. [Note: The attached file includes the Table of Contents and some sample pages from Ch. 1.]

Many studies reported how English learners can benefit from technology in the learning process as it is undoubtedly that our life has been integrated with technology. Furthermore, many studies reported that digital comic application helps English learner to master and learn vocabulary. However, it is relatively limited the studies reported learner's perspective regarding the use of Webtoon in English vocabulary mastery, in this case, English. To fill the gap, this study was conducted to analyze the English learners' perceptions about the use of Webtoon in mastering and learning vocabulary. This study was conducted by employing a qualitative method. The findings of this study show that English learners are able to develop their vocabulary by reading Webtoon and they have good perceptions regarding Webtoon as a tool in English vocabulary mastery.

Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).

Key features:

• a breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary;

• a combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary;

• guidance on the difficulties teachers face when teaching vocabulary in the classroom;

• clear explanations with plenty of examples and useful references;

• tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content.

Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition.

The present study was developed in order to investigate the impact of motivation on Iranian EFL learners' vocabulary learning. One hundred and twenty English major students who studied at undergraduate level participated in this study. Oxford Placement Test (OPT) was administered in order to manifest the participants' homogeneity in terms of language level of proficiency. Based on their performance on OPT, a sample of 89 homogenized students were selected for the main study. The vocabulary knowledge test, extracted from McCarthy, McCarten, Sandiford (2004), was performed in order to check the participants' current knowledge of lexical items. The motivation of the participants was measured by means of Hermans' scale of achievement motivation. Based on the learners' performance on motivation test, and with regard to the cutoff score of 45, they were divided to two groups of highly-motivated and less-motivated groups. In order to address the research question and hypothesis of the study, two motivation groups were compared to each other based on their performance on vocabulary achievement test. To do this, a paired-sample t-test was performed and it was found that there were significant differences between highly and less-motivated learners and their vocabulary knowledge and the highly-motivated learners outperformed in this regard.

This systematic review provides a comprehensive analysis of the empirical literature on the effectiveness of vocabulary instructional methods for English language learners (ELLs) in prekindergarten through 6th grade settings. Thus, a central goal of this study is to appraise the available research on vocabulary learning and assess intervention studies’ levels of evidence for effectiveness in order to make a critical assessment of the variables that are currently represented in the field. Specifically, the research questions guiding this systematic review are: (1) How do intervention studies developing L2 word-meaning acquisition with ELLs in pre-kindergarten through 6th grade settings vary in their methodological characteristics (i.e., research design, learners, instructional design and outcome)? (a) What are the studies’ levels of evidence for effectiveness based on their design and outcome characteristics? and (2) What is the impact of studies that meet requisite evidence standards on learners’ L2 word-meaning acquisition?
A total of 18 studies meeting the inclusion criteria were identified. Independent coding of 20% of the articles (n=4) was completed, the results were cross-checked against the original codes, and further discrepancies in coding were resolved through discussion between the two coders. The final criteria were subsequently reapplied by the author to all studies in the review. Coding categories for each study were organized by four main characteristics: (1) design characteristics (i.e., random assignment, baseline equivalence, comparison group type); (2) learner characteristics (i.e., L1/L2 proficiency, SES, age and grade level); (3) treatment characteristics (i.e., focus of instruction, level of L1 support, word tier targeted, total instructional time, training, explicitness of instruction, contextual/definitional support, group size, and level of word exposure) and (4) outcome characteristics (i.e., outcome objective, type of measure, type of ability measured, modality, word tier assessed, and type of knowledge). Based on the studies’ design and outcome characteristics, their level of evidence for effectiveness was also examined. Subsequent analyses revealed that a large proportion of studies underreported information and did not meet evidence standards for effectiveness. Additionally, studies with available effect sizes for measures of breadth and depth of vocabulary knowledge revealed inconclusive evidence about the best instructional practices for ELLs due to the large variations among a limited number of studies in their instructional approach, learners, and outcome characteristics.
An analysis of the merits and limitations of the reviewed studies reveals a number of methodological problems that threaten the validity and credibility of vocabulary research. These findings highlight the need for increased research in this field of study, particularly in revisiting existing practices to add to current understandings relating to vocabulary practices with ELLs. Additionally, this study points to specific issues in current research and provides recommendations for researchers seeking to address the significant knowledge gap in research that is centered on ELL vocabulary learning.

