WorldWideScience

Sample records for vocabulary comprehension strategies

  1. Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL

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    Suyatman Suyatman

    2017-10-01

    Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

  2. Enhancing Vocabulary Development and Reading Comprehension through Metacognitive Strategies

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    Cubukcu, Feryal

    2008-01-01

    This article presents a study of the teacher trainees in an English department who have received instruction in metacognitive awareness for reading comprehension. Metacognition or "thinking about thinking" involves the awareness and regulation of thinking processes. Metacognitive strategies are those strategies which require students to…

  3. Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

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    Jerotijević-Tišma Danica

    2016-01-01

    Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

  4. VOCABULARY STRATEGIES AND VOCABULARY LEARNING

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    2001-01-01

    This research is a comparative study of Chinese EFLgradutes′vocabulary strategies applied in their EGeneralAP(English for General Academic Purposes)and ESpecialAP(English for Special Academic Purpose)learning.Participantswere the first-year graduates of non-English major in ChinaPharmaceutical University(N=102).The present study uses ataxonomy of strategies developed by O’Malley and Chamot(1990),which was modified to more accurately reflectvocabulary strategies(altogether 31 sub-strategy variables within16 strategies).Analysis through SAS(Statistic Analysis System)on the collected date has revealed that:1)Learners apply more types of vocabulary stategies inEGeneralAP than in ESpecialAP vocabulary learning.2)Translation and Extensive Reading gain higher frequencyof application in ESpecialAP learning.3)11 vocabulary strategies strongly predict EGeneralAPvocabulary achievement and only 6 strategies strongly predictESpecialAp vocabulary achievement.At the end of the paper,some practical suggestions aremade for EFL graduate teachers to adjust their teaching targetand methods.

  5. Effects of Online Academic Lectures on ESL Listening Comprehension, Incidental Vocabulary Acquisition, and Strategy Use

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    Smidt, Esther; Hegelheimer, Volker

    2004-01-01

    This paper investigates how authentic web-delivered video can inform ESL online instruction and enhance the incidental acquisition of vocabulary and listening comprehension. A total of 24 adult learners of English as a Second Language enrolled in a listening comprehension class at a major Midwestern university participated in the study. The…

  6. A Place for Content Literacy: Incorporating Vocabulary and Comprehension Strategies in the High School Science Classroom

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    Misulis, Katherine E.

    2011-01-01

    To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and comprehension. In this article, the author provides tips on how to incorporate content literacy…

  7. Vocabulary Learning Strategies

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    Craven, Laurence

    2015-01-01

    The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and researchers in the field. This article aims to provide a digest of recent research on vocabulary learning strategies specifically in the English as a foreign language context in Japan. In Japan where there is minimal exposure to English in daily life and where word knowledge is often tested, teachers should be informing learners about vocabulary learning strategies a...

  8. Vocabulary Plus: Comprehensive Vocabulary Instruction for English Learners

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    Frumkin, Rhoda

    2010-01-01

    "Vocabulary Plus" is an interactive strategy which links vocabulary development with content area learning for English learners. This strategy uses interactive read-alouds of thematically- connected informational text matched to the grade-appropriate state standards and content of core subjects. When using "Vocabulary Plus",…

  9. The Impact of Gloss Types on Reading Comprehension, Vocabulary Gain and Vocabulary Retention: A Comparative Study

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    Atefeh Elekaei

    2015-09-01

    Full Text Available The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and were divided into four groups (footnote gloss group, interlinear gloss group, marginal gloss group, and glossary group. They were required to read a text and answer four reading comprehension questions. In addition, one immediate vocabulary post-test and one delayed vocabulary post-test were taken in order to investigate learners' vocabulary gain and vocabulary retention. In order to analyze the data, one one-way ANOVA and one MANOVA were run. The results of one-way ANOVA revealed that participants who received interlinear glosses significantly outperformed the other groups regarding comprehending the text. Moreover, the immediate vocabulary post-test was conducted immediately after reading test and the delayed post-test was administered after four weeks. The results of MANOVA indicated that the group which received interlinear glosses outperformed the other groups in both vocabulary gain and vocabulary retention. The present study has implications for teachers and learners. Teachers can find better methods to teach new reading passages as well as vocabulary items. Also, glosses help learners to have a better comprehension of difficult passages and they facilitate learning. Moreover, learners can enhance their vocabulary knowledge with the help of glosses. Keywords: footnote gloss, interlinear gloss, marginal gloss, glossary, Iranian EFL learners, reading comprehension, vocabulary gain, vocabulary retention

  10. English Vocabulary Memorizing Strategies

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    侯首慧

    2014-01-01

    With the high-speed development of society, English has already become a university language and learning English is the basic requirement to learners. Vocabulary learning is one of the key factors in English Learning. This paper focuses on the vocabulary memories strategies.%随着社会高速发展,对任何学习者来说,掌握英语,这个世界性语言是学习中最基本的要求。词汇学习当然是英语学习中关键因素之一。本文将侧重介绍词汇记忆的策略。

  11. English Vocabulary Teaching Strategies

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    王敏

    2012-01-01

    Vocabulary is very necessary in language teaching and acquisition.If students have a certain amount of vocabulary,they will overcome many difficulties in reading.listening、 speaking and writing.In vocabulary teaching,scholars have been working hard to find better ways.This paper attempts to find how to improve students’ enthusiasm of learning vocabulary and teach vocabulary more successfully and effectively.

  12. Vocabulary Teaching Strategies in College

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    张爱荣

    2009-01-01

    We all focus on the students' abilities of listening, speaking, wading, writing and translating in college teaching. But actually, it is nothing without vocabulary. Thus, vocabulary teaching is an essential part in English teaching. However, seme traditional teaching takes vocabuhury out from the context, which costs a lot of time and energy, but students are involved in the dull circle of memorizing to forgetting to memorizing again. Finally, they lose their patience on English learning and maybe give it up. In this paper, we discuss some vocabulary teaching strategies, so as to help the memorizing of vocabulary and enhance the efficiency of vocabulary teaching and learning.

  13. Vocabulary teaching strategies

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    徐桂荣

    2016-01-01

    Vocabulary has always been one of the significant issues related both with teachers and learners of foreign languages. How to teach vocabulary efficiency? Teachers should choose proper ways to instruct words. Many teachers often write new words they want to teach on the blackboard and then explain them one by one. It makes students feel bored. This paper will summarize some teaching approaches that are better on teaching English words.

  14. Strategies for teaching and learning vocabulary

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    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  15. The Choice of Effective Vocabulary Learning Strategies

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    刘建芳

    2015-01-01

    This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies.It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

  16. The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

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    Shima Kameli

    2013-01-01

    Full Text Available The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR, Shiraz, Iran. The Vocabulary Levels Test (VLT and Reading Comprehension Test (IELTS were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension. Keywords: vocabulary level, vocabulary size/breadth, reading comprehension

  17. How to develop vocabulary learning strategies

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    董振

    2010-01-01

    @@ Due to limited class time,students will not be able to learn all the vocabulary simply from class teaching.Thus we need to help students develop items vocabulary learning strategies so that they can effectively acquire more vocabulary on their own,especially outside the class.Below are some strategies.

  18. The Relationship between Vocabulary Learning Strategies and Vocabulary Size

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    Rashidi, Nasser; Mortazavi, Fariba

    2012-01-01

    This research investigated the relationship between vocabulary learning strategies and vocabulary size of Iranian university EFL students. Participants in the present study were a total of 67 EFL learners, studying at Shiraz Azad University as senior English Translation students. The instruments utilized for data collection were three tests: A…

  19. The Relationship between Vocabulary Learning Strategies and Vocabulary Size

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    Rashidi, Nasser; Mortazavi, Fariba

    2012-01-01

    This research investigated the relationship between vocabulary learning strategies and vocabulary size of Iranian university EFL students. Participants in the present study were a total of 67 EFL learners, studying at Shiraz Azad University as senior English Translation students. The instruments utilized for data collection were three tests: A…

  20. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

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    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  1. Learning Strategies in Acquisition of Medical Vocabulary

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    田俊英; 蒋东坡

    2016-01-01

    Medical vocabulary consists of so many words and terms.Medical students are often terrified by large vocabulary.The paper aimed to analyze the problems lie in acquisition of medical vocabulary,review literature of learning strategies of medical vocabulary,and offers a few simple rules for students to follow to facilitate their acquisition of medical vocabulary.

  2. Vocabulary Memorizing Strategies by Chinese University Students

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    Yang, Wei-dong; Dai, Wei-ping

    2012-01-01

    The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword…

  3. Advanced Teaching Strategies of College English Vocabulary

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    谭萍

    2016-01-01

    Vocabulary teaching is an important part in English teaching, which purpose is to foster students to use learned words to conduct language communication, increasing the capability of language using in daily life. This paper analyzes the present condition and exposes the problems existing in English vocabulary teaching and learning, then, puts forward some scientific, effective strategies for the education of English vocabulary. I hope these teaching strategies can help teachers improve their teaching methods and help English learners acquire knowledge easily and efficiently.

  4. Vocabulary Strategies for a Fourth Grade Classroom

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    Howell, Gina

    2012-01-01

    For this project I worked with twelve of my fourth grade students from a local school in the southwestern part of Stokes County, North Carolina on increasing their vocabulary skills through the development and implementation of seven vocabulary strategies. During the Literature Review I came across the following seven strategies: Prediction;…

  5. The Choice of Effective Vocabulary Learning Strategies

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    LIU Jian-fang

    2014-01-01

    This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strat-egies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

  6. Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

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    Baharudin, Harun; Ismail, Zawawi

    2014-01-01

    Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

  7. Influence of Three Teaching Strategies on Korean EFL Students' Vocabulary Development

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    Chin, Cheongsook

    2009-01-01

    This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…

  8. TEACHING VOCABULARY LEARNING STRATEGIES IN CLASSROOM

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    ZhangWentao

    2004-01-01

    Vocabulary knowledge is one component of language skills such as reading and writing and enables language learners to more appropriate language use. 13ecause of the features of vocabulary learning, which is wide coverage in content and time, teaching vocabulary should base on learners previous knowledge and arouse their motivation to .further learning. Teaching language learning strategy in class can help studentsmore consciously monitor their learning, learn autonomously and become independent learner. Hence teacher should attach great importance to the instruction of voeabalary learnig strategies to students in classroom. This paper discusses theoretically the function and application of teaching learning strategy in vocabulary learning and also provides an applicable class sample to teach some vocabulary learning strategies to students.

  9. FL Vocabulary Learning of Undergraduate English Majors in Western China: Perspective, Strategy Use and Vocabulary Size

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    Zhang, Baicheng

    2009-01-01

    The present study, by use of questionnaire and vocabulary tests, has investigated the foreign language vocabulary learning situation of 481 undergraduates in terms of their perspective of vocabulary learning, strategy use and vocabulary size. Based on the questionnaire investigation and vocabulary level tests, the characteristics of the subjects'…

  10. The Effectiveness of Strategies-based Instruction on Postgraduates' English Vocabulary Learning

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    李蕾

    2008-01-01

    This ten-week quasi-experimental study was undertaken to explore the effectiveness of strategies-based vocabulary instruction on English vocabulary learning of postgraduate learners.By the questionnaires and vocabulary tests administered before and after the instruction, the experimental group and the control group were compared to find out whether reading comprehension plus SBI method was more effective than reading only method in postgraduates' English vocabulary learning.

  11. A Research on Vocabulary Teaching Strategies and Students’ Mastery

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    Tian Yuan

    2013-01-01

    Full Text Available By means of questionnaire and quantitative research, this article aims at investigating the effects on students’ mastery of vocabulary by studying teachers’ adoption of seven kinds of common vocabulary teaching strategies and the usage of analyzing strategies in intensive English in order to improve vocabulary teaching strategies and to help enlarge students’ vocabulary.

  12. A RESEARCH ON VOCABULARY TEACHING STRATEGIES AND STUDENTS’ MASTERY

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    Tian Yuan; Liu Bingbing

    2013-01-01

    By means of questionnaire and quantitative research, this article aims at investigating the effects on students’ mastery of vocabulary by studying teachers’ adoption of seven kinds of common vocabulary teaching strategies and the usage of analyzing strategies in intensive English in order to improve vocabulary teaching strategies and to help enlarge students’ vocabulary.

  13. MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

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    Abbas Ali Zarei

    2014-07-01

    Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.   Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

  14. Vocabulary Learning Strategies in an ESP Context

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    Violeta Jurkovič

    2015-11-01

    Full Text Available The paper focuses on vocabulary learning strategies as a subcategory of language learning strategies and their instruction within the ESP context at the Faculty of Maritime Studies and Transport in Portorož. Vocabulary strategy instruction will be implemented at our faculty as part of a broader PhD research into the effect of language learning strategy instruction on strategy use and subject-specific and general language acquisition. Additional variables that will be taken into consideration are language proficiency, motivation and learning styles of the students. The introductory section in which the situation that triggered my PhD research is presented is followed by a theoretical introduction to the concept of language and vocabulary learning strategies. The aspects that the paper focuses on are the central role of lexis within ESP, vocabulary learning strategy taxonomies, and the presentation of research studies made in the examined field to date. The final section presents the explicit vocabulary learning strategy instruction model. In the conclusion, some implications for teaching can be found.

