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Showing 1 to 15 of 212 results Save | Export
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Paul Meara; Imma Miralpeix – Vocabulary Learning and Instruction, 2025
This paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising…
Descriptors: Vocabulary Development, Workshops, Models, Networks
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Ma, Boxuan; Hettiarachchi, Gayan Prasad; Fukui, Sora; Ando, Yuji – International Educational Data Mining Society, 2023
Vocabulary proficiency diagnosis plays an important role in the field of language learning, which aims to identify the level of vocabulary knowledge of a learner through his or her learning process periodically, and can be used to provide personalized materials and feedback in language-learning applications. Traditional approaches are widely…
Descriptors: Vocabulary Development, Second Language Instruction, Second Language Learning, Language Proficiency
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Min Teng; Jinfen Xu – Language Teaching Research, 2025
Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word…
Descriptors: Receptive Language, Expressive Language, Vocabulary Development, Mastery Learning
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Min Gao; Jiancheng Qian; Ushba Rasool – SAGE Open, 2024
This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…
Descriptors: Time on Task, Incidental Learning, Task Analysis, Correlation
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Qi Zheng; Kira Gor – Language Learning, 2024
Second language (L2) speakers often experience difficulties in learning words with L2-specific phonemes due to the unfaithful lexical encoding predicted by the fuzzy lexical representations hypothesis. Currently, there is limited understanding of how allophonic variation in the first language (L1) influences L2 phonological and lexical encoding.…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Phonology
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Sarat Doley; Sujata Kakoti – Taiwan Journal of TESOL, 2024
Scheduling of practice to create a spacing effect has been observed to lead to superior retention of L2 vocabulary and grammar. Two of the various methods of scheduling L2 task practice discussed widely in recent times are interleaving and blocking. In a desirable difficulty framework, both of these methods have been recommended for task…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Grammar
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Angélica Ribeiro – Journal of Second Language Acquisition and Teaching, 2024
Communication strategies interlocutors use to avoid or resolve potential problems in face-to-face (FTF) and computer-mediated interactions can facilitate English learners' second language acquisition (SLA) (Smith, 2003). Such strategies are beneficial because they encourage English learners to practice the second language (L2), learn vocabulary,…
Descriptors: Communication Strategies, Computer Mediated Communication, English (Second Language), Second Language Learning
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Winke, Paula; Huntley, Elizabeth; Gass, Susan – Arab Journal of Applied Linguistics, 2022
We explored how L2 learners of Arabic make use of video-based captions to learn vocabulary. Thirteen students watched a four-minute captioned video twice on a computer equipped with eye-tracking technology. The study included 19 novel words, 2 familiar words with novel meanings, and 2 words with familiar morphological roots (23 total). In this…
Descriptors: Arabic, Second Language Learning, Second Language Instruction, Vocabulary Development
Lidster, Ryan – ProQuest LLC, 2023
When acquiring a second language, learners must become able to perceive the difference between novel sounds ("discrimination") and also associate strings of sounds with distinct vocabulary items ("lexical encoding"). Recent research has questioned whether discrimination is a sufficient or necessary condition for encoding, and…
Descriptors: Language Processing, Japanese, Second Language Learning, Second Language Instruction
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Laura Vilkaite-Lozdiene; Algirdas Dinigevicius – Vocabulary Learning and Instruction, 2024
Previous research has shown that L1-L2 congruency is a facilitative factor in collocation processing. The present study explores the congruency effect between learners' L2 and L3. Thirty-three proficient Norwegian learners with Lithuanian as their L1 and English as their L2 completed a phase acceptability task consisting of three groups of…
Descriptors: Multilingualism, Phrase Structure, Norwegian, Second Language Learning
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Yen-Chen Hao – Second Language Research, 2024
The current study examined the phonolexical processing of Mandarin segments and tones by English speakers at different Mandarin proficiency levels. Eleven English speakers naive to Mandarin, 15 intermediate and 9 advanced second language (L2) learners participated in a word-learning experiment. After learning the sound and meaning of 16 Mandarin…
Descriptors: English, Native Speakers, Mandarin Chinese, Second Language Learning
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Yuxin Chen; Yaqiong Wang – Language Teaching Research Quarterly, 2024
This study investigates how academic disciplines impact second language (L2) lexical competencies. Prior L2 research has often overlooked the broader effects of disciplinary backgrounds on lexical development. To address this gap, this study utilized lexical decision, memory, and semantic fluency tasks to examine lexicon recognition, memory, and…
Descriptors: Semantics, Second Language Learning, Reaction Time, Accuracy
Aaron Jakob Johnson – ProQuest LLC, 2024
Students studying in beginning level foreign language classrooms often lack the opportunity to speak spontaneously (Kogan, 2023). Task-Based Language Teaching (TBLT) is a pedagogical approach to language instruction that advocates for the use of tasks to develop learners' second/foreign language (L2) abilities. Games can act as tasks that prepare…
Descriptors: Russian, Second Language Learning, Second Language Instruction, Language Proficiency
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Rabiah Tul Adawiyah Mohamed Salleh; Bruno Di Biase; Satomi Kawaguchi – Journal of Multilingual and Multicultural Development, 2024
English is undoubtedly an important language for educational and socio-economic mobility in numerous countries including Malaysia. Regardless of its importance, studies to document English language acquisition among Malaysian children acquiring English in the local context remain scarce. This normative data is imperative for syllabus-designers,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Preschool Children
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Suh Keong Kwon – English Teaching, 2024
This paper investigates the cognitive processes involved in English word recognition among young EFL learners using eye-tracking methodology. A quasi-experimental mixed method design was used to investigate how young L2 learners engage with basic words, with or without pictorial cues. A total of seventeen 6th-grade pupils from two schools…
Descriptors: Eye Movements, English (Second Language), Second Language Instruction, Second Language Learning
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