This study investigated the effects of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC) cooperative learning models on reading achievement and vocabulary learning of Iranian learners of English. 132 female Language learners of EFL participated in the study at National Iran English Language (NIEL) institute in Takestan. The four experimental groups were taught in cooperative learning for one semester with methods of the 'Student Teams-Achievement Divisions' (STAD) and 'Cooperative Integrated Reading and Composition' (CIRC), the control groups were taught in a non-cooperative method. Data collected through reading comprehension and vocabulary post-tests were analyzed using four one-way ANOVA procedures. The results indicated that the cooperative learning model CIRC had statistically significant effects on reading comprehension and vocabulary learning, particularly for elementary EFL learners.

This study is aimed at investigating the effectiveness of vocabulary activities in enhancing the speaking abilities of young learners. The subjects were fifteen standard four students with very low proficiency in English language. Adopting a qualitative approach, a total of five vocabulary activities were selected for this study. The topics of these activities include food, clothes, descriptions of people, directions and occupations. The findings indicates students were able to incorporate new vocabulary into their speech quite effectively. After being exposed to the new vocabulary, students were observed to be more willing to speak in English and convey ideas clearer and in more detail.

The present study was an attempt to compare the effect of the crossword strategy, wonder-word strategy, and textual-guess strategy on Iranian pilot students' immediate and delayed English vocabulary retention. 120 students participated in the study from an Army University. To make sure of their homogeneity, the researchers administrated a PET test. Based on the results, twenty eight students from each class (eighty four in all) were selected as the participants of the study. These three intact classes were then randomly assigned into three experimental groups, each receiving one type of vocabulary learning strategy. Then, 60 words from Longman Dictionary Website were given to the students in order to sort out 40 unknown words to teach. To see the effects of teaching vocabulary through three strategies mentioned above, the necessary instruction was given. The results revealed significant difference in the efficacy of textual-guess strategy compared to the wonder-word strategy in the immediate posttest and significant difference compared to both wonder-word strategy and crossword strategy in the delayed posttest. Findings of the present study are useful for EFL teachers, learners, language institutes, schools, and universities in that these strategies can enhance language learners " lexical treasure with respect to their effectiveness.

English sure can be illogical. Money is uncountable, and so is pants, while coin and skirt are countable. People is plural, but not overseas. There are seven ways to pronounce -ough-: thought, though, through, thorough, tough, trough, bough. A vest is something you wear over your shirt and tie in American English, but something you wear under your shirt in British English. A tire center and a tyre centre are the same thing; so are a bucket and a pail. But one way that English is surely logical, or at least consistent, is in the use of prefixes, e.g., dis-, de-, in-, un-.

The aim of this research is to observe the use of Quizizz Applications for Improve Vocabulary mastery in class X students at SMA Negeri 1 Pangkep. Focus to the improvement of the students' vocabulary mastery especially noun and verb by using Quizizz Application. The researchers will use Pre-experimental research to determine students' vocabulary mastery skills through Quizizz Application at the tenth grade students of SMA Negeri 1 Pangkep. To collect the data the research will conduct a pre-test to find out the basic knowledge of students about their vocabulary mastery. The next step is treatment, and the researchers will use quizizz application as a media. At the end of the study, there will be a post-test. By getting students' scores in the pre-test and post-test, the significance between them will be display. The sample of the research will be the tenth grade students' of SMA Negeri 1 Pangkep which consist of 11 Classes with 391 students.