  15. The Relationship between Depth of Vocabulary Knowledge and Reading Comprehension

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    赵旭

    2015-01-01

    Having a large vocabulary is a key in learning a foreign language successfully.The present study attempts to investigate the relationship between depth of vocabulary knowledge and reading comprehension.DVK relates to how well one knows a word and it is the quality of one’s knowledge about a word.It involves a good number of aspects representing

  16. Revisiting the Reader's Rudder: A Comprehension Strategy.

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    Fischer, Cynthia

    2003-01-01

    Presents the structured comprehension method, a strategy that facilitates literal, inferential, and critical reading comprehension for passive readers who can decode but not comprehend. Uses the method to illustrate how other areas of students' instruction (e.g., vocabulary enhancement through morphemic analysis, use of a phonogram approach to…

  17. Chinese EFL Undergraduates Vocabulary Learning Strategies and Their Effects upon Reading Comprehension%大学生英语词汇学习策略及其对阅读理解的影响

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    江洪涛

    2012-01-01

    通过问卷和测试调查了大学本科学生英语词汇学习策略使用情况及其对阅读理解的影响。164名非英语专业学生参加了词汇学习策略问卷调查和英语阅读理解测试。描述性统计结果表明:被试总体英语词汇学习策略使用情况为中性;在决定、社会、记忆、认知和元认知五种策略中,被试使用元认知策略频率最高,社会策略频率最低。多元回归分析显示:五种策略中,只有社会策略对阅读理解有贡献。以上研究结果对大学英语教学有着重要启示。%By questionnaire investigation and reading comprehension test, this paper explores Chinese EFL undergraduate' use of vocabulary learning strategies and their effects upon reading comprehension. 164 Chinese EFL undergraduates participated in a vocabulary learning strategies questionnaire and CET-4 reading comprehension test. Descriptive statistics revealed that Chinese EFL undergraduates proved to be medium strategy users who used meta-cognitive strategies most frequently and social strategies least frequently among five categories of strategies. Multiple regression analysis showed that only social strategy contributed to reading comprehension. There are important implications for the above results.

  18. The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

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    Zhang, Xian; Lu, Xiaofei

    2015-01-01

    This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

  19. The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

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    Zhang, Xian; Lu, Xiaofei

    2015-01-01

    This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

  20. Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

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    Liu, Pei-Lin

    2016-01-01

    Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

  1. Strategies on teaching English vocabulary of Non-English majors

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    李辉

    2014-01-01

    As we know that mastery of vocabulary is an essential component of foreign language acquisition, and learners cannot learn a language without vocabulary. Based on the vocabulary leaning problems of Non-English majors, this article makes analysis of the main factors for the problems and tries to provide some vocabulary teaching strategies to solve the problems.

  2. Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge

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    Teng, Feng

    2015-01-01

    This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use.…

  3. Conceptual Coherence, Comprehension, and Vocabulary Acquisition: A Knowledge Effect?

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    Cervetti, Gina N.; Wright, Tanya S.; Hwang, HyeJin

    2016-01-01

    Previous research has documented the role of readers' existing topic knowledge in supporting students' comprehension of text; yet, we know less about how to build students' knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in…

  4. Active Learning Strategies and Vocabulary Achievement

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    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  5. The relevance of receptive vocabulary in reading comprehension.

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    Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia

    2015-01-01

    To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

  6. A Study on English Vocabulary Teaching Strategies of Middle School

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    付宗菊

    2014-01-01

    Vocabulary is an ele mentary component of a language, which is essential to communication and plays an important role in language learning. Therefore, how to strengthen and improve the vocabulary teaching has become one of important fields in English teaching. To some degree, whether or not the vocabulary teaching is successful will have direct effect on the quality of English teaching. In retrospect, foreign language researchers and educators have probed into vocabulary teaching theoretically and practically on the second language acquisition, linguistics, psychology, pedagogy and have obtained great accomplishment. The present paper incorporates five parts: 1) introduction, 2) English vocabulary learning strategies, 3) English vocabulary teaching principles and strategies and 4) conclusion.

  7. Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers.

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    Binder, Katherine S; Cote, Nicole Gilbert; Lee, Cheryl; Bessette, Emily; Vu, Huong

    2017-08-01

    This study investigated the relationships among vocabulary breadth, vocabulary depth, reading comprehension, and reading rate among college-aged students. While the relationships of some of these variables have been explored in previous research, the current study's focus on the role of vocabulary depth on the literacy measures within a sample of skilled readers is new and produced several interesting findings. First, consistent with the hypotheses, both vocabulary breadth and depth were significantly correlated with reading comprehension and reading rate. Second, while both types of vocabulary knowledge explained unique variance in reading comprehension, only vocabulary breadth explained unique variance in reading rate. Finally, although vocabulary breadth was significantly correlated with both of the vocabulary depth measures, the two depth measures were not significantly correlated with each other. This work implies that a strong depth of vocabulary affects reading comprehension, in addition to the well-established relationship between vocabulary breadth and comprehension.

  8. The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

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    Masoudi, Golfam

    2017-01-01

    The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

  9. Impact of Training Deep Vocabulary Learning Strategies on Vocabulary Retention of Iranian EFL Learners

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    Seyed Javad Es-hagi Sardroud

    2013-05-01

    Full Text Available Considering the overall tendency of foreign language learners to use mechanical strategies of rote rehearsal in vocabulary learning and their resistance towards use of 'deep' vocabulary learning strategies, namely contextual guessing, Keyword Method, metacognitive strategy, and semantic mapping, this study intended (a to explore what impact the instruction of these deep strategies, on vocabulary retention of 32 post-intermediate adult EFL Iranian learners, (b to determine how the variable of gender influences the vocabulary retention of students after receiving training in these strategies. To this end, on the basis of a strategy-based model of instruction–CALLA (Chamot & O'Malley, 1994, the experimental group received training in using 'deep' vocabulary learning strategies while the control group received only the common method of vocabulary teaching. After the treatment, following factorial design, the performance of the participants in the teacher-made vocabulary test as posttest was analyzed statistically.  The results indicated higher vocabulary retention for the experimental group, and it was revealed that female students were more receptive to strategy training. This study provides evidence for confirmation of 'depth of processing' hypothesis and the emerging theory about the impact of gender on effective strategy teaching and use, and it recommends incorporation of teaching these 'deep' strategies of vocabulary learning into EFL classrooms.

  10. EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests

    Science.gov (United States)

    Lai, Ying-Chun

    2016-01-01

    This study describes English as a Foreign Language (EFL) learners' use of vocabulary consolidation strategies and explores the connection between strategy use and vocabulary learning outcomes. This study included 218 participants who were students from five freshman English classes at a university in Taiwan. Students' self-reports on their use of…

  11. Teaching reading comprehension strategies

    Directory of Open Access Journals (Sweden)

    Majlinda Lika

    2017-03-01

    Full Text Available The academic debate nowadays is focused on producing an applied science of learning, aiming to teach students how to learn and be strategic in their acquisition. The aim of the study is to identify and discuss the reading comprehension instruction approach applied in the Albanian system of education. Findings from 10 classes of Albanian language and literature with students of third grade were directly observed and analyzed, in order to gather evidence based on indicators and instruments that assess the way of reading comprehension. Findings were categorized according to strategy use; the frequency of their application in different classes was counted and represented in percentages. In this paper we will try to respond to questions like: What are students' main barriers of comprehending? Does the instructional approach respond to students’ needs and level of comprehension? Are teachers prepared to teach comprehension strategies? Furthermore, examples of procedures on how to deliver instruction of comprehension strategies in natural contexts will be represented. Results from teacher practices during lessons of reading comprehension confirmed that teachers use limited teaching strategies to deliver lessons. They mainly use strategies to test comprehension; while the approach of teaching students to read independently and strategically is an unknown practice.

  12. Vocabulary Memorization Strategies among Arab Postgraduate English Foreign Language Learners

    Science.gov (United States)

    Al-Qaysi, Fouad Hussein; Shabdin, Ahmad Affendi

    2016-01-01

    Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at…

  13. Vocabulary Learning Strategies of English Majors in Professional Universities

    Institute of Scientific and Technical Information of China (English)

    楚承华; 张宇超

    2007-01-01

    The study adopted qualitative method to investigate vocabulary learning strategies utilized by English majors in professional universities.The findings of the research show that English majors in professional universities employ a wide range of vocabulary learning strategies including metacognitive and cognitive strategies.

  14. Developmental Relations between Reading Comprehension and Reading Strategies

    Science.gov (United States)

    Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

  15. Developmental relations between reading comprehension and reading strategies

    NARCIS (Netherlands)

    Muijselaar, M.M.L.; Swart, N.M.; Steenbeek-Planting, E.G.; Droop, W.; Verhoeven, L.T.W.; Jong, P.F. de

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary,

  16. MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

    OpenAIRE

    Abbas Ali Zarei; Nima Shokri Afshar

    2014-01-01

    Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kin...

  17. An Investigation of the Effectiveness of Vocabulary Learning Strategies on Iranian EFL Learners' Vocabulary Test Score

    Science.gov (United States)

    Rahimy, Ramin; Shams, Kiana

    2012-01-01

    This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners' vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level…

  18. Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

    Science.gov (United States)

    Kalajahi, Seyed Ali Rezvani; Pourshahian, Bahar

    2012-01-01

    This research study aimed at exploring the relationship between vocabulary learning strategies and vocabulary size of 125 undergraduate English Language Teaching students at Eastern Mediterranean University. This research study was a correlational survey study of descriptive nature. The major findings of this study were as follows. First, the…

  19. Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning

    Science.gov (United States)

    Khodary, Manal Mohamed

    2017-01-01

    This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar…

  20. Vocabulary Strategies that Work: Do This-Not that!

    Science.gov (United States)

    Wilfong, Lori

    2013-01-01

    Update your vocabulary practices to meet the Common Core and improve students' word knowledge! This new, clearly-structured guide shows you how. It's packed with engaging, research-based, classroom-ready strategies for teaching vocabulary. Topics include: (1) Selecting meaningful words for direct instruction; (2) Strategies for engaging students…

  1. Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students

    Science.gov (United States)

    Zhao, Na

    2009-01-01

    This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five week training program. It aims to answer the following question: Can metacognitive strategy training facilitate vocabulary learning of Chinese college students? Both questionnaire and tests were used in the…

  2. A Study of Association Strategies in Middle School Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    李娜

    2013-01-01

    English for a long time, they still find their vocabulary insufficient. Because of the lack of vocabulary, they cannot understand the meaning of a sentence or cannot understand what others say. And their desire to learn is very strong. Therefore, possessing the efficient strategies of vocabulary learning is especially important. From this point, according to the investigation, this paper is intended to discuss the efficiency of the association methods in middle school vocabulary learning. Only when teachers adopt the appropriate strategies can they make a productive classroom teaching and arouse students’ learning interest.

  3. The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners

    Directory of Open Access Journals (Sweden)

    F. Filiz Yalçın Tılfarlıoğlu

    2012-07-01

    Full Text Available The current study was carried out to examine L2 learners’ VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners’ beliefs about VLS in terms of usefulness were also studied to understand L2 learners’ VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, Beginner at Gaziantep University Higher School of Foreign Languages. To collect the related data, they were given “Vocabulary Learning Strategies Questionnaire” and “Vocabulary Levels Test”. The data analyses were conducted by descriptive and inferential statistics. The results of the study showed that the participants used a wide range of VLS, and there was an overlap between their beliefs about VLS in terms of usefulness and how often they used them to a large extent. Secondly, Memory Strategies correlated positively with the participants’ academic and general vocabulary proficiency levels. However, there were also some differences among the proficiency groups about which specific VLS are correlated with their vocabulary proficiency levels. As to the regression analysis results, none of the VLS predicted participants’ vocabulary proficiency levels. Keywords: Vocabulary learning strategies, vocabulary proficiency, learner beliefs

  4. The Students’ Interest on the Use of Vocabulary Self-Collection Strategy in Learning English Vocabulary

    Directory of Open Access Journals (Sweden)

    Syayyidina Ali

    2017-08-01

    Full Text Available The learning should be supported by an interesting strategy to make students enjoyable and interested in learning, as well as in learning English Vocabulary. The aim of this research is to investigate and describe the students’ perceptions on the use of vocabulary self-collection strategy in Learning English vocabulary. This study was a descriptive model consisting of 37 subject-students. The data were collected with a questionnaire, it was rating scale which distributed after 8 meetings of treatments, and it covered 15 positive and closed statements about the use of vocabulary self-collection strategy in learning vocabulary classroom. The questionnaire was analyzed based on the percentage of each answer. To calculate questionnaire data into percentage, the researcher used the formula where the number of frequency is multiplied to 100% then divided to the number of the total respondents. The result of the students’ perceptions indicated that vocabulary self-collection strategy is interesting strategy used in learning vocabulary classroom. The highest rank of the mean score is 56.6% of agree students, 35.5% of strongly agree students, 6.7% of undecided students, 0.7% of disagree students, and 0.2% of strongly disagree to the statements on the questionnaire.

  5. Memory strategies and ESL vocabulary acquisition

    Directory of Open Access Journals (Sweden)

    Carisma Dreyer

    2013-02-01

    Full Text Available This article compares the effectiveness of three learning strategies (memory strategies for ESL vocabulary acquisition. Four intact ESL classes were divided into one control group and three treatment groups (keyword, semantic, and keyword-semantic. These Afrikaans-speaking standard 6 pupils then received 4 days of instruction. Both multiplechoice and cued-recall instruments were used to measure effects both 1 day and 9 days after instruction. The results indicated that for both the multiple-choice and cued-recall tests the combined keyword-semantic strategy differed statistically Significantly as well as practically significantly from the keyword method. The results, therefore, suggest that the combined keyword-semantic strategy increased retention above the other strategies. Hierdie artikel vergelyk die effektiwiteit van drie taalleerstrategiee (geheue strategiee vir die aanleer van woordeskat met mekaar. Vier intak Engels tweedetaal klasse is verdeel in een kontrole groep en drie eksperimentele groepe (sleutelwoord, semantiese en 'n kombinasie van die sleutelwoord-semantiese strategiee. 'n Groep Afrikaanssprekende standerd ses leerlinge het vir 'n tydperk van vier dae onderrig in elk van bogenoemde strategiee ontvang. Multikeuse en "cued-recall" instrumente is gebruik om die effek van onderrig beide een dag en nege dae na eksperimentering te bepaal. Die resultate het aangetoon dat die gekombineerde sleutelwoord-semantiese strategie statisties betekenisvol sowel as prakties betekenisvol van die sleutelwoord strategie en die kontrole groep verskil het. Dit wil dus voorkom asof die gekombineerde sleutelwoord-semantiese strategie die mees belowende strategie is ten opsigte van die retensie van woordeskat.

