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Nadia Lana; Victor Kuperman – Language Learning and Development, 2024
This study investigates the role of emotional linguistic input in learning novel words with abstract and concrete denotations. It is widely accepted that concrete words are processed more easily than abstract ones. Several theories of vocabulary acquisition additionally propose a critical role of sensorimotor and emotional information during novel…
Descriptors: Incidental Learning, Vocabulary Development, Semantics, Emotional Response
Lindstromberg, Seth; Eyckmans, June – Studies in Second Language Acquisition, 2021
Although retrieval of lexical forms is a prerequisite for language production, research of L2 vocabulary learning has focused much more on meanings and form-meaning mappings than on development of detailed, accessible mental representations of forms. This is particularly true with respect to multi-word items (MWIs). We report an experimental study…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Language Usage
Vandenberghe, Bert; Perez, Maribel Montero; Reynvoet, Bert; Desmet, Piet – Studies in Second Language Acquisition, 2021
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs.…
Descriptors: French, Verbs, Linguistic Input, Intervention
Ilter, IIhan – RMLE Online: Research in Middle Level Education, 2019
This study compares the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary knowledge of students who read at frustration level. The participants were 44 sixth-grade students from a middle grades school. Students were randomly assigned to experimental and control conditions. The…
Descriptors: Middle School Students, Vocabulary Development, Cues, Pretests Posttests
Aajami, Raghad Fahmi – Arab World English Journal, 2019
Expanding the English vocabulary for Iraqi second language (L2) learners is a challenging task. In the present work, Langacker's cognitive linguistic theory of domains (1987) is adopted to provide a new sight into vocabulary learning, and to expand the vocabulary repertoire of Iraqi students. This paper aims at testing the validity of expanding…
Descriptors: Foreign Countries, Semantics, Vocabulary Development, Second Language Learning
Zhang, Hong – English in Education, 2021
The meaning of words can be influenced by their co-occurrences. Semantic prosody (SP) is attitudinal and evaluative meaning inferred from the habitual lexical environment of a word in a corpus. By introducing SP in an English teaching classroom, teachers can reveal more implicit knowledge about language usage and assist students in reaching…
Descriptors: Semantics, Language Usage, Computational Linguistics, Intonation
Sun, Hanzhong; Fang, Shaohua – Australian Journal of Applied Linguistics, 2021
There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Namaziandost, Ehsan; Rezvani, Ehsan; Polemikou, Anna – Cogent Education, 2020
In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancement, semantic input enhancement, and input flooding. In fact, the selected participants were divided into three experimental groups and one control group.…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests
Nakata, Tatsuya; Suzuki, Yuichi – Studies in Second Language Acquisition, 2019
Although researchers argue that studying semantically related words simultaneously (semantic clustering) inhibits vocabulary acquisition, recent studies have yielded inconsistent results. This study examined the effects of semantic clustering while addressing the limitations of previous studies (e.g., confounding of semantic relatedness with other…
Descriptors: Semantics, Vocabulary Development, Interference (Language), Learning Processes
Nakata, Tatsuya; Elgort, Irina – Second Language Research, 2021
Studies examining decontextualized associative vocabulary learning have shown that long spacing between encounters with an item facilitates learning more than short or no spacing, a phenomenon known as distributed practice effect. However, the effect of spacing on learning words in context is less researched and the results, so far, are…
Descriptors: Vocabulary Development, Translation, Japanese, Second Language Learning
López Páez, Kevin – GIST Education and Learning Research Journal, 2020
With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students' both semantic and syntactic competence, this study investigates the impact of Swain's…
Descriptors: Oral Language, Second Language Learning, Second Language Instruction, English (Second Language)
Chen, Aleck Shih-wei – Second Language Research, 2021
This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Vocabulary Development
Simanjuntak, Olivia Virocky; Simanjuntak, Debora Chaterin – Acuity: Journal of English Language Pedagogy, Literature and Culture, 2018
The purpose of this study is to find out whether there is any significant difference between Semantic Mapping and Diglot Weave Techniques in enhancing the students' vocabulary knowledge. This study is quantitative, utilizing comparative research design--a simple research design which is used to examine two techniques of teaching. In this study,…
Descriptors: Vocabulary Development, Cognitive Mapping, Semantics, Teaching Methods
McQuillan, Jeff; Ediger, Warren – Reading Matrix: An International Online Journal, 2018
There is considerable evidence that incidental vocabulary acquisition through reading accounts for a large portion of the growth in word knowledge for both first (L1) and second (L2) language acquirers. In this paper, we evaluate the Markov Estimate of Semantic Association (MESA) technique for detecting small, incremental gains in vocabulary…
Descriptors: Markov Processes, Vocabulary Development, Incidental Learning, Native Language
Chen, Mei-Hua – Taiwan Journal of TESOL, 2019
Lexical competence is considered as an important indicator of language proficiency. While learning vocabulary, learners need to remember various aspects of knowledge about the word (e.g., meaning, form and use). Many vocabulary learning strategies have been proposed to help learners consolidate vocabulary knowledge. Among them, grouping words…
Descriptors: Phrase Structure, Vocabulary Development, Computational Linguistics, Chinese