This paper analyses the Festival/Cultural section of the four most used 6th Primary EFL textbooks in La Rioja (North of Spain) to examine whether (i) festivals is a topic covered in the syllabi of these four materials, (ii) the topics and terms refer to British and American celebrations, represent festivals in other English-speaking communities or allude to students' own culture, and (iii) songs and rhymes are included in the materials and related to the celebrations represented in them. Our findings show that the most recurrent cultural topics are everyday living, values, beliefs and attitudes and ritual behaviour. As for the cultural terms, our sample mostly portrays references to the target culture. Songs and rhymes are part of the teaching materials, but are barely related to the festivals. These data seem to show that sociocultural aspects are gaining importance in ELT primary materials, but they mostly focus on the target culture and omit references to students' own culture.

The aim of this paper was to describe the relationship between Interpersonal Intelligence and the learners' vocabulary learning through teaching reading activity so as to see whether this type of intelligence contributes to better vocabulary learning and whether there is any significant relationship between the performance of participants with interpersonal intelligence and their vocabulary learning in reading activity or not. This quantitative study consisted of a vocabulary test, a reading passage, an English proficiency test and a Multiple Intelligences questionnaire followed the study. A pre-test and post-test were conducted to get the differences in the students " post-test vocabulary score and their pre-test vocabulary score served as their gain score in vocabulary knowledge through reading. The comparison between the students " scores showed that there was no significant difference in the final performance of two groups. Therefore, this study doesn " t support the idea of relationship between interpersonal intelligence and vocabulary learning through reading, but as a positive point, the present study indicated that reading texts can greatly assist the learners in developing the level of their vocabulary knowledge. This study proved to be useful for Iranian EFL learners and also EFL teachers can adopt the technique in their classes to advance their students' language learning. A comparison of the results after the next course cycle will then allow us to assess the effects of enhancing vocabulary knowledge, which would not be possible without reading texts.

The present study aimed at investigating whether the amount of task-induced involvement load has any effects on the immediate and delayed retentions of words in an intentional learning environment. To meet this end, two groups of college students were selected as the participants of the study. The immediate and delayed retentions of ten unknown words were measured in two learning tasks (reading comprehension vs. reading comprehension plus sentence production) which induced different amounts of involvement loads. The time-on-task also differed in the two groups. No significant difference was found between the two groups on the immediate retention tests. However, the results demonstrated that the group with higher involvement load significantly outperformed the group with lower involvement load on the delayed post-tests. The theoretical and pedagogical implications are also discussed.

This study investigated whether encountering the target language words in variety of reading texts would have positive effects on vocabulary development or not. The participants of the study were 55 EFL learners from a state university in Turkey, and two classes were randomly assigned to a control (n=27) or an experimental (n=28) group. 58 English target words in total were chosen to be used in the study. The learners in the experimental group learnt the words through reading texts, and then they repeated them in different reading texts. That is to say, these students had the opportunity to meet the target words in different types of reading texts. Contrary to this, the learners in the control group encountered the words in reading texts only once, and then they repeated them in word lists out of context. A vocabulary test as pre-, post-and delayed post-test was used to measure vocabulary gain and retention. The data obtained from the vocabulary test were analyzed through paired-samples t-tests and independent-samples t-tests to see how the implementation affected the learners' vocabulary development. Additionally, a writing task was used to find out the effects of the implementation on the learners' vocabulary production. The findings showed that encountering words in different reading texts was more effective for vocabulary gain, use and retention.