  6. A Study of Vocabulary Learning Strategies in Vocabulary Revising for Underachiever in Senior 3

    Institute of Scientific and Technical Information of China (English)

    钱晓敏

    2015-01-01

    Through questionnaire,strategies training and tests,the author concludes that,firstly,the high achievers of vocabulary are more likely to use meta -cognitive strategies,cog-nitive strategies and social strategies.In contrast,underachievers are likely to use some traditional ways like reciting and repeating;secondly,strategies training has a good impact on the undera-chievers’vocabulary ability;final y,the underachievers need to be trained to use social strategies,meta -cognitive strategies and cognitive strategies more often.And the training process re-quires special patience and creativities.This paper analyzes the application of vocabulary learning strategies in revision for senior underachieving students,hoping to provide some references for students and English teachers in senior high school.

  7. VOCABULARY TEACHING AND LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION

    OpenAIRE

    Adriana Teodorescu

    2011-01-01

    This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

  8. VOCABULARY TEACHING AND LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION

    Directory of Open Access Journals (Sweden)

    Adriana Teodorescu

    2011-11-01

    Full Text Available This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

  9. VOCABULARY TEACHING AND LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION

    Directory of Open Access Journals (Sweden)

    Adriana Teodorescu

    2011-10-01

    Full Text Available This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

  10. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students’ Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Kouider MOKHTARI

    2013-03-01

    Full Text Available In this study, we examined 5th grade students’ levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students’ reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.

  11. Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study

    Science.gov (United States)

    Zhang, Dongbo

    2012-01-01

    Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test);…

  12. Vocabulary Acquisition through Direct and Indirect Learning Strategies

    Science.gov (United States)

    Naeimi, Maki; Foo, Thomas Chow Voon

    2015-01-01

    Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance…

  13. Parental Strategies in Supporting Chinese Children's Learning of English Vocabulary

    Science.gov (United States)

    Gao, Xuesong

    2012-01-01

    This paper reports on parental involvement as experienced by a group of elite secondary school pupils in learning English vocabulary on the Chinese mainland. It highlights the variety of strategies that Chinese parents adopted to support, sustain and enhance these pupils' efforts to learn English vocabulary. They functioned as critical agents…

  14. Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms

    Science.gov (United States)

    Lai, Ying-Chun

    2013-01-01

    In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

  15. Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

    Science.gov (United States)

    Safian, Nur Hanisah; Malakar, Sharmila; Kalajahi, Seyed Ali Rezvani

    2014-01-01

    Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are…

  16. The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

    Science.gov (United States)

    Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

    2017-01-01

    Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

  17. Comprehensive national energy strategy

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-04-01

    This Comprehensive National Energy Strategy sets forth a set of five common sense goals for national energy policy: (1) improve the efficiency of the energy system, (2) ensure against energy disruptions, (3) promote energy production and use in ways that respect health and environmental values, (4) expand future energy choices, and (5) cooperate internationally on global issues. These goals are further elaborated by a series of objectives and strategies to illustrate how the goals will be achieved. Taken together, the goals, objectives, and strategies form a blueprint for the specific programs, projects, initiatives, investments, and other actions that will be developed and undertaken by the Federal Government, with significant emphasis on the importance of the scientific and technological advancements that will allow implementation of this Comprehensive National Energy Strategy. Moreover, the statutory requirement of regular submissions of national energy policy plans ensures that this framework can be modified to reflect evolving conditions, such as better knowledge of our surroundings, changes in energy markets, and advances in technology. This Strategy, then, should be thought of as a living document. Finally, this plan benefited from the comments and suggestions of numerous individuals and organizations, both inside and outside of government. The Summary of Public Comments, located at the end of this document, describes the public participation process and summarizes the comments that were received. 8 figs.

  18. Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

    Science.gov (United States)

    Mihara, Kei

    2011-01-01

    This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The…

  19. The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

    Science.gov (United States)

    Lubliner, Shira; Smetana, Linda

    2005-01-01

    This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying…

  20. Vocabulary Memorization Strategies among Arab Postgraduate English Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Fouad Hussein Al-Qaysi

    2016-10-01

    Full Text Available Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at UUM. The aims of the study were to investigate vocabulary memorization strategies used by the Arab students and to examine the most and the least frequent strategies employed by the Arab students in learning and memorizing vocabulary. The samples of the study were 65 postgraduate Arab students from different colleges; COB, CAS and COLGIS at UUM. One instrument was used in this study, which is a questionnaire. The questionnaire was adapted from Li (2004 which is based on Oxford’s taxonomy (2003. The results indicated that the Arab students use different strategies in learning and memorizing vocabulary. Reviewing well strategies were found to be the most preferred strategies in contrast with Employing actions which was found to be as the least category employed by the Arab students. Writing words repeatedly a strategy from Reviewing well category was found to be the most strategy used by the Arab students in the Intensive English course while the Associate sounds of words with similar English from Employing actions category was the least strategy used by them. The findings revealed that Arab students see vocabulary memorization strategies help them in learning the English language and consistent with their cultural and educational background. Keywords:  vocabulary memorization strategies, UUM, Intensive English course, Arab students

  1. Effects of a virtual platform in reading comprehension and vocabulary: An alternative to improve reading abilities in Elementary school

    Directory of Open Access Journals (Sweden)

    Cecilia Thorne

    2013-06-01

    Full Text Available Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment intechnology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved acontrol group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group.

  2. Five Strategies for Teaching Vocabulary as a Process.

    Science.gov (United States)

    Hadaway, Nancy L; Florez, Viola

    1988-01-01

    Recommends five process-oriented strategies for teaching vocabulary: (1) teach words in context; (2) move from known to unknown; (3) group and categorize items; (4) relate content to students' interests; and (5) provide for constant review. (ARH)

  3. Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

    Directory of Open Access Journals (Sweden)

    Nur Hanisah Safian

    2014-10-01

    Full Text Available Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL at University Putra Malaysia.  There are five different categories of vocabulary leaning strategies determination, social, memory, cognitive and metacognitive strategies. Quantitative research design has been used in this study by providing a set of questionnaire of 58 items that was given out to 50 participants at the Faculty of Educational Studies in UPM. The findings of this research hope to help all educators to acknowledge the type of vocabulary strategies used by students in acquiring second language (L2.

  4. Memory Vocabulary Learning Strategies and Long-Term Retention ...

    African Journals Online (AJOL)

    Memory Vocabulary Learning Strategies and Long-Term Retention. ... AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING ... The results were reflected in the students' short-term and long-term memory retention.

  5. A Study on Students’Vocabulary Learning Strategies

    Institute of Scientific and Technical Information of China (English)

    朱晓莺

    2013-01-01

    English learners who want to acquire good language competence must essentially possess a great amount of vocabulary. In reality, however, quite a lot of students have difficulties in the process of vocabulary accumulation for the lack of efficient learn-ing strategies. As a result, we teachers should help the students overcome the problems via guiding them the necessary vocabulary learning strategies including rote learning, reading original books and doing note taking, guessing from the context, using diction-ary and reviewing and elaborating.

  6. An Investigation Into College English Vocabulary Learning Strategies

    Institute of Scientific and Technical Information of China (English)

    马慧

    2008-01-01

    This article focuses on the investigation into college English vocabulary learning strategies.The non-English major students should be instructed and encouraged by the teachers to apply various kinds of VLS that can facilitate their learning achievement because the versatile strategy use is not only a way to meet the increasing demand for vocabulary learning,but also a key to success in the learning of the English language.

  7. The Relationship between Vocabulary Size and Reading Comprehension of ESL Learners

    Science.gov (United States)

    Ibrahim, Engku Haliza Engku; Sarudin, Isarji; Muhamad, Ainon Jariah

    2016-01-01

    There are many factors that contribute to one's ability to read effectively. Vocabulary size is one important factor that enhances reading comprehension. The purpose of the study is to examine the relationship between students' reading comprehension skills and their vocabulary size. A total of 129 pre-university students undergoing an intensive…

  8. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    Science.gov (United States)

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  9. The Determination of Hierarchies among TOEFL Vocabulary and Reading Comprehension Items.

    Science.gov (United States)

    Perkins, Kyle; And Others

    A study was undertaken to identify the prerequisite relations (or hierarchies among the items) existing in the item responses of a sample of 86 foreign students who took the Test of English as a Foreign Language (TOEFL) vocabulary and reading comprehension test, Form 3JTF1. The form contains 30 vocabulary items and 30 reading comprehension items.…

  10. A Study of Vocabulary Learning Strategies in Vocabulary Revising for Underachiever in Senior 3

    Institute of Scientific and Technical Information of China (English)

    钱晓敏

    2015-01-01

    Through questionnaire,strategies training and tests,the author concludes that,firstly,the high achievers of vocabulary are more likely to use meta -cognitive strategies,cognitive strategies and social strategies.In contrast,underachievers are likely to use some traditional ways like reciting and repeating;secondly,strategies training has a good impact on the underachievers’vocabulary ability;finally,the underachievers need to be trained to use social strategies,meta-cognitive strategies and cognitive strategies more often.And the training process requires special patience and creativities.This paper analyzes the application ofvocabulary learning strategies in revision for senior underachieving students,hoping to provide some references for students and English teachers in senior high school.

  11. The NIFSTD and BIRNLex Vocabularies: Building Comprehensive Ontologies for Neuroscience

    Science.gov (United States)

    Bug, William J.; Ascoli, Giorgio A.; Grethe, Jeffrey S.; Gupta, Amarnath; Fennema-Notestine, Christine; Laird, Angela R.; Larson, Stephen D.; Rubin, Daniel; Shepherd, Gordon M.; Turner, Jessica A.; Martone, Maryann E.

    2009-01-01

    A critical component of the Neuroscience Information Framework (NIF) project is a consistent, flexible terminology for describing and retrieving neuroscience-relevant resources. Although the original NIF specification called for a loosely structured controlled vocabulary for describing neuroscience resources, as the NIF system evolved, the requirement for a formally structured ontology for neuroscience with sufficient granularity to describe and access a diverse collection of information became obvious. This requirement led to the NIF standardized (NIFSTD) ontology, a comprehensive collection of common neuroscience domain terminologies woven into an ontologically consistent, unified representation of the biomedical domains typically used to describe neuroscience data (e.g., anatomy, cell types, techniques), as well as digital resources (tools, databases) being created throughout the neuroscience community. NIFSTD builds upon a structure established by the BIRNLex, a lexicon of concepts covering clinical neuroimaging research developed by the Biomedical Informatics Research Network (BIRN) project. Each distinct domain module is represented using the Web Ontology Language (OWL). As much as has been practical, NIFSTD reuses existing community ontologies that cover the required biomedical domains, building the more specific concepts required to annotate NIF resources. By following this principle, an extensive vocabulary was assembled in a relatively short period of time for NIF information annotation, organization, and retrieval, in a form that promotes easy extension and modification. We report here on the structure of the NIFSTD, and its predecessor BIRNLex, the principles followed in its construction and provide examples of its use within NIF. PMID:18975148

  12. Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.

    Science.gov (United States)

    Quinn, Jamie M; Wagner, Richard K; Petscher, Yaacov; Lopez, Danielle

    2015-01-01

    The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.

  13. The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size

    Directory of Open Access Journals (Sweden)

    Seyed Mohammad Reza Amirian

    2015-07-01

    Full Text Available Self-regulation is referred to as learners’ self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners’ active participation in the learning process (Zimmerman & Bandura, 1994. The present study investigated the relationship between Iranian EFL students’ self-regulation capacity for vocabulary learning and their vocabulary size. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006 consisting of five subscales of commitment, metacognitive, emotion, satiation and environment control, and a bilingual vocabulary size test developed and validated by Karami (2012. The results of the data analysis revealed no significant relationship between the two variables measured by these instruments. However, the results of the multiple regressions indicated that the metacognitive control compared to the other subscales made a better contribution to the prediction of learners’ vocabulary size. In addition, based on the analysis of variance (ANOVA, which examined and compared the self-regulatory strategy use of learners in different experience groups, the first year students had a higher mean score in their self-regulation capacity, which can possibly be attributed to the strategies they have learnt in their Study Skills courses. Finally, it was suggested that teachers must try to develop self-regulatory power in the learners because their creative effort and informed decisions in trying to improve their own learning are highly important.

  14. Evaluating L2 Readers' Vocabulary Strategies and Dictionary Use

    Science.gov (United States)

    Prichard, Caleb

    2008-01-01

    A review of the relevant literature concerning second language dictionary use while reading suggests that selective dictionary use may lead to improved comprehension and efficient vocabulary development. This study aims to examine the dictionary use of Japanese university students to determine just how selective they are when reading nonfiction…

  15. Vocabulary Learning Strategies of Japanese Life Science Students

    Science.gov (United States)

    Little, Andrea; Kobayashi, Kaoru

    2015-01-01

    This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…

  16. Vocabulary Acquisition Strategies of Indonesian Postgraduate Students through Reading

    Science.gov (United States)

    Subekti, Nanang Bagus; Lawson, Michael J.

    2007-01-01

    The ways that students learn new words when studying a foreign language is not well understood. Research in this field has commonly investigated the effectiveness of the application of certain vocabulary learning strategies. Relatively few of the studies have investigated the strategies that students use to learn new words. This paper reports the…

  17. Vocabulary Learning Strategies of Japanese Life Science Students

    Science.gov (United States)

    Little, Andrea; Kobayashi, Kaoru

    2015-01-01

    This study investigates vocabulary learning strategy (VLS) preferences of lower and higher proficiency Japanese university science students studying English as a foreign language. The study was conducted over a 9-week period as the participants received supplemental explicit VLS instruction on six strategies. The 38 participants (14 males and 24…

  18. Exploring a Comprehensive Model for Early Childhood Vocabulary Instruction: A Design Experiment

    Science.gov (United States)

    Wang, X. Christine; Christ, Tanya; Chiu, Ming Ming

    2014-01-01

    Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate…

  19. An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

    Science.gov (United States)

    Teng, Feng

    2016-01-01

    The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

  20. Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

    Science.gov (United States)

    Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

    2015-01-01

    The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

  1. The Interplay between Text-Based Vocabulary Size and Reading Comprehension of Turkish EFL Learners

    Science.gov (United States)

    Güngör, Fatih; Yayli, Demet

    2016-01-01

    Reading is an indispensable skill for learners who desire success throughout their academic lives, and vocabulary knowledge is a sine qua non companion of reading comprehension. Despite being inextricably related entities, very little has been written about the necessary vocabulary coverage to understand an expository text and its equivalent in…

  2. Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

    Science.gov (United States)

    Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

    2015-01-01

    The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

  3. Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

    Science.gov (United States)

    Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

    2016-01-01

    The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

  4. Implementing vocabulary strategies to help English language learners in science

    Science.gov (United States)

    Ton, Nancy

    This action research project was designed to incorporate two vocabulary strategies in the 'classroom to increase student learning for English language learners in science. Introduction of key words prior to starting a new chapter and incorporating pictures into glossaries are the two strategies used during the project. Teacher generated chapter pre-assessments, post-assessments, and summative assessments results were used to determine the impact of the strategies on English language learners.

