NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 97 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stephanie Hearnshaw; Elise Baker; Ron Pomper; Karla K. McGregor; Jan Edwards; Natalie Munro – International Journal of Language & Communication Disorders, 2024
Background: Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that…
Descriptors: Phonology, Vocabulary Development, Speech Communication, Auditory Perception
Peer reviewed Peer reviewed
Direct linkDirect link
Holger Hopp; Jana Reifegerste; Michael T. Ullman – Language Learning, 2025
Second language (L2) grammar learning is difficult. Two frameworks--the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model--predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest-posttest syntactic adaptation study of…
Descriptors: Lexicology, Vocabulary Development, Language Acquisition, Grammar
Peer reviewed Peer reviewed
Direct linkDirect link
Gellert, Anna S. – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention…
Descriptors: Vocabulary, Vocabulary Development, Morphology (Languages), Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Duyen Thi Le – SAGE Open, 2024
Second language (L2) enjoyment has gained recent interest, but little research has attended to the sources of L2 vocabulary learning enjoyment. Drawing on the regulatory focus theory and the assumption that advancing toward a goal can contribute greatly to learning enjoyment, this study examined the extent L2 vocabulary selves and capacity for…
Descriptors: Second Language Learning, Vocabulary Development, Self Management, College Students
Peer reviewed Peer reviewed
Direct linkDirect link
Jinger Pan; Catherine McBride; Joyce Lok Yin Kwan; Hua Shu – Reading and Writing: An Interdisciplinary Journal, 2025
While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…
Descriptors: Native Language, Second Language Learning, Chinese, Socioeconomic Status
Peer reviewed Peer reviewed
Direct linkDirect link
Babineau, Mireille; Havron, Naomi; Dautriche, Isabelle; de Carvalho, Alex; Christophe, Anne – Language Acquisition: A Journal of Developmental Linguistics, 2023
Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is "syntactic bootstrapping." A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the "semantic seed…
Descriptors: Syntax, Language Acquisition, Vocabulary Development, Language Processing
Peer reviewed Peer reviewed
Direct linkDirect link
Amber Dudley; Emma Marsden; Giulia Bovolenta – Language Testing, 2024
Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a…
Descriptors: French, Vocabulary Development, Secondary School Students, Language Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Suhad Sonbul; Dina Abdel Salam El-Dakhs – Language Teaching Research, 2024
Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…
Descriptors: Arabic, English (Second Language), Vocabulary Development, Second Language Learning
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Alejandra Daniela Calero; Nicole Rosenfeld; María Belén Jader; Débora Inés Burin – International Journal of Emotional Education, 2023
The present work aims to study the relationship between perceived emotional intelligence, and general and emotional vocabulary. Undergraduate Psychology (N = 99) and Design (N = 44) students completed a number of tests about emotional intelligence (TMMS-21), general vocabulary (BAIRES-A), and emotional vocabulary respectively. The predictive…
Descriptors: Emotional Intelligence, Vocabulary Development, Psychology, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Van Mensel, Luk; Galand, Benoît – European Journal of Psychology of Education, 2023
This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The…
Descriptors: Elementary School Students, Secondary School Students, Grade 5, Grade 11
Peer reviewed Peer reviewed
Direct linkDirect link
Dang, Thi Ngoc Yen; Webb, Stuart; Coxhead, Averil – Foreign Language Annals, 2022
Recently researchers have proposed using information from teachers and learners to supplement the information from corpora in the selection of the most useful words for foreign language learners. Yet the extent to which these data sets correlate to one another is unclear. This study explicitly investigated the relationships between (a) the lexical…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Computational Linguistics
Peer reviewed Peer reviewed
Direct linkDirect link
Mark Feng Teng; Atsushi Mizumoto – Australian Review of Applied Linguistics, 2023
This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their…
Descriptors: Incidental Learning, Second Language Learning, Second Language Instruction, Vocabulary Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Zari Saeedi; Hessameddin Ghanbar; Mahdi Rezaei – International Journal of Language Testing, 2024
Despite being a popular topic in language testing, cognitive load has not received enough attention in vocabulary test items. The purpose of the current study was to scrutinize the cognitive load and vocabulary test items' differences, examinees' reaction times, and perceived difficulty. To this end, 150 students were selected using…
Descriptors: Language Tests, Test Items, Difficulty Level, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Veslemøy Rydland; Vibeke Grøver – Journal of Early Childhood Research, 2024
The present study investigated whether parent--child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children's first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and…
Descriptors: Bilingualism, Receptive Language, Vocabulary Development, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Gellert, Anna S.; Arnbak, Elisabeth – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The purpose of this study was to examine how well students' response to a morphological vocabulary intervention can be predicted before the start of the intervention from traditional static assessments and to determine whether a dynamic assessment with graduated prompts improves the prediction. Method: A planned secondary analysis of a…
Descriptors: Elementary School Students, Grade 5, Response to Intervention, Vocabulary Development
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7