Bu araştırmanın ilk amacı kelime öğrenme stratejileri öğretiminin İngilizce kelime bilgisine, kalıcılığa ve strateji kullanmaya etkisini incelemektir. Bu kapsamda çalışma yarı deneme modellerinden öntest-sontest eşleştirilmiş kontrol gruplu desene göre gerçekleştirilmiştir. Araştırmanın bir diğer amacı ise öğrencilerin uygulanan strateji öğretimini ve kullandıkları stratejileri nasıl değerlendirdiğini ortaya koymaktır. Bu çerçevede nitel araştırma desenlerinden durum çalışması ile gerçekleştirilen araştırmada veri toplama yöntemi olarak görüşme kullanılmıştır. Araştırma, bir devlet üniversitesinde İngilizce hazırlık eğitimine devam eden öğrencilerle yapılmıştır. Deney grubunda 21, kontrol grubunda 21 olmak üzere toplam 42 öğrenci çalışma grubunda yer almıştır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu, Başlangıç Düzey Kelime Testi, Alt-orta Düzey Kelime Testi, Kelime Öğrenme Stratejileri Anketi ve Standartlaştırılmış Açık Uçlu Görüşme Formu kullanılmıştır. Çalışmada araştırmacı tarafından deney grubundaki öğrencilere doğrudan öğretim yaklaşımıyla 10 hafta boyunca kelime öğrenme stratejileri öğretimi uygulanmıştır. Araştırmada, nicel verilerin analizinde ilişkisiz örneklemler t-testi, aritmetik ortalama ve frekans analizi kullanılmıştır. Nitel veriler ise betimsel olarak analiz edilmiştir. Araştırmada elde edilen bulgular şöyle özetlenebilir: 1) Uygulanan strateji öğretimi öğrencilerin hem başlangıç hem de alt-orta düzeyde kelime bilgisini anlamlı ve kalıcı bir şekilde artırmıştır. 2) Uygulanan strateji öğretimi öğrencilerin strateji kullanma düzeyini artırmıştır. Ayrıca, deney grubundaki öğrencilerin görüşleriyle yaptığı değerlendirmelere göre; 3) Öğrenciler birden fazla faktörü göz önünde bulundurarak kelime öğrenme sürecinde farklı stratejiler kullanmıştır. 4) Strateji öğretimi ile öğrenip kullandıkları bu stratejiler öğrencilere çeşitli açılardan olumlu katkılar sağlamıştır. 5) Öğrencilerin, strateji öğretiminin gelecekte diğer hazırlık sınıflarında da yapılmasına dair olumlu görüşleri ve bu kapsamda dikkate alınabilecek bazı önerileri vardır. Sonuç olarak, kelime öğrenme stratejileri öğretiminin hazırlık sınıflarındaki öğrencilerin İngilizce kelime öğrenme ve strateji kullanımına yönelik olumlu katkılar sağlayabileceği söylenebilir.

The first aim of this study was to investigate the effects of vocabulary learning strategies instruction on vocabulary achievement, retention and strategy use. Accordingly, the matching-only pre-test post-test control group design, one of the quasi-experimental models, was adopted in the research. The other aim of the study was to examine how students evaluated the strategy instruction and their strategy use. Therefore, the study was also designed as a case study, one of the qualitative research models, and interview was used for data collection. The study was conducted with the preparatory class students learning English at a state university. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Data collection tools included a Personal Information Form, Elementary Level Vocabulary Test, Pre-intermediate Level Vocabulary Test, Vocabulary Learning Strategies Questionnaire and Standardized Open-ended Interview Form. In the study, the students in the experimental group were given vocabulary learning strategies instruction by the researcher through a direct instruction approach for 10 weeks. The quantitative data of the study were analysed through independent samples t-test, arithmetic mean and frequency analysis. On the other hand, qualitative data were analyzed descriptively. The findings of the study can be summarised as follows: 1) The strategy instruction significantly increased vocabulary achievement and retention of the students at both elementary and pre-intermediate level. 2) The strategy instruction increased strategy use of the students. In addition, according to the evaluations done by the students in the experimental group; 3) The students preferred using different strategies depending on several factors in vocabulary learning process. 4) The strategy instruction and the strategy use provided several benefits for the students. 5) The students had positive opinions on the future implementation of the strategy instruction to the other preparatory classes, and some suggestions to be considered in this respect. As a result of these findings, it can be argued that vocabulary learning strategies instruction can make positive contributions to learning English vocabulary and strategy use for preparatory class university students.