  5. From Research to Practice: The Effect of Multi-Component Vocabulary Instruction on Increasing Vocabulary and Comprehension Performance in Social Studies

    Directory of Open Access Journals (Sweden)

    Lori Graham

    2015-09-01

    Full Text Available This study was designed to demonstrate the effect of implementing multi-component vocabulary strategy instruction in fourth grade social studies. Curriculum was designed for a six-week period and was intended to actively engage students and reinforce retention of word meanings in isolation and in context. Teachers were randomly chosen for assignment to the intervention and/or to the comparison group. The study included 375 fourth-grade students from 3 different districts and 5 schools. The student population consisted of 29 classes taught by 23 different teachers. Two different vocabulary and comprehension measures were administered, and results were analyzed using difference score analyses and repeated measures ANOVAs. Outcomes were consistent across both administered measures. Although student scores improved in both the group receiving the intervention and the group receiving regular classroom instruction, findings indicated that the group receiving the intervention showed greater gains and persisted longer than in the comparison classrooms.

  6. A Preliminary Study of Cognitive Strategies in English Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    刘亚丽

    2009-01-01

    The paper tries to put forward some methods to learn English words effectively from the perspective of cognitive psychology. According to objective cognition rules: human are easier to know things from near surroundings, from similar group, from familiar situations and so on. The article explores that some cognitive strategies such as category, semantic net, context, and chunk are helpful for English vocabulary learning.

  7. Vocabulary Developing Strategies Applied to Individuals with Hearing Impairments

    Science.gov (United States)

    Karasu, Guzin; Girgin, Umit; Uzuner, Yildiz; Kaya, Zehranur

    2016-01-01

    The general purpose of this research was to investigate the strategies utilized for vocabulary development of ten individuals (first year college students) in Graphic Art Department, School for The Handicapped, Anadolu University with hearing impairment. The reflective and cyclical data were consisted of videotape recordings of the actual lessons,…

  8. Building English Language Learners' Academic Vocabulary: Strategies and Tips

    Science.gov (United States)

    Sibold, Claire

    2011-01-01

    According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…

  9. Vocabulary Learning Strategies of Iranian Upper-Intermediate EFL Learners

    Science.gov (United States)

    Khatib, Mohammad; Hassanzadeh, Mohammad; Rezaei, Saeed

    2011-01-01

    This study examines the preferred vocabulary learning strategies of Iranian upper-intermediate EFL learners. In order to identify the aforementioned group in terms of language proficiency, a TOEFL test was administered to a population of 146 undergraduate EFL students at the university of Vali-e-Asr in Rafsanjan, Iran. Those scoring above 480 were…

  10. Vocabulary Materials and Study Strategies at Advanced Level

    Science.gov (United States)

    Pauwels, Paul

    2012-01-01

    This paper reports on a quasi-experimental study of the effect of different vocabulary study materials and strategies used by upper-intermediate English as a foreign language students in higher education. Students were assigned a selection of 163 words from the Academic Word List and were provided with different types of study materials. They were…

  11. CHINESE LEARNERS’STRATEGIES FOR ENGLISH VOCABULARY LEARNING

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    This thesis focuses mainly on vocabulary learning strategies,which is one of the most difficult areas for Chinese learners.Having investigated through questionnaires,discussed andsummarized respectively the five steps in vocabulary learning,the authors put forward some factual statements about the mostdifficult aspects in vocabulary commanding.In addition,theauthors suggest some theoretical basis for the solutions to theseaspects.When talking about vocabulary learning,Payne made aformal study in its strategies by ESL students.Based on Payne’sdata,Brown and Payne(1994)did an analysis that resulted in amodel where the strategies fall into five steps:(1)havingsources for encountering new words;(2)getting a clear image,either visual or auditory or both,for the forms of the newwords;(3)learning the meaning;(4)making a strong memoryconnection between forms and meanings;and(5)using thewords.In order to further describe in which step(s)do Chineselearners have troubles we have designed some questionnaires.The informants are 174 average non-English majors,learning"College English".They are from both science and artdepartments.They came from all over the country,so they aretypical in a way.Sex and whether they are good or bad studentsor whether they are science or art students are not taken asinvestigating elements since what we want to know is a generalphenomenon among average learners.

  12. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  13. Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

    Science.gov (United States)

    Faraj, Avan Kamal Aziz

    2015-01-01

    Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

  14. Reading Strategies and Hypertext Comprehension

    Science.gov (United States)

    Salmeron, Ladislao, Canas, Jose J.; Kintsch, Walter; Fajardo, Immaculada

    2005-01-01

    The literature on assessing the cognitive processes involved in hypertext comprehension during the past 15 years has yielded contradictory results. In this article we explore a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext.…

  15. eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary

    Science.gov (United States)

    Dalton, Bridget; Grisham, Dana L.

    2011-01-01

    Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…

  16. Key Vocabulary Learning Strategies in ESP And EGP Course Books

    Directory of Open Access Journals (Sweden)

    Zahra Akbari

    2015-01-01

    Full Text Available An increasing body of research evidence is showing the advantages of using certain skills and behaviours called language learning strategies in general and vocabulary learning strategies (VLSs in particular in the process of L2 acquisition. University students who require reading English texts in their fields of study have to expand their vocabulary knowledge in a much more efficient way than ordinary ESL/EFL learners.  And ELT course books are a good place to incorporate learner training in this regard. The purpose of this study is to see how vocabulary learning strategies are treated in both the book designer's claims section and the exercises of English for Specific Purposes (ESP course books for students of medicine and para-medicine on the one hand and English for General Purposes (EGP course book used commonly by these students in Isfahan University of Medical Sciences, Isfahan, Iran on the other. In other words, the specified course books were analyzed based on the insights gained from VLS research to gauge the extent to which they have incorporated VLSs and training in using them. These books were published under the supervision of the center for studying and compiling university books in humanities (SAMT. Based on the review of the relevant literature, three key strategies were identified and an analytic framework was devised. The framework was then applied to the course books. It was found that the treatments in the specified course books were deemed unlikely to improve students’ abilities with these important skills and strategies. Keywords: Vocabulary Learning Strategies (VLSs, English for General Purposes (EGP, English for Specific Purposes (ESP, medical course books, paramedical course books, University students

  17. Effects of Video Caption Modes on English Listening Comprehension and Vocabulary Acquisition Using Handheld Devices

    Science.gov (United States)

    Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Yu-Tzu; Chang, Chih-Kai

    2013-01-01

    This study investigates the effects of different display modes of video captions on mobile devices, including non-caption, full-caption, and target-word modes, on the English comprehension and vocabulary acquisition of fifth graders. During the one-month experiment, the status of the students' English listening comprehension and vocabulary…

  18. Progressive Achievement Tests in Reading: Comprehension & Vocabulary. Teacher's Handbook. Second Edition.

    Science.gov (United States)

    Australian Council for Educational Research, Hawthorn.

    The teacher handbook for Progressive Achievement Tests (PATs) in Reading presents an overall description of these survey tests in reading comprehension and vocabulary knowledge for school years 3 to 9. There are two alternative forms of each test: (1) the Reading Comprehension tests are designed to measure two major aspects of reading skills…

  19. Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development.

    Science.gov (United States)

    Cain, Kate; Oakhill, Jane

    2011-01-01

    The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development.

  20. Modeling Vocabulary Loss——Approach leading to a comprehensive analysis of vocabulary attrition?

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    <正>Ⅰ.Introduction The article the author has chosen entitling itself as Modeling Vocabulary Loss (Applied Linguistics,2004) is composed by Prof.Paul Meara from University of Wales Swansea.The reason has been chosen here is definitely not because of the tentative move

  1. A Brief Analysis on Vocabulary Learning Strategies in Second Language

    Directory of Open Access Journals (Sweden)

    Temmy

    2013-03-01

    Full Text Available This article tries to explore the usage of vocabulary learning strategies in second language learning on students with different background. It attempts to elicit useful ideas and gives a practical guidance in learning Chinese as a second language. This work explains how learning environment, cultural background and proficiency level can highly affect the choice of learning strategies. And even though students are learning different languages, there are similarities in their choice of strategies during the process of acquiring the target language.

  2. Learning English Vocabulary via Online Communication : a study of vocabulary learning strategies used by English learners in Lithuania

    OpenAIRE

    Tolstikova, Natalja

    2013-01-01

    The aim of the thesis is to investigate vocabulary learning strategies that are used and perceived to be helpful by English learners while communicating online. The participants of the study are 20 young Lithuanian English learners (23-28 years old) who use online communication on a weekly basis. The method of the research is a combination of a questionnaire and a follow-up email interview. The questionnaire items are based on Schmitt’s taxonomy of vocabulary learning strategies (1997), while...

  3. Vocabulary Acquisition and Teaching Strategies%词汇习得与教学方法

    Institute of Scientific and Technical Information of China (English)

    王谦; 黄云婷

    2013-01-01

    With a growing number of scholars starting to focus on vocabulary acquisition, this paperis also to explore the vocabulary acquisition from two aspects:denotative and connotative meaning and syntagmatic and paradigmatic relations. Then some strategies on vocabulary learning and teaching are demonstrated.

  4. The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children

    Science.gov (United States)

    Strasser, Katherine; del Río, Francisca

    2014-01-01

    Recent studies have revealed that preschoolers' story comprehension is influenced by several basic as well as complex cognitive and linguistic processes. Among the abilities known to be relevant for young children's understanding of stories are the size of their vocabulary, their inference-making ability, and their working memory. In this study,…

  5. A Survey and Suggestions on Students’Vocabulary Learning Strategies in Senior High School

    Institute of Scientific and Technical Information of China (English)

    黄璐

    2014-01-01

    This paper is about a survey and suggestion on students’vocabulary learning strategies in senior high school.Vocabulary is one of the three elements of a language and the basic material of a language. So the vocabulary learning in English is especially important.In order to help the students to have a better understanding of the significance of language and lay a solid foundation for deep vocabulary acquisition, it is necessary for teachers to find effective ways to learn English vocabulary.So in this paper the author hopes to find what the vocabulary learning strategies the students have used through the survey and give more effective learning strategies according to the available English vocabulary learning strategies.

  6. Investigating Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Quetta, Pakistan

    Directory of Open Access Journals (Sweden)

    Irum Fatima

    2016-04-01

    Full Text Available The primary purpose of this research is to investigate the vocabulary learning strategies employed by the undergraduate students of Sardar Bahadur Khan Women’s University (SBKWU and University of Balochistan (UOB, Quetta, Pakistan. A quantitative design was employed in this study to answer the two research questions of the present study. The quantitative data was obtained from the responses of 180 undergraduates in a questionnaire adapted from the study by Noor and Amir (2009 on vocabulary learning strategies proposed by Gu and Johnson (1996. The questionnaire comprised of 45 close-ended items on four broad vocabulary learning strategies, metacognitive regulation strategy, cognitive strategy, memory strategy, and activation strategy. Descriptive statistics was run in SPSS to obtain the results. The independent-samples t-test was run to test for statistically significant differences if any in the use of vocabulary learning strategies across the undergraduates of two universities. However, cognitive regulation strategy, and activation strategy emerged as the most influential source of learning new English words. The findings also revealed that there were no statistically significant differences found in practicing vocabulary learning strategies between undergraduates of SBKWU and UOB. The findings of the study have implications on enhancing teaching and learning by acquainting students with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language. Keywords: Vocabulary development, learning strategies, gender difference

  7. Comparison of Video and Text Narrative Presentations on Comprehension and Vocabulary Acquisition.

    Science.gov (United States)

    Podszebka, Darcy; Conklin, Candee; Apple, Mary; Windus, Amy

    A study investigated the effect of video and narrative presentations on children's comprehension and vocabulary acquisition. Participants were students in four heterogeneously grouped eighth-grade English classes (n=16, 22, 21, and 11) in a rural school district in southwestern New York. The short story selected was Sir Arthur Conan Doyle's…

  8. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    Science.gov (United States)

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  9. Assessing the Depth and Breadth of Vocabulary Knowledge with Listening Comprehension

    Science.gov (United States)

    Teng, Feng

    2014-01-01

    This study was inspired by Qian (1999) and Staehr (2009) and researched 88 Chinese learners who had already passed the College English Test 4 (CET). These learners volunteered to participate in the study regarding the depth and breadth of vocabulary knowledge and its relationship with listening comprehension, which was assessed by analyzing the…

  10. Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency

    Science.gov (United States)

    BavaHarji, Madhubala; Alavi, Zhinoos Kamal; Letchumanan, Krishnaveni

    2014-01-01

    This experimental design study examined the effects of viewing captioned instructional videos on EFL learners' content comprehension, vocabulary acquisition and language proficiency. It also examined the participants' perception of viewing the captioned instructional videos. The 92 EFL students in two classes, who were undertaking the "Tape…

  11. Effects of an Automated Vocabulary and Comprehension Intervention: An Early Efficacy Study

    Science.gov (United States)

    Spencer, Elizabeth J.; Goldstein, Howard; Sherman, Amber; Noe, Sean; Tabbah, Rhonda; Ziolkowski, Robyn; Schneider, Naomi

    2012-01-01

    It is well established that oral language skills in preschool, including vocabulary and comprehension, predict later reading proficiency and that substantial differences in oral language skills exist when children enter school. Although explicit instruction embedded in storybooks is a promising intervention approach, high-fidelity implementation…

  12. The Effects of Hypertext Gloss on Comprehension and Vocabulary Retention under Incidental and Intentional Learning Conditions

    Science.gov (United States)

    Zandieh, Zeinab; Jafarigohar, Manoochehr

    2012-01-01

    The present study investigated comprehension, immediate and delayed vocabulary retention under incidental and intentional learning conditions via computer mediated hypertext gloss. One hundred and eighty four (N = 184) intermediate students of English as a foreign language at an English school participated in the study. They were randomly assigned…

  13. The Development of Vocabulary in Spanish Children with Down Syndrome: Comprehension, Production, and Gestures

    Science.gov (United States)

    Galeote, Miguel; Sebastian, Eugenia; Checa, Elena; Rey, Rocio; Soto, Pilar

    2011-01-01

    Background: Our main purpose was to compare the lexical development of Spanish children with Down syndrome (DS) and children with typical development (TD) to investigate the relationship between cognitive and vocabulary development in comprehension and oral and gestural production. Method: Participants were 186 children with DS and 186 children…

  14. A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students

    Science.gov (United States)

    Sinhaneti, Kantatip; Kyaw, Ei Kalayar

    2012-01-01

    This study was conducted to investigate the role of RL (rote learning) in VLSs (vocabulary learning strategies) of Burmese EFL (English as a foreign language) students. The research addresses the need of the concrete understanding of the role of RL strategy in vocabulary learning as well as Burmese EFL learners' perspectives on RL strategy among…

  15. Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences

    Science.gov (United States)

    Haghi, Eshrat Bazarmaj; Pasand, Parastou Gholami

    2013-01-01

    The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present…

  16. Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students

    Science.gov (United States)

    Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E.

