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Showing 1 to 15 of 101 results Save | Export
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Yang Han; Yongsheng Wang; Feifei Liang; Xin Li; Jie Ma; Xuejun Bai – Reading and Writing: An Interdisciplinary Journal, 2025
Vocabulary is an important foundation for reading skills. Dual-route cascaded model believes that when form-sound correspondence is irregular, phonetic decoding is a necessary but not sufficient condition for word acquisition. Lexical access in syllabic scripts involves a morphological-phonetic-semantic approach, where phonological decoding is…
Descriptors: Phonology, Decoding (Reading), Incidental Learning, Reading Processes
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Haomin Zhang; Jie Sun; Yuting Han; Song Yin – International Journal of Bilingual Education and Bilingualism, 2024
The current study reported an empirical investigation that tested the collective and individual effects of morphological awareness and cognate awareness on Japanese word learning among Chinese learners of Japanese. 131 Chinese learners of Japanese participated in this study. They completed morphological awareness measurements (morpheme…
Descriptors: Morphology (Languages), Second Language Learning, Second Language Instruction, Japanese
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Leona Polyanskaya; Dina Abdel Salam El-Dakhs; Ming Tao; Fengfeng Chu; Mikhail Ordin – Metacognition and Learning, 2024
The writing system -- the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems -- can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as…
Descriptors: Metacognition, Inferences, Vocabulary Development, Alphabets
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Rosanne Zeppieri – NECTFL Review, 2024
Research confirms that critical thinking plays a fundamental role in decision making and problem solving, skills that are essential to function as successful adults in a complex world. Consequently, it has been a focus of educational research for decades. Faculty meetings and teacher training sessions repeatedly run sessions on ways that teachers…
Descriptors: Critical Thinking, Language Proficiency, Second Language Learning, Problem Solving
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Kazuma Fujii – LEARN Journal: Language Education and Acquisition Research Network, 2024
Extensive Reading (ER) emerges as a promising approach for acquiring a foreign language, allowing for a large amount of language exposure. However, the influence of supplementary activities within ER programs has yet to be thoroughly investigated, despite previous studies suggesting their potential effectiveness. This research investigated the…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
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Zhang, Haomin; Pei, Zhenxia – Journal of Psycholinguistic Research, 2022
This study explored the role of word knowledge dimensions in second language (L2) word-meaning inference. College-level L2 learners (N = 121) participated in this study and completed a series of word knowledge tests including vocabulary size, word associates, morpheme-form knowledge, morpheme-meaning knowledge, morpheme discrimination, and…
Descriptors: Second Language Learning, Second Language Instruction, Inferences, Vocabulary Development
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Shabani, Gholamhossein; Dogolsara, Shokoufeh Abbasi – Journal of Psycholinguistic Research, 2023
This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input
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Chen, Tianxu – Language Awareness, 2022
Radical awareness (i.e. the ability to identify, analyze, and manipulate radicals within compound characters) plays an important role in character reading and learning for first language and second language (L2) learners of Chinese. Previous studies have shown that radical awareness contributes to character recognition, inference, and…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Orthographic Symbols
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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
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Chen, Tianxu – Foreign Language Annals, 2018
Learners' ability to infer unknown words' meanings (lexical inferencing) plays a key role in word knowledge development for second language (L2) learners. It has recently been acknowledged that learners' sensitivity to word-internal structures (morphological awareness) makes an important contribution to L2 lexical inferencing. However, it remains…
Descriptors: Morphology (Languages), Inferences, Second Language Learning, Chinese
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Prichard, Caleb; Atkins, Andrew – Reading Matrix: An International Online Journal, 2021
Studies have shown that vocabulary can be acquired in second language reading, but researchers have not explicitly examined which vocabulary coping strategies lead to higher rates of vocabulary learning. This study aims to fill this gap by examining the effect of various strategies using eye tracking and navigation tracking. The strategies…
Descriptors: Vocabulary Development, Coping, Incidental Learning, Eye Movements
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Sibo Liu; Mohd Rashid Bin Mohd Saad – Eurasian Journal of Applied Linguistics, 2025
The practice of extensive reading (ER) is widely recognised as an effective approach to language acquisition, facilitating vocabulary expansion, text comprehension, and reading fluency. This study examines the role of ER in enhancing these aspects, offering a structured analysis of its impact on language learning. Drawing upon Krashen's Input…
Descriptors: Reading Rate, Reading Comprehension, Research Reports, Information Retrieval
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Elgort, Irina; Beliaeva, Natalia; Boers, Frank – Studies in Second Language Acquisition, 2020
Access to definitions facilitates the learning of word meanings when novel words are encountered in reading. However, the memorial costs and benefits of inferring word meanings from context, compared to seeing definitions of unfamiliar words before reading, are not yet well understood. We conducted two experiments with adult L1 (English) and L2…
Descriptors: Second Language Learning, Task Analysis, Inferences, Recall (Psychology)
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McLean, Stuart; Stoeckel, Tim – Reading in a Foreign Language, 2021
In response to McLean (2021), Laufer (2021) makes three claims which are either not supported by research or are based on studies with important limitations. First is that a vocabulary size, instead of a level, can be used to match learners with lexically appropriate materials despite test creators and research not supporting this. Second is that…
Descriptors: Mastery Learning, Second Language Learning, Second Language Instruction, Vocabulary Development
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Sibel Sögüt – GIST Education and Learning Research Journal, 2023
This study examines second language (L2) learners' perspectives regarding the affordances and challenges of using the Data-Driven Learning (DDL) to identify the properties of near-synonymous words. Employing a convergent mixed-method design, this study deciphers the perceptions of 40 undergraduate L2 learners majoring in English language teaching.…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Phrase Structure
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