The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L2 vocabulary; however, the time sequence for such juxtaposition has not been adequately examined through empirical studies. Therefore, this study sought to find the optimal time for combining explicit and implicit L2 vocabulary instruction using an explanatory mixed-method design. A convenience sample of 62 upper-intermediate EFL learners from three intact classes participated in this study. The Test of Academic Word List (Version A) that assesses Coxhead's (2000) Academic Word List (AWL) was administered as a pertest. The reading book, Focus on Vocabulary 2, that has been developed based on the AWL was used for giving meaning-forced input. The target words were explicitly pre-taught in Class A (n=22), taught concurrent with encountering them in the reading text in Class B (n=20), and post-taught in Class C (n=22). Version B of the AWL Test was used as the posttest and after a 14-day retention interval (RI) as the delayed posttest. Then, 25% of the learners were orally interviewed about their attitudes toward the treatment they received. Quantitative data analysis using one-way ANCOVA revealed that explicit teaching during the reading was the optimal time and could help learners significantly do better on the immediate and delayed post-tests followed by pre-teaching. Qualitative analysis also verified

Results of a vocabulary pretest showed that students majoring in translation had several weaknesses such as: poor vocabulary knowledge, faulty pronunciation, inability to connect the pronunciation with the written form, relating words to their part of speech, poor spelling, and inability to categorize words into groups sharing the same semantic feature and others. This article shows EFL (English as a foreign language) instructors how mind-mapping software can be used to help students learn vocabulary effectively. Instruction with the mind-mapping software goes through six stages: orientation, presentation and modeling, guided practice, independent practice, extension activities, and assessment with examples of vocabulary mind-maps. Comparisons of vocabulary pre and posttest scores of students who used vocabulary mind-maps and those who did not, showed significant differences in vocabulary acquisition as revealed by the posttest. Students who used vocabulary mind-maps made higher gains in vocabulary acquisition and more accuracy in vocabulary knowledge.

It would seem, on first thought, that the question of whether he or she came first is a lot like the question: Which came firstthe chicken or the egg? But this is not a zoological question; it is a linguistic one involving the words he and she. Because of their similar spelling, one may think that they developed concurrently, and because they are such an integral part of the English language, one may think that they date back to pre-orthographic times. Neither is actually the case.

The purpose of the study is to investigate if blended vocabulary instruction affects gifted learners’ (who are already identified via Wechsler Intelligence Test) lexical aptitude. This study also aims to explore how blended instruction influences the vocabulary acquisition of the gifted EFL learners in a private K12 setting. To this end, the vocabulary-related subtest of the Lognostic tool (Llama-B) was used to determine to what extent these gifted learners develop their lexical aptitude through blended instruction. In addition, the study seeks to explore the attitudes of gifted young EFL learners towards blended vocabulary instruction. The present study was carried out in a private K12 school in the west of Turkey. The participants consisted of 17 grade-4 gifted young EFL learners. The data were gathered via 3 pre and post vocabulary unit tests along with Llama-B lexical aptitude measurement scale which was applied at the beginning of the intervention period as well as at the end. Blended vocabulary instruction group was also given an attitude questionnaire. The results of the quantitative analysis revealed that gifted learners benefitted from blended instruction in terms of vocabulary learning. The results also indicated that blended vocabulary instruction had a positive influence on gifted learners’ lexical aptitude. In addition, the findings of the study showed that gifted learners’ attitudes towards blended vocabulary instruction were quite positive. These findings confirm that blended vocabulary instruction affects gifted learners’ lexical aptitude but that these learners’ individual differences; their giftedness also contribute to their EFL vocabulary learning.