    2011-01-01

    This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…

  17. The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning

    Directory of Open Access Journals (Sweden)

    Fatemeh Alikhani

    2013-07-01

    Full Text Available This study investigated the effects of captioned texts on second/foreign (L2 listening comprehension and vocabulary gains using a computer multimedia program. Additionally, it explored the caption ordering effect (i.e. captions displayed during the first or second listening, and the interaction of captioning order with the L2 proficiency level of language learners in listening comprehension and vocabulary performance. To these ends, a computer software program was designed and 200 EFL learners (100 high-intermediate and 100 low-intermediate level students were asked to participate in the experiment. They were randomly assigned into four groups: captioned (listening to texts twice with captions, noncaptioned (listening to texts twice without captions, first captioned (listening to texts first with captions and then without captions, and second captioned (listening to texts first without captions and then with captions groups. They listened to four audio texts (i.e. short stories twice and took the listening and vocabulary tests, administered through the software. Results from t-tests and two-way ANOVAs showed that the captioned stories were more effective than the non-captioned ones. Moreover, the caption ordering had no significant effect on the participants' L2 listening comprehension and vocabulary performance. Finally, L2 proficiency level differences did not affect performance derived from caption ordering.

  18. The Relationship between EFL Teachers’ Critical Thinking Skills and Vocabulary Learning Strategy Instruction across Gender

    Directory of Open Access Journals (Sweden)

    Mehrak Rahimi

    2014-01-01

    Full Text Available The purpose of this study was investigating the relationship between Iranian EFL teachers’ critical thinking skills and teaching vocabulary-learning strategies to their students. Additionally, it explored the difference of the strength of correlation between critical thinking skills and vocabulary learning strategy instruction across gender. California Critical Thinking Test- form B and Yu-Ling’s inventory of teaching vocabulary-learning strategies were administered to 90 Iranian EFL teachers. The results showed that strategy instruction significantly and inversely correlated with analysis (r=-.27, inference (r=-.22, and inductive reasoning (r=-.3 skills, while the correlation was not significant considering evaluation (r=-.11 and deductive reasoning (r=-.089 skills. Moreover, the difference between correlation of vocabulary learning strategy instruction and inference skill was statistically significant when male and female participants were compared (Zobs=2.24. Keywords: critical thinking skills, vocabulary, learning strategies, EFL teachers

  19. THE VOCABULARY SELF-COLLECTION STRATEGY:ENHANCING ACTIVE VOCABULARY THROUGH TOPICS

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionThe majority of English courses books in China provide students with long lists of vocabulary attached tothe end of the texts.Since vocabulary is regarded as central to language learning.Students are supposedto memorise all the new words and expressions on which they will be tested.Teachers rarely considerwhich items may be students active vocabulary and which items may be students passive vocabulary.Therefore.they treat all the new words and expressions with an equal amount of time and care:andstudents tend to treat all the new items as active vocabulary.The consequence of this approach is often:students get bored of memorising the long lists:even if they succeed in memorising all the new items,they are usually still unable to use themactively.This inappropriate method of teaching vocabulary tends to make students lose interest inlearning.

  20. Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

    Science.gov (United States)

    Seddigh, Fatemeh

    2012-01-01

    This study aimed to investigate the use of vocabulary learning strategies among medical students at Shiraz University of Medical Sciences (SUMS) in Iran as an EFL context. A questionnaire was administered to 120 medical students (53 males, 67 females) to identify; 1) the effective types of vocabulary learning strategies used by the learners and 2)…

  1. Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

    Science.gov (United States)

    Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet

    2016-01-01

    Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

  2. Translating Vocabulary Research to Social Studies Instruction: Before, during, and after Text-Reading Strategies

    Science.gov (United States)

    Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H.

    2011-01-01

    In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…

  3. The Relationship between Iranian EFL Learners' Self-Efficacy Beliefs and Use of Vocabulary Learning Strategies

    Science.gov (United States)

    Heidari, Farrokhlagha; Izadi, Mehri; Ahmadian, Mansooreh Vahed

    2012-01-01

    This study explores the relationship between Iranian EFL juniors' self-efficacy beliefs and their employed vocabulary learning strategies. The participants were 50 juniors studying English Translation at University of Sistan & Baluchestan. The self-efficacy and vocabulary learning strategies questionnaires were administered to identify the…

  4. IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding).

    Science.gov (United States)

    Gershon, Richard C; Slotkin, Jerry; Manly, Jennifer J; Blitz, David L; Beaumont, Jennifer L; Schnipke, Deborah; Wallner-Allen, Kathleen; Golinkoff, Roberta Michnick; Gleason, Jean Berko; Hirsh-Pasek, Kathy; Adams, Marilyn Jager; Weintraub, Sandra

    2013-08-01

    Mastery of language skills is an important predictor of daily functioning and health. Vocabulary comprehension and reading decoding are relatively quick and easy to measure and correlate highly with overall cognitive functioning, as well as with success in school and work. New measures of vocabulary comprehension and reading decoding (in both English and Spanish) were developed for the NIH Toolbox Cognition Battery (CB). In the Toolbox Picture Vocabulary Test (TPVT), participants hear a spoken word while viewing four pictures, and then must choose the picture that best represents the word. This approach tests receptive vocabulary knowledge without the need to read or write, removing the literacy load for children who are developing literacy and for adults who struggle with reading and writing. In the Toolbox Oral Reading Recognition Test (TORRT), participants see a letter or word onscreen and must pronounce or identify it. The examiner determines whether it was pronounced correctly by comparing the response to the pronunciation guide on a separate computer screen. In this chapter, we discuss the importance of language during childhood and the relation of language and brain function. We also review the development of the TPVT and TORRT, including information about the item calibration process and results from a validation study. Finally, the strengths and weaknesses of the measures are discussed.

  5. Empirical Studies on English Vocabulary Learning Strategies in Mainland China over the Past Two Decades

    Directory of Open Access Journals (Sweden)

    Zhongxin Dai

    2015-02-01

    Full Text Available Wen and Wang (2004 reviewed the empirical studies over the past two decades (from 1984 to 2003 on learning strategies that Chinese EFL learners used. This article, following their methodological framework, reviews about 45 empirical studies on Chinese EFL learners’ English vocabulary learning strategies, conducted by Mainland Chinese scholars over the past two decades. The review shows that more than half of the Chinese scholars are interested in questionnaire investigation of EFL learners’ preferences for vocabulary learning. The reports of the questionnaire investigations indicate that most Chinese EFL learners prefer rote learning of vocabulary to learning vocabulary in context or through language use. The experimental studies suggest that strategies-based instruction results in the learners’ vocabulary achievement. Cognitive and metacognitive strategies are the two groups of strategies that Chinese researchers show particular interest in.

  6. An Overview of Theories and Issues on Vocabulary Learning Strategies in the Second Language Learning

    Directory of Open Access Journals (Sweden)

    Temmy

    2012-03-01

    Full Text Available The research on language learning theories played important role in TCFL research. Article sorts out and summarizes the issues and theories on second language learning and vocabulary learnings strategies from both Western and Chinese scholars. It can be summarized that Western scholars have started a broad scope research in vocabulary learning strategies since their early times, then, the research results have helped to give solid and important foundation for the development of vocabulary learning strategies nowadays. Even though TCFL scholars have realized the importance of vocabulary learning strategies in the process of second language learning and more research are being done, but until now, the amount and quality of research in this field still needs to be improved. There is still a big space in the diversity perspective of research that needs to be filled. Article presents the history and development of the theories of vocabulary learning strategies to help impel and deepen the research of TCFL.

  7. Arabic Vocabulary Learning Strategies Among Non-native Speakers: A Case of IIUM

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    Nik Hanan Mustapha

    2014-12-01

    Full Text Available This study aims to investigate the vocabulary learning strategies used by Arabic learners of the International Islamic University Malaysia. It also compares between the Arabic and non-Arabic majoring students in the use of these strategies. The total sample of this study was 248 university students from different level of studies. They answered a ‘Vocabulary Learning Strategies Questionnaire’ by Pavicic Takac (2008 which consisted of three different components: Formal strategies, self-initiated independent strategies and incidental strategies. Results indicated that Arabic learners used a variety of vocabulary learning strategies with translation being the most widely employed. No statistically significant difference was found between the Arabic and non-Arabic majoring students. The findings provide support for helping the students to utilize their mother tongue in a fruitful way to learn new vocabularies, as well as training both groups equally on how to use these strategies efficiently.

  8. Using Mixed-Modality Learning Strategies via e-Learning for Second Language Vocabulary Acquisition

    Science.gov (United States)

    Yang, Fang-Chuan Ou; Wu, Wen-Chi Vivian

    2015-01-01

    This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an…

  9. On Students' Vocabulary Learning Strategy%学生词汇学习策略

    Institute of Scientific and Technical Information of China (English)

    周杰

    2003-01-01

    词汇是语言的核心.本文分析了词汇的知识,并指出引导学生了解词汇的学习策略语言具有及其重要%Vocabulary is central to language. The vocabulary knowledge is analyzed in this paper.Based on the research, the paper points out that it is of vital importance to introduce vocabulary learning strategy to students.

  10. The Relationship between Phonological Memory, L2 Reading Comprehension and Vocabulary Size of Iranian High School Students

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    Parviz Ghazanfar

    2015-08-01

    Full Text Available Phonological memory (PM is viewed as one of the key elements in language learning. The present study was an effort to investigate the relationship between PM, reading comprehension, and vocabulary size of Iranian high school EFL learners. The participants were 58 high school freshmen and senior students. Administering Oxford Quick Placement Test (QPT, the participants were divided into two groups of proficiency, i.e. elementary and lower intermediate. Afterwards, two measures of PM, namely nonword repetition (NWRP and nonword recognition (NWRC tests, a reading comprehension test, and Schmitt’s vocabulary levels test were administered. The results showed a significant relationship between reading comprehension, vocabulary size, and PM measures at both levels of proficiency. Moreover, the regression analyses showed that NWRC can be a better predictor of L2 learners’ performance on reading comprehension at the lower intermediate level, and NWRC was found to be a better predictor of vocabulary size for both groups of language proficiency.

  11. Examining the Impact of Vocabulary Strategy Training on Adult EFL Students

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    Nafiye Çiğdem AKTEKİN

    2013-08-01

    Full Text Available This study aimed to examine the effectiveness of strategy instruction in vocabulary learning. To reach the goal of the study, 70 elementary level EFL learners at the Preparatory School of Mersin University were assigned as study and control groups. At the first stage of the study, through a Vocabulary Strategy Frequency Survey (Cohen, Oxford & Chi, 2002 and Taxonomy (Schmitt, 1997, conscious and/or unconscious use of vocabulary learning strategies in both groups was investigated. The study group received instruction on vocabulary learning strategies which was embedded to the course-book through a 10-week period. For the next stage, it was aimed to raise the teachers’ awareness of vocabulary strategy learning; therefore, discussion and feedback sessions were planned. For the follow-up stage of the study, 10 of the participant students who were then second grade medical students were interviewed in order to investigate the effects of strategy training after 2 academic years. Interviewees were asked about their opinions on strategy use during this period. The findings indicated that vocabulary strategy training can help students to learn and store more vocabulary.

  12. Learning how to Learn : a study of English vocabulary learning strategies among English major students at a Chinese university

    OpenAIRE

    Zhou, Ningjue

    2011-01-01

    This paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors inChineseUniversitywere investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire.   The d...

  13. Text comprehension strategy instruction with poor readers

    NARCIS (Netherlands)

    Van den Bos, K.P.; Aarnoudse, C.C.; Brand-Gruwel, S.

    1998-01-01

    The goal of this study was to investigate the effects of teaching text comprehension strategies to children with decoding and reading comprehension problems and with a poor or normal listening ability. Two experiments are reported. Four text comprehension strategies, viz., question generation,

  14. Text comprehension strategy instruction with poor readers

    NARCIS (Netherlands)

    Van den Bos, K.P.; Aarnoudse, C.C.; Brand-Gruwel, S.

    1998-01-01

    The goal of this study was to investigate the effects of teaching text comprehension strategies to children with decoding and reading comprehension problems and with a poor or normal listening ability. Two experiments are reported. Four text comprehension strategies, viz., question generation, summa

  15. Studies on English Vocabulary Learning Strategies of Three-year Business English Majors

    Institute of Scientific and Technical Information of China (English)

    Liu Fang-rong

    2008-01-01

    Vocabulary learning strategies have been studied by a lot of scholars and teachers to a different extent on language learner of different levels. Little research has been done on three-year .Business English majors. This study is intended to examine the vocabulary learning strategies applied by those students to their vocabulary learning during the course of English learning. This study is carried out in the form of doing a questionnaire among 117 three-year Business English majors. The collected data is analyzed in the computer by using the SPSS software. The result is that most of the students give up the concept and strategy of repetition and accept the concept of context and practicing. In addition, most of the students know how to make use of cognitive strategies to learn vocabulary. However, those students seldom employ metacognitive strategies and social/affective strategies to facilitate their vocabulary learning. In fight of these, some recommendations have given to those students to help them learn more vocabulary by appropriately using the vocabulary learning strategies.

  16. Teaching English Vocabulary to Elementary Mexican American Students in South Texas: Some Responsive Modern Instructional Strategies

    Science.gov (United States)

    Ekiaka Nzai, Valentin; Reyna, Concepción

    2014-01-01

    Teaching reading and vocabulary to Mexican American children in the United States of America today requires an acknowledgment of historical social injustice that continues to affect many communities in South Texas. This article debriefs some vocabulary teaching strategies--such as mnemonics and game play under the learning centers…

  17. Strategies and Success in Technical Vocabulary Learning: Students' Approaches in One Academic Context

    Science.gov (United States)

    Lessard-Clouston, Michael

    2008-01-01

    Recognizing the importance of lexis and vocabulary learning strategies (VLS) in academic studies, this article presents a descriptive case study of technical vocabulary learning in English over one academic term in an intact, required first year course in a graduate school of theology in Canada. After outlining background information and…

  18. The Application of SPSS in Analyzing the Effect of English Vocabulary Strategy Instruction

    Science.gov (United States)

    Chen, Shaoying

    2010-01-01

    The vocabulary learning is one of very important part in the college English teaching. Correct analysis of the result of vocabulary strategy instruction can offer feedbacks for English teaching, and help teachers to improve the teaching method. In this article, the issue how to use SPSS (Statistical Package for the Social Science) to…

  19. Teaching English Vocabulary to Elementary Mexican American Students in South Texas: Some Responsive Modern Instructional Strategies

    Science.gov (United States)

    Ekiaka Nzai, Valentin; Reyna, Concepción

    2014-01-01

    Teaching reading and vocabulary to Mexican American children in the United States of America today requires an acknowledgment of historical social injustice that continues to affect many communities in South Texas. This article debriefs some vocabulary teaching strategies--such as mnemonics and game play under the learning centers…

  20. Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

    Science.gov (United States)

    Tighe, Elizabeth L; Schatschneider, Christopher

    2016-01-01

    This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.

  1. Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

    Science.gov (United States)

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2016-01-01

    This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981

  2. Constructivist Strategies for English Vocabulary Teaching in Senior Middle School

    Institute of Scientific and Technical Information of China (English)

    程文文

    2015-01-01

    Vocabulary is one of the cores of language abilities in communication. As the main means to help students learn new words and expressions, vocabulary teaching is very important. Constructivism and constructivist learning theory are proposed by the Swiss psychologist Piaget at the earliest, and then completed by many linguists and psychologists to form a rigorously theoretical system.

  3. Redefining Vocabulary: The New Learning Strategy for Social Studies

    Science.gov (United States)

    Alexander-Shea, Aimee

    2011-01-01

    Although vocabulary development is an important part of the social studies curriculum, vocabulary activities are often inadequate, leaving students with cursory knowledge of terms. Worse still is the fact that many of the most critical words demarcating the field are not included in those activities. Therefore, a transformation from viewing…

  4. Using graphic organizers to enhance students' science vocabulary and comprehension of nonfiction science text

    Science.gov (United States)

    Buchanan, Edna

    The purpose of this research was to investigate the effectiveness of Frayer Model and the Hierarchical Organizer as a literacy strategy to improve ninth grade students' science vocabulary and comprehension of non-fictions text in Environmental Science course. The study implemented a sequential explanatory methodology design that included quantitative and qualitative instruments. The research sample consisted of one hundred and two (102) high school environmental science students entering the ninth grade for the first time. The two treatment groups each consisted of thirty-five (35) students, and the control group consisted of 32 students. Treatment group one used the Frayer Model; treatment group two used Hierarchical Organizer and the control group used the traditional teaching methods without the use of a graph organizer. The investigator taught both treatment groups and the control group to ensure reliability. The two treatment groups were taught using graphic organizers as the main lesson plan tool and the control group was taught using guided notes lecture with PowerPoint. A pretest and post-test were administered to each student. Student test scores were evaluated to determine whether knowledge gains differed between the treatment groups and the control group. It was found that the use of graphic organizer instruction was significantly better for student achievement when compared to the use of PowerPoint instruction and that there was much more interaction between student and teacher during the graphic organizer lessons. The delivery of the lesson by the use of graphic organizers seemed to promote more success than the use of the PowerPoint and lecture.

  5. THE VOCABULARY LEARNING STRATEGIES USED BY UUM STUDENTS IN RELATION TO THEIR PROFICIENCY LEVELS

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    Noraziah Mohd Amin

    2013-04-01

    Abstract  This thesis is concerned with the vocabulary learning strategies used by Band 1 and Band 4 undergraduate students of Universiti Utara Malaysia (UUM.  The objectives of this descriptive study were to survey the vocabulary learning strategies used by the respondents and to determine to what extent their use of the strategies was influenced by their proficiency level. The instrument employed in the study was a questionnaire developed by Lachini (2007 based on Cottrell’s classification of learning strategies. It consists of five categories of vocabulary learning strategies: creative, reflective, effective, active and motivated. The responses of 100 Band 1 and 100 Band 4 students to the questionnaire were examined on the frequency of their use of the vocabulary learning strategies. The results indicated that there was no significant difference in terms of the frequency of use between Band 1 and Band 4 participants as  the majority of both groups employed most of the strategies either ‘a little’ or ‘often’. The findings of the study perhaps could help instructors to facilitate the learning of English vocabulary by UUM students and other students at large.    Keywords: The vocabulary learning strategies, proficiency levels

  6. A Study on the Relationship between English Vocabulary Threshold and Word Guessing Strategy for Pre-University Chinese Students in Malaysia

    Science.gov (United States)

    Juan, Wu Xiao; Abidin, Mohamad Jafre Zainol; Eng, Lin Siew

    2013-01-01

    This survey aims at studying the relationship between English vocabulary threshold and word guessing strategy that is used in reading comprehension learning among 80 pre-university Chinese students in Malaysia. T-test is the main statistical test for this research, and the collected data is analysed using SPSS. From the standard deviation test…

  7. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-03-01

    In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

  8. Engineering and Humanities Students' Strategies for Vocabulary Acquisition: An Iranian Experience

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    Hassan Soodmand Afshar

    2014-05-01

    Full Text Available The present study set out to investigate the differences between EAP (English for Academic Purposes students of Humanities and Engineering in terms of vocabulary strategy choice and use. One hundred and five undergraduate Iranian students (39 students from Engineering Faculty and 66 from Humanities Faculty studying at Bu-Ali Sina University Hamedan, during the academic year of 2011–2012 participated in this study. For data collection purposes, a pilot-tested factor-analyzed five-point Likert-scale vocabulary learning strategies questionnaire (VLSQ containing 45 statements was adopted. The results of independent samples t-test indicated that, overall, the two groups were not significantly different in the choice and use of vocabulary learning strategies. However, running Chi square analyses, significant differences were found in individual strategy use in 6 out of 45 strategies. That is, while Humanities students used more superficial and straightforward strategies like repetition strategy and seeking help from others, the Engineering students preferred much deeper, thought-provoking and sophisticated strategies like using a monolingual dictionary and learning vocabulary through collocations and coordinates. Further, the most and the least frequently used vocabulary learning strategies by the two groups were specified, out of which only two strategies in each category were commonly shared by both groups. The possible reasons why the results have turned out to be so as well as the implications of the study are discussed in details in the paper.

  9. The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?

    Science.gov (United States)

    Guo, Ying; Roehrig, Alysia D.; Williams, Rihana S.

    2011-01-01

    The authors' goal was to examine the structural relationships among vocabulary knowledge, morphological awareness, syntactic awareness, and reading comprehension in English-speaking adults. Structural equation analysis of data collected from 151 participants revealed that morphological awareness affected reading comprehension directly. Syntactic…

  10. The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

    Science.gov (United States)

    Nowbakht, Mohammad; Shahnazari, Mohammadtaghi

    2015-01-01

    In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was…

  11. Improving Reading Comprehension Strategies through Listening.

    Science.gov (United States)

    Aarnoutse, C.; Brand-Gruwel, S.; Oduber, R.

    1997-01-01

    Seeks to determine whether it is possible to teach children who are poor readers four text comprehension strategies (clarifying, questioning, summarizing, and predicting) in listening contexts. Demonstrates that it is possible to teach the strategies to poor readers; that they can improve their reading comprehension; and that listening…

  12. Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals

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    Itala Diaz

    2015-01-01

    Full Text Available This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a set of five interventions based on the cognitive academic language learning approach instructional model. These interventions, together with journaling progress, were used to train them in the use of the metacognitive strategies planning, monitoring, and evaluating. The findings showed that metacognitive strategy training has positively contributed to vocabulary acquisition skills, as participants were able to raise consciousness about some learning strategies and the use of metacognitive strategies to increase their vocabulary learning.

  13. The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension,

    Science.gov (United States)

    1998-01-01

    sich ver*sndelt . vha transforms himself 2 0 0 0 0 2 0 2 0 0 0 51 *enn er sich d’e Maske überstülpt when he dons the mask 2 0. 0 0 0 0 0 0 0 0 0 52...vocabulary acquisition (pp. 7-17). Hillsdale, N. J.: Lawrence Erlbaum Associates, Publishers. Coady, J. (1993). Research on ESL /EFL vocabulary...proficiency in ESL readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 217-228). Norwood, N

  14. Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

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    Salma H M Khalifa

    2016-06-01

    Full Text Available The present study is an outcome of a concern for the teaching of English as a foreign language (EFL in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging. Keywords: vocabulary learning strategies, vocabulary learning theory, teaching of vocabulary learning strategies

  15. A Scaffolding Strategy to Develop Handheld Sensor-Based Vocabulary Games for Improving Students' Learning Motivation and Performance

    Science.gov (United States)

    Huang, Yong-Ming; Huang, Yueh-Min

    2015-01-01

    Vocabulary is the foundation for students who learn a foreign language. Nevertheless, students may be bored by the painstaking process of rote learning. To this end, this study designed a handheld sensor-based vocabulary game based on a scaffolding strategy for improving students' motivation and achievement in vocabulary learning. On the one hand,…

  16. Paraphrasing: An Effective Comprehension Strategy

    Science.gov (United States)

    Kletzien, Sharon B.

    2009-01-01

    Paraphrasing, somewhat different from retelling and summarizing, helps students monitor their understanding and incorporate new knowledge with what they already know about a topic. Paraphrasing helps students realize that comprehension is the goal of reading.

  17. The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners

    OpenAIRE

    F. Filiz Yalçın Tılfarlıoğlu; Yunus Bozgeyik

    2012-01-01

    The current study was carried out to examine L2 learners’ VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners’ beliefs about VLS in terms of usefulness were also studied to understand L2 learners’ VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, ...

  18. Metacognitive Strategy Training in Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    DUAN Hai-ping

    2016-01-01

    Despite that language learning strategy (LLS) has been heatedly discussed since its emergence in 1975, its conceptual-ization, categorization and strategy training models are still in dispute. However, what commonly revealed by most studies is that there is a positive correlation between the use of language learning strategy and language learners’performance. This paper applies Dornyei’s classification, known as cognitive strategies, metacognitive strategies, social strategies and affective strate-gies. By reviewing previous studies on the application of metacognitive strategy in English as a second language (ESL) reading comprehension, plenty of useful implications for reading pedagogy are suggested. It further explains how certain important meta-cognitive strategies, namely Semantic Mapping (SM) and Experience-Text-Relationship (ETR), can be implemented in second language reading comprehension, aiming to encourage language learners to be aware of learning strategies,“learn how to learn”(Cohen, 1988, p66)!

  19. Vocabulary Learning Strategies from the Bottom-Up: A Grounded Theory

    Science.gov (United States)

    Ostovar-Namaghi, Seyyed Ali; Malekpur, Akram

    2015-01-01

    Lots of studies have tried to test the effect of strategy training on vocabulary development. However, instead of trying to uncover the strategies that learners actually use, they have tried to expose learners to a list of strategies supported by theories. Although these theory-driven studies have provided the field with significant and…

  20. Researching Native Americans: Tips on Vocabulary, Search Strategies and Internet Resources.

    Science.gov (United States)

    Mueller-Alexander, Jeanette M.; Seaton, Helen J.

    1994-01-01

    Describes search strategies and vocabulary selection for researching information on Native Americans using DIALOG databases as examples. Highlights include tribal names search strategy; examples of false drops; revised search strategies for full-text databases; Internet sources, including various software systems; and CD-ROM products about Native…

  1. Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

    Science.gov (United States)

    Ender, Andrea

    2016-01-01

    Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

  2. A Study on the Relationship between Breadth Of Vocabulary Knowledge and Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    赵旭

    2015-01-01

    British linguist Wilkins(1972)points out,"Without grammar,little can be conveyed;without vocabulary,nothing can be conveyed."Grammar provides the overall patterns,and vocabulary is the material to put in the patterns.Zimmerman(1997)also stated the idea that vocabulary is central to language.So vocabulary is the building material

  3. A case study of a vocabulary strategy in a high school class of special education students

    Science.gov (United States)

    Prevost, Jill K.

    In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

  4. The Effect of Games on EFL Learners’ Vocabulary Learning Strategies

    Directory of Open Access Journals (Sweden)

    Ali Sorayaie Azar

    2012-10-01

    Full Text Available EFL students, particularly Iranian students, usually feel bored in vocabulary lessons because they have not changed their learning habits, such as writing words on paper, trying to learn by heart or learning passively through the teacher's explanations. To help students find language classes, especially vocabulary lessons more interesting in EFL context, and to achieve more from games, the study conducted action research to find the answer to the question, "Do games help English Language Learners learn vocabulary effectively, and if so, how?" Most academic reviews start from an assumption that games are beneficial. However, this study singled out the component of games to study that in isolation. After reviewing academic opinions on this specifically focused matter, of which there are relatively few, the researcher began action research which included applying games in our own classes, observing other teachers' classes, and interviewing both teachers and learners so as to elicit students' reactions, feelings and the effectiveness of games in vocabulary learning. The research shows they are effective in helping students to improve their vocabulary building skills.