In this study, the aim was to determine academic words in academic Turkish teaching sets, to describe the numerical and rational distribution of these academic words, and to make a comparison between the vocabulary of engineering/health sciences and social sciences. Vocabulary units classified as social sciences and engineering/health sciences were evaluated in terms of their percentages in their own categories, the most frequently used word types, and conceptual features, and to analyze the differences in use between social and engineering/health sciences, the Mann-Whitney U test was applied. The result of the study indicated that the frequency of academic words' use (7%-8%) is lower than their use count; however, when the number of single uses was considered in terms of developing comprehension and explanation skills, it is highly important. In this research, it was determined that social science and engineering/health sciences' vocabulary haven't a significant difference in term of both total vocabulary frequency and academic words' frequency. In this case, it can be said that academic vocabulary in academic texts does not contain numerical differences in terms of social sciences and natural-health sciences.

Reading is recognized as being the most important skill needed by ESP learners in their field of study, and vocabulary knowledge is the most widely discussed component of effective ESP reading per se. However, research on how much the different types of words exert substantial influences over ESP reading comprehension remains scanty. To address this lacuna in the existing literature, the present study aimed to examine the degree of contribution made by general high-frequency, core-academic, and technical-academic words to 127 Iranian learners studying psychology at three state universities in Tehran, Iran. Three researcher-made and validated tests were utilized to measure the three aforementioned types of vocabulary knowledge accompanied by an ESP reading test. Data analysis drawing on multiple regression revealed that the core-academic words and technical-academic words significantly contributed to the ESP reading comprehension, explaining about 92% of the variance in reading scores, but knowledge of general high-frequency words was not a significant contributor. Moreover, teaching core-academic and technical-academic words did not have a significant effect on ESP reading comprehension in the short term, yet a low significant difference was observed for technical academic words in the long term. Findings of this study imply that direct teaching of the core-academic and technical-academic words can help ESP learners improve their reading over time. The article ends with pedagogical implications and suggestions for future research.