  5. A Quantile Regression Approach to Understanding the Relations Between Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

    Science.gov (United States)

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2015-01-01

    The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in Adult Basic Education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773

  6. Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

    Science.gov (United States)

    Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

    2017-02-01

    Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  7. Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

    OpenAIRE

    Salma H M Khalifa; Ahmad Affendi Shabdin

    2016-01-01

    The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using...

  8. Cooperative Learning Strategy The Round Table in Teaching English Vocabulary to Secondary School Pupils

    OpenAIRE

    Bambale, Ieva

    2008-01-01

    Vocabulary development is an important element in every human’s life in order to be able to communicate not only in the native language but also in any other language. Wordage influences communication possibilities. To enrich vocabulary to secondary school students the author of the Diploma Paper offers to use Cooperative Learning strategy the Round Table because it offers students a possibility to interact and they are allowed to have equal roles when participating. That is the reason why th...

  9. Teaching Vocabulary Learning Strategies in German as a Foreign Language Class in Slovenian High Schools

    Directory of Open Access Journals (Sweden)

    Andreja Retelj

    2015-12-01

    Full Text Available The aim of the study was to find out the type and the frequency of vocabulary learning strategies that German language teachers teach in their classes. An online questionnaire which included 37 vocabulary learning strategies based on Schmitt’s (1997 and Nation’s (2001 taxonomies was administered to 72 German teachers. The results revealed that all vocabulary learning strategies were instructed in German as foreign language lessons in Slovenia; however, 10 strategies were instructed often, 19 strategies occasionally and 8 strategies rarely. None of the strategies were instructed very often. The strategies that teachers often taught in their classes included learning the meaning from context, guessing and active use of words. The strategies that were occasionally instructed cover also other aspects of word knowledge. Strategies that promote memorization of words were rarely instructed. We can conclude that German teachers with the deliberate instruction of vocabulary learning strategies contribute to learners’ autonomy in learning German language and indirectly in further learning of foreign languages.

  10. An Investigation of Vocabulary Learning Strategies by Iranian EFL Students in Different Proficiency Levels

    Directory of Open Access Journals (Sweden)

    Samaneh Jafari

    2013-11-01

    Full Text Available This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt’s taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt’s (1997 Vocabulary Learning Strategies’ questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively. Keywords: Vocabulary learning strategies, Language learning strategies, Vocabulary learning strategy questionnaire

  11. Assessment of the Vocabulary Learning and Strategies Used by Teacher Education Students

    Directory of Open Access Journals (Sweden)

    Esperanza F. Carranza

    2015-05-01

    Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

  12. Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

    Science.gov (United States)

    Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

    2015-01-01

    The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

  13. Beyond Comprehension Strategy Instruction: What's Next?

    Science.gov (United States)

    Elleman, Amy M.; Compton, Donald L.

    2017-01-01

    Purpose: In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method: We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results: We agree with Catts and Kamhi's…

  14. The Impact of Teachers' Commenting Strategies on Children's Vocabulary Growth

    Science.gov (United States)

    Barnes, Erica M.; Dickinson, David K.

    2017-01-01

    We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial, we analyzed comments defined as utterances that give, explain, expand, or define. Comments were…

  15. Taking a Closer Look at Vocabulary Learning Strategies: A Case Study of a Chinese Foreign Language Class

    Science.gov (United States)

    Winke, Paula M.; Abbuhl, Rebekha

    2007-01-01

    Over the past decades, there have been a number of studies investigating the vocabulary strategies used by learners of Indo-European languages, especially English. However, studies of the strategies used by learners of non-Indo-European languages are rare. This classroom-based case study investigates the vocabulary learning strategies used by nine…

  16. The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

    Science.gov (United States)

    Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

    2016-02-01

    This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency.

  17. Interaction of a Vocabulary Quiz with Cognitive Instructional Strategies in First Language Learning among Japanese Undergraduates

    Science.gov (United States)

    Tomita, Kei

    2016-01-01

    In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…

  18. Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners' Vocabulary Learning

    Science.gov (United States)

    Banisaeid, Maryam

    2013-01-01

    The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N = 60) who were homogenized…

  19. Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses

    Science.gov (United States)

    Zhang, Bo; Li, Changyu

    2011-01-01

    This research presents a classification theory for the L2 vocabulary learning strategies. Based on the exploratory and confirmatory factor analyses of strategies that adult Chinese English learners used, this theory identifies six categories, four of which are related to the cognitive process in lexical acquisition and the other two are…

  20. The Effect of Technology-Supported Co-Sharing on L2 Vocabulary Strategy Development

    Science.gov (United States)

    Lan, Yu-Ju

    2013-01-01

    Strategies play an important role in learning a second or foreign language (L2). The aim of the current study was to develop and evaluate a co-sharing-based strategy learning system for L2 vocabulary learning known as "Mywordtools." Mywordtools is designed specifically for lexical learning, enabling learners to use the currently…

  1. Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

    Science.gov (United States)

    Bangs, Kathryn E; Binder, Katherine S

    2016-01-01

    Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.

  2. Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children

    National Research Council Canada - National Science Library

    Terantino, Joe

    ... learning. In addition, the study identies the characteristics of the participants (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension aer a six-month period of independent language learning. The results of this study indicate that the children and their parents establi...

  3. The Effect of the Integration of Corpora in Reading Comprehension Classrooms on English as a Foreign Language Learners' Vocabulary Development

    Science.gov (United States)

    Gordani, Yahya

    2013-01-01

    This study used a randomized pretest-posttest control group design to examine the effect of the integration of corpora in general English courses on the students' vocabulary development. To enhance the learners' lexical repertoire and thereby improve their reading comprehension, an online corpus-based approach was integrated into 42 hours of…

  4. Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

    Science.gov (United States)

    Türk, Emine; Erçetin, Gülcan

    2014-01-01

    This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

  5. A Quantile Regression Approach to Understanding the Relations among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

    Science.gov (United States)

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2016-01-01

    The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological…

  6. Scaffolding and co-operative learning : Effects on reading comprehension and vocabulary knowledge in English as a foreign language

    NARCIS (Netherlands)

    Wachyunni, Sri

    2015-01-01

    For university students in Indonesia, English reading comprehension, which partially depends on vocabulary knowledge, is key to success in academic achievement. The current study was set up to compare the effect of two commonly known teaching interventions during a whole semester to improve reading

  7. Scaffolding and co-operative learning : Effects on reading comprehension and vocabulary knowledge in English as a foreign language

    NARCIS (Netherlands)

    Wachyunni, Sri

    2015-01-01

    For university students in Indonesia, English reading comprehension, which partially depends on vocabulary knowledge, is key to success in academic achievement. The current study was set up to compare the effect of two commonly known teaching interventions during a whole semester to improve reading

  8. Effects of Visible and Invisible Hyperlinks on Vocabulary Acquisition and Reading Comprehension for High- and Average-Foreign Language Achievers

    Directory of Open Access Journals (Sweden)

    Ofelia R. Nikolova

    2004-12-01

    Full Text Available This study investigated the effects of visible and invisible links for annotated words in a computer module for learning French on the vocabulary acquisition and reading comprehension of two types of students – high – and average-achievers. Two hundred and sixty four second-semester students of French were identified as high- or average-achievers. Each type of students was then randomly assigned to two groups – with visible or invisible hyperlinks. All students were instructed to read a short passage in French (181 words for general comprehension and allowed to consult the annotated words (made visible by bold face for the visible links group as much as they needed. The students took a vocabulary pretest and an immediate and delayed (two weeks vocabulary and reading comprehension posttest. The results of the study showed that average- achievers benefited more from the visible links for vocabulary acquisition and reading comprehension than high-achievers. The results are discussed in light of second language acquisition and gifted-student theories and suggestions for future research are made.

  9. Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association with Reading Comprehension

    Science.gov (United States)

    Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.

    2015-01-01

    Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…

  10. Vocabulary Knowledge Is a Critical Determinant of the Difference in Reading Comprehension Growth between First and Second Language Learners

    Science.gov (United States)

    Lervag, Arne; Aukrust, Vibeke Grover

    2010-01-01

    Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1…

  11. The Effect of Speed Reading Instruction on Japanese High School Students' English Reading Comprehension and Vocabulary Development

    Science.gov (United States)

    Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

    2012-01-01

    This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…

  12. Enhancing Social Studies Vocabulary and Comprehension for 7th Grade English Language Learners: Findings from Two Experimental Studies

    Science.gov (United States)

    Vaughn, Sharon; Martinez, Leticia R.; Reutebuch, Colleen K.; Carlson, Coleen D.; Thompson, Sylvia L.; Franci, David J.

    2010-01-01

    The authors identified instructional practices associated with improved outcomes for English language learners (ELLs): (1) research-based vocabulary and concept instruction, (2) the use of media to build comprehension and concept knowledge, (3) the use of graphic organizers, and (4) structured peer-pairings. The purpose of our two studies was to…

  13. Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings from Two Experimental Studies

    Science.gov (United States)

    Vaughn, Sharon; Martinez, Leticia R.; Linan-Thompson, Sylvia; Reutebuch, Colleen K.; Carlson, Coleen D.; Francis, David J.

    2009-01-01

    Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N = 507) were randomly assigned at the classroom (i.e., section) level to a social studies…

  14. Hypertext Annotation: Effects of Presentation Formats and Learner Proficiency on Reading Comprehension and Vocabulary Learning in Foreign Languages

    Science.gov (United States)

    Chen, I-Jung; Yen, Jung-Chuan

    2013-01-01

    This study extends current knowledge by exploring the effect of different annotation formats, namely in-text annotation, glossary annotation, and pop-up annotation, on hypertext reading comprehension in a foreign language and vocabulary acquisition across student proficiencies. User attitudes toward the annotation presentation were also…

  15. The Effects of Vocabulary Instructions on Students' Reading Comprehension across Cognitive Styles in ESP

    Science.gov (United States)

    Kusumawati, Eny; Widiati, Utami

    2017-01-01

    Many scholars in language learning and teaching agree that vocabulary plays a vital role in a language learning. However, the way the vocabulary is presented to language learners, whether explicitly or implicitly, becomes central discussion in language literature. This study investigated the effect of explicit and implicit vocabulary instructions…

  16. Vocabulary learning strategies:Most frequently used strategies between English major students and non-English major students in China

    Institute of Scientific and Technical Information of China (English)

    徐衍洁

    2014-01-01

    The purpose of this research was to compare vocabulary learning strategies(VLS)used by two groups of Chinese English learners,which are English major students and non-English major students,and systematically focused on three main strategy categories. The purpose was to investigate the different VLS using frequencies between two groups of English language learners.

  17. Reading comprehension in adolescents with ADHD: exploring the poor comprehender profile and individual differences in vocabulary and executive functions.

    Science.gov (United States)

    Martinussen, Rhonda; Mackenzie, Genevieve

    2015-03-01

    The overall objective of this study was to investigate reading comprehension in youth with and without a prior diagnosis of attention-deficit hyperactivity disorder (ADHD). The first goal was to determine whether youth with and without ADHD matched in word reading ability exhibited differences in reading comprehension proficiency. The next goal was to determine whether good and poor comprehenders within the ADHD subgroup differed from each other on language and academic achievement measures. The third objective was to examine whether word recognition or oral vocabulary knowledge mediated the effect of ADHD symptoms on reading comprehension performance. Youth with ADHD scored significantly lower than the comparison youth on a standardized measure of reading comprehension. Relative to good comprehenders with ADHD, poor comprehenders with ADHD exhibited weaknesses in expressive vocabulary, mathematical reasoning, written expression, and exhibited more executive function (EF) difficulties as reported by the teacher. Expressive vocabulary and word reading, but not teacher EF ratings, accounted for unique variance in reading comprehension performance and mediated the relationship between ADHD symptoms and reading comprehension. Implications for further research and educational practice are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.

    Science.gov (United States)

    Bos, C S; Anders, P L; Filip, D; Jaffe, L E

    1989-01-01

    This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.

  19. The Effectiveness of a programme-based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

    Directory of Open Access Journals (Sweden)

    Nasrah Mahmoud Ismaiel

    2017-06-01

    Full Text Available The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this study consists of (123 females, it is parted into two sections; the experimental group consists of 55 female students and the control group consists of 68 female students. During the course of the study, learners were randomly chosen and randomly were divided into the experimental and control groups. The aim of the study is twofold: (a to assess if there exist notable discrepancies between these two groups on the English Language Vocabulary post-test and vocabulary language learning strategies. The study also aims to analyze if there exist important discrepancies in the mean grades of pre and post-test of the English Language Vocabulary test and vocabulary language learning strategies. The research applied will continue for 12 weeks throughout the second semester which includes the proposed program. Students` vocabulary learning strategies were measured by Schmitt’s (1997 questionnaire. This questionnaire contains 58 items covering five main strategies that are determination plans, social plans, memory tactics, cognitive plans and meta-cognitive programs. While the Students` English Language Vocabulary size was measured by English Language vocabulary test that was designed by the researchers. The research accomplished lasted for three months that encompasses the suggested plan. The gathered data demonstrated that there existed statistically important discrepancies between the experimental group and the control group on the post-test, in which the experimental one was more bolded. It also uncovred that there existed statistically important discrepancies among the pre-test and post-test outcomes for the

  20. Using the interactive board in developing reading strategies for unhanced vocabulary acquisition?

    Directory of Open Access Journals (Sweden)

    Andreja Retelj

    2011-12-01

    Full Text Available The article focuses on some possibilities of using the available materials on the inte- ractive board, which can contribute to the development of the learning strategies and to the quality as well as to the efficiency in the process of vocabulary learning. The current findings on learning strategies and vocabulary learning (Oxford 1990, Nunan 1999, Nation 2001 are combined and compared to the usage of various materials of i-board in the classroom. A meaningful usage of i-board being our priority, we found more advantages in the use of i-board in comparison to the classical exercises on the paper. Our material is based on Piepho's and Häussermann'stypology of exercises for improving vocabulary learning. The students' perception of the interactive board in classroom is included and is based on analysis of the results of an online survey of 58 students, who had been using interactive board in German language classes for two years.