Ni n aA f r i d a , M. P d Na d i aS y a f i r aP u r b a , S r i wa h y uNi n g s i h , D e l aS e p t i a n d a , Y o v i mo n i k a , S i s k aNa n d a D e wi E n g l i s hE d u c a t i o nD e p a r t me n t , S t a t eI n s t i t u t eo f I s l a mi cS t u d i e sL a n g s a e-ma i l : s y a h f i r a t s r 1 2 2 0 1 5 @g ma i l. c o m A b s t r a c t :. T h eg o a l o f t h i sr e s e a r c hwa st of i n do u t i f t h eu s eo f t h eQ u i z l e t a p p l i c a t i o na f f e c t sI A I N L a n g s a ' s E n g l i s h D e p a r t me n t ' s v o c a b u l a r yma s t e r yf o rs t u d e n t s .T h e r e s e a r c h wa s c a r r i e do u ti nt h ea c a d e mi cy e a r2 0 1 6 / 2 0 1 7a tt h eD e p a r t me n to fE n g l i s hE d u c a t i o na t I A I NL a n g s. T h er e s e a r c hs a mp l ewa st a k e nf r o m 3 4s t u d e n t si nU n i t 1a n dU n i t 2i nt h e 8 t hs e me s t e r o f t h eI A I NL a n g s aE n g l i s hE d u c a t i o nS c h o o l. Aq u a n t i t a t i v ea p p r o a c hwa s t h eme t h o du s e di nt h i ss t u d ya n dt h et e mp l a t eu s e di nt h i ss t u d ywa se xp o s t f a c t o. T h e r e s e a r c h e ra d mi n i s t e r e dat e s tc o n s i s t i n go f3 2q u e s t i o n st oa s s e s st h ev o c a b u l a r y ma s t e r yo f s t u d e n t swh i l eg a t h e r i n gt h er e s u l t s. A f t e r a d mi n i s t e r i n gt h et e s t t ot h es t u d y s a mp l e , t h er e s e a r c h e r d e t e r mi n e dt h a t i t u s e dat-t e s t i nS P S S2 2. 0. T h eo u t c o meo f t h i s s t u d ys h o we dt h a t Qu i z l e t h a dama j o r e f f e c t o nt h ev o c a b u l a r yma s t e r yo fs t u d e n t so f t h eE n g l i s hD e p a r t me n t o f I A I NL a n g s a. B a s e do nt h er e s u l t o f t h et-t e s t c a l c u l a t i o n , t h e g a i no ft o b t a i n e di s2 , 5 0 3 , wh i c hi sg r e a t e rt h a nt a b l e2 , 0 6 4o r(2 , 5 0 3>2 , 0 6 4). T h e n , g r o u pB ' sme a ni s1 3 , 2 2 2 2 , wh i c hi ss ma l l e r t h a ng r o u pA ' sme a no f 1 8 , 6 2 5 0(1 3 , 2 2 2 2< 1 8 , 6 2 5 0). I t c a nb ei n f e r r e df r o m t h i so u t c o met h a t Hai sa p p r o v e da n dHoi sr e f u s e d. I t s u g g e s t st h a t t h ea p p l i c a t i o no f Qu i z l e t d e t e r mi n e st h ev o c a b u l a r yma s t e r yo f s t u d e n t s. T h er e s u l to ft h i ss t u d ywa st h a ts t u d e n t swh ou s eQ u i z l e ta sat o o lf o rma s t e r yo f v o c a b u l a r yh a v eg r e a t e r ma s t e r yo f v o c a b u l a r yt h a nt h o s ewh od on o t. K e y wo r d s : Qu i z l e t a p p l i c a t i o n , a n dv o c a b u l a r yma s t e r y I n t r o d u c t i o n T oh e l ps t u d e n t sl e a r na n dme mo r i z ev o c a b u l a r ys ot h a t i t i sn o tb o r i n gf o rt h e m, t h e yn e e dame d i at h a t u s e st e c h n o l o g y. Q u i z l e t a p p l i c a t i o ni saf o r m o f f l a s h c a r di n

Abstract
Objective: This study aims at developing a list of academic and technical
words commonly used in medical research articles. It is conducted in
Khalil Tazik1
Mahmood Maniati1
line with the specificity of academic literacy and vocabulary practices
in every individual discipline. Mohammad Reza
Afshar1 Methods: The corpus of this study consisted of 18,462,820 words extracted
from 1,784 research articles accessed from three prestigious Somayeh Biparva
and widely known journals, i.e., The Lancet, The BritishMedical Journal Haghighi1
(BMJ), and The New England Journal of Medicine (NEJM), published
between 2015 and 2019. To analyze the data, the RANGE program as
a robust tool for developing viable academic word lists was used. 1 Ahvaz Jundishapur University
of Medical Sciences, Ahvaz,
Iran
Results: Our quantitative and qualitative data analysis yielded a final
academic wordlist which consisted of 1,003 words, covered 1,972,420
words in the corpus, and accounted for 10.68% of the medical research
articles.
Discussion: The high coverage of the extracted academic and technical
words provides a reliable source for medical students, medical educators,
material designers, and those who are deeply involved in medical
English education.

This study investigated EFL learners’ comprehension of scalar properties of three types of emotion verbs, namely, fear type, liking and disliking emotion verbs and compare their performance with instructors and native speakers of English. The participants were 38 non-native pre-service teachers from ELT department at a state university in Turkey, 11 ELT instructors at different universities and 10 native speakers from the USA and the UK. The data were collected through a scale construction task according to participants’ judgements on scalar emotion verbs in terms of their relative order on a linear scale. The results revealed that in terms of constructing consistent scales with with previously determined scales in literatutre, pre-service teachers performed poorly for fear-type and disliking emotion verbs, they were partly successful in constructing consistent scales for liking verbs. It was also found that similarly instructors performed poorly in constructing scales for fear-type...