  1. Developing Mathematical Vocabulary.

    Science.gov (United States)

    Monroe, Eula Ewing; Orme, Michelle P.

    2002-01-01

    This article discusses the importance of mathematical vocabulary, difficulties students encounter in learning this vocabulary, and some instructional strategies. Two general methods for teaching vocabulary are discussed: context and explicit vocabulary instruction. The methods are summarized as they apply to mathematical vocabulary instruction and…

  2. Investigating Learning Strategies for Vocabulary Development: A Comparative Study of Two Universities of Quetta, Pakistan

    Science.gov (United States)

    Fatima, Irum; Pathan, Zahid Hussain

    2016-01-01

    The primary purpose of this research is to investigate the vocabulary learning strategies employed by the undergraduate students of Sardar Bahadur Khan Women's University (SBKWU) and University of Balochistan (UOB), Quetta, Pakistan. A quantitative design was employed in this study to answer the two research questions of the present study. The…

  3. Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

    Science.gov (United States)

    Sistani, Mahsa; Hashemian, Mahmood

    2016-01-01

    This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

  4. The Effects of Cooperative Learning Strategies on Vocabulary Skills of 4th Grade Students

    Science.gov (United States)

    Bilen, Didem; Tavil, Zekiye Müge

    2015-01-01

    This study was carried out to investigate the effects of cooperative learning strategies on the vocabulary skills of 4th grade students. The study was also designed to ascertain the attitudes of the students in the experimental group towards cooperative learning. Out of 96 4th grade students enrolled in the private school where the study took…

  5. Are Parent's Perceptions of Teachers' Reading Instruction Consistent with Effective Vocabulary Literacy Strategies?

    Science.gov (United States)

    Fitzgerald, Faith

    2013-01-01

    The purpose of this study was to investigate, describe and assess parents' perceptions of effective strategies for developing vocabulary literacy; and to determine whether their opinions were consistent with what is reported by experts in the field of reading. The goal was to compare the views of parents who had attended school-based literacy…

  6. An Analysis of Implementation Strategies in a School-Wide Vocabulary Intervention

    Science.gov (United States)

    Roskos, Katheen A.; Moe, Jennifer Randazzo; Rosemary, Catherine

    2017-01-01

    From an improvement research perspective, this study explores strategies used to implement a school-wide vocabulary intervention into language arts instruction at an urban elementary school. Academic language time, an innovative change in the instructional delivery system, allots time and structure for deliberate teaching of cross-disciplinary…

  7. Barriers and strategies in listening comprehension

    Institute of Scientific and Technical Information of China (English)

    张帆; 张金萍; 李爱娜

    2006-01-01

    A variety of barriers to listening comprehension are illustrated in this paper. They are analyzed respectively and several effective strategies are also presented afterward. The barriers to listening are those of psychological quality, language knowledge, cultural background, Chinese interference and so on. The strategies should be as follows: training students' psychological quality,strengthening the teaching and learning of language knowledge,comparing cultural differences, using student-centered teaching method and combining intensive listening and extensive listening.

  8. Strategy-based listening and pragmatic comprehension

    Directory of Open Access Journals (Sweden)

    Corsetti, Cristiane Ruzicki

    2014-01-01

    Full Text Available This article addresses the role of strategy-based listening as an alternative methodological approach to develop pragmatic comprehension in L2 contexts. Pragmatic comprehension refers to the understanding of speech acts and conversational implicatures. Listening comprehension comprises both bottom-up and top-down processes. Strategy-based listening encompasses the activation of pragmatic knowledge through pre-listening activities and the development of specific listening micro-skills. An empirical project which included a classroom project carried out with a group of eight learners preparing for the IELTS examination in 2009 corroborated the following assumptions: in order to achieve listening proficiency, learners need practice in making inferences as semantic and pragmatic inferences are embedded in verbal communication; semantic and pragmatic aspects affecting the meaning of utterances can be highlighted via comprehension activities focusing on specific listening subskills. The results of the classroom project suggested that strategy-based listening is potentially capable of directly enhancing pragmatic comprehension but were inconclusive with regards to pragmatic production

  9. SMART STRATEGY TO BOOST STUDENTS’ READING COMPREHENSION

    Directory of Open Access Journals (Sweden)

    Muhammad Lukman Syafi’i

    2015-05-01

    Full Text Available Reading as one of language skills plays significant roles in the teaching English as a foreign language. Since the teacher still uses the conventional way to teach reading, students‘ ability in reading comprehension seems still unsatisfactory yet. So, teacher should explore and develop new strategies. One of strategies in reading comprehension that can trigger our students to attain that purpose is SMART (Self Monitoring Approach for Reading and Thinking strategy. This study is developing SMART strategy to boost the reading comprehension achievement of the ninth grade students. The research applies a collaborative classroom action research design in which the researcher and the collaborative teacher work together in preparing a suitable procedure of SMART strategy, designing the lesson plan, determining the criteria of success, implementing the action, observing, and doing reflection. The finding indicated that SMART strategy was successful to enhance students‘ motivation to be actively involved in the instructional process. The improvement on the students‘ participation was 75% in Cycle 1 and 87% in Cycle 2.

  10. The Role of Vocabulary Depth in Predicting Reading Comprehension among English Monolingual and Spanish-English Bilingual Children in Elementary School

    Science.gov (United States)

    Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.; Montecillo, Christine

    2012-01-01

    The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2-4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a…

  11. 英语词汇教学摭拾%Teaching Strategies of English Vocabulary

    Institute of Scientific and Technical Information of China (English)

    张莉

    2015-01-01

    Vocabulary is one of three elements of language, so it is essential for language teaching. As we all know, vocabulary teaching is an important part in English teaching,because it will directly affect students English integrated applied abilities.This paper consists of the importance,problems in vocabulary teaching and teaching strategies.%词汇是语言的三要素之一,语言教学离不开词汇教学。词汇教学是一项重要的教学环节,这将直接影响学生对英语的综合运用能力。本文从词汇教学的重要性,词汇教学存在的问题以及教师应采用的策略来阐述。

  12. Iranian EFL Learners’ and Teachers’ Beliefs About the Usefulness of Vocabulary Learning Strategies

    Directory of Open Access Journals (Sweden)

    Mohammad Amiryousefi

    2015-04-01

    Full Text Available Vocabulary is an important part of language which is central to all language skills and meaningful communication. One way through which vocabulary learning can be facilitated is by the use of vocabulary learning strategies (VLS. VLSs can empower language learners to be more self-directed, regulated, and autonomous. Also, they can help language learners to discover and consolidate the meaning of the words more effectively. Teachers’ and students’ behavior, functioning, and learning are, however, controlled by their thoughts, beliefs, attitudes, and perceptions. The present study was an effort to explore the Iranian EFL (English as a Foreign Language learners’ and teachers’ beliefs about the usefulness of different types of VLSs. To that end, a VLS questionnaire developed for this purpose was given to 392 EFL teachers and learners. Based on the results of the study, the Iranian EFL learners and teachers believed that strategies such as paying attention to vocabulary forms, functions, and semantic relations; guessing the meaning of new words from the context; and using monolingual dictionaries can be very useful in discovering and consolidating the meaning of new words. They, nevertheless, expressed hesitancy to use L1, bilingual dictionaries, and mnemonic devices. The results of Kruskal–Wallis Test also showed that the preference for a few strategies differed across levels of education.

  13. Reading Comprehension Strategies for Adult Literacy Outcomes.

    Science.gov (United States)

    Hock, Mike; Mellard, Daryl

    2005-11-01

    Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults' success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test-taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills.

  14. The Effect of Language Learning Strategies on Learning Vocabulary in Teaching Turkish as a Foreign Language

    OpenAIRE

    Fatma BÖLÜKBAŞ

    2013-01-01

    The aim of this study is to specify the learning strategies that the students use while learning Turkish as a foreign language and the effects of these strategies on learning vocabulary. Conducted in compliance with “pretest – posttest control group model” among experimental patterns, this study involved 40 students of Turkish as a foreign language in Istanbul University Language Center, who were divided into two groups as the experimental group and the control group, each of which consisted ...

  15. Teaching Vocabulary: The Relationship between Techniques of Teaching and Strategies of Learning New Vocabulary Items

    Science.gov (United States)

    Elyas, Tariq; Alfaki, Ibrahim

    2014-01-01

    This study aims to investigate the techniques of teaching new lexis which are adopted by non-native teachers of English language. It also aims to investigate the strategies of learning new lexis which are adopted by learners in relation to their level. The work is based on two hypotheses: It is hypothesized that there is a relationship between the…

  16. Lexical Inference in L2: Predictive Roles of Vocabulary Knowledge and Reading Skill beyond Reading Comprehension

    Science.gov (United States)

    Prior, Anat; Goldina, Anna; Shany, Michal; Geva, Esther; Katzir, Tami

    2014-01-01

    The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

  17. Does reading strategy instruction improve students’ comprehension?

    Directory of Open Access Journals (Sweden)

    Oyetunji, Christianah Oluwatoyin

    2013-12-01

    Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

  18. Comprehension of figurative language in Taiwanese children with autism: The role of theory of mind and receptive vocabulary.

    Science.gov (United States)

    Huang, Su-Fen; Oi, Manabu; Taguchi, Aiko

    2015-01-01

    First-order theory of mind (ToM) is necessary for comprehension of metaphors, and second-order ToM is necessary for comprehension of irony. This study investigated the role of ToM and language ability in comprehending figurative language in 50 Taiwanese children with high-functioning autism spectrum disorders (HFASDs) compared with 50 typically developing children. Results showed that the No-ToM HFASDs group performed worse than the first-order ToM HFASDs group and the second-order ToM HFASDs group in comprehension of metaphors, irony, sarcasm and indirect reproach, but not for indirect request. Receptive vocabulary correlated only with metaphor comprehension. The volatility of results seen among studies in terms of the relationship between ToM and figurative language comprehension is discussed.

  19. The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

    Directory of Open Access Journals (Sweden)

    Ebrahim Azimi Mohammad Abadi

    2013-05-01

    Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group. Keywords: Learner Autonomy, Vocabulary Learning Strategies, EFL Learner

  20. Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies

    Directory of Open Access Journals (Sweden)

    Atsushi Mizumoto

    2012-12-01

    Full Text Available This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs. A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007, questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

  1. The impact of vocabulary knowledge on reading comprehension ability of Iranian English learners receiving reciprocal teaching and cooperative grouping intervention program

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    Naeemeh Kharaghani

    2015-01-01

    Full Text Available This study investigates the impact of vocabulary knowledge on reading comprehension ability of Iranian English language learners receiving reciprocal teaching and cooperative grouping intervention program. To this aim, 80 students participated in the vocabulary test as the pre-test and they were asked to fill out the questionnaire. Then, they were distributed in four groups. Control groups (A & B received the typical instruction of reading comprehension. On the other hand, experimental groups (A & B received the intervention program. At the end of the course, all the students took part in the vocabulary test as the post-test and they were also asked to fill out the questionnaire provided for them after the post-test. The results were analyzed by the use of a series of independent –sample t-tests and MANOVA. It was found out there was relationship between vocabulary knowledge and the level of motivation in reading comprehension skill of Iranian EFL learner.

  2. Boosting Autonomous Foreign Language Learning: Scrutinizing the Role of Creativity, Critical Thinking, and Vocabulary Learning Strategies

    OpenAIRE

    2015-01-01

    This study set out to investigate the association among English language learners' Autonomy (AU), Creativity (CR), Critical Thinking (CT), and Vocabulary Learning Strategies (VLS). The participants of this study were 202 randomly selected male and female undergraduate (English as a Foreign Language) EFL learners, between the ages of 19 and 26 (Mage = 22 years). These participants filled out four questionnaires estimating their AU, CR, CT, and VLS. The characteristics of the collected data leg...

  3. 词汇教学策略在英语教学中的运用%The Application of Vocabulary Teaching Strategy in English Teaching

    Institute of Scientific and Technical Information of China (English)

    郭海燕

    2011-01-01

    Starting from the application of vocabulary teaching strategy in English teaching,this thesis argues that strategy training should be an indispensable part of the English class so that the students can sharpen their ability to use language comprehensively.%本文探讨了词汇教学策略在英语教学中的运用,以此提出教师应将策略培养纳入课堂教学,培养学生综合使用语言的能力。

  4. A Study on the Sex Differences of Vocabulary Learning Strategies of Col-lege Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    温荣芬

    2013-01-01

      The paper deals with a study on the sex differences of vocabulary learning strategies employed by the college non-English majors through a questionnaire. The author found some significant differences between some strategies employed by these two groups of students, but there were no significant differences between most of them employed by both sexes. Thus some tentative suggestions to the college English teachers in the vocabulary teaching were provided.

  5. Student Approaches to Learning Chinese Vocabulary

    OpenAIRE

    Fu, I-Ping P.

    2005-01-01

    This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in s...

  6. Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition

    Science.gov (United States)

    Lin, Ching-Ying; Hsu, Wei Shu

    2013-01-01

    The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

  7. Vocabulary Learning Strategies used by EFL Students: the Case Of ...

    African Journals Online (AJOL)

    Items 33 - 39 ... recommended that English language teachers should facilitate the teaching learning conditions in ... actions of learners might affect their .... mean score of the low achievers (M= 3.44). ... Table 3: Independent Samples t-test on Determination Strategies used by the ..... speaking English but I don't know how I.

  8. 谈有效的词汇教学策略%Strategies of Effective Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    林岚

    2006-01-01

    This essay is focused on college English vocabulary teaching and mainly probes into the effective vocabulary teaching strategies based on relevant semantic theories--semantic field,derivation,core meaning and prototype.The author explores three vocabulary teaching procedures,that is,how to get a desirable word list,how to teach words with different qualities by adopting different strategies,and how to consolidate the words students have learnt,and then offer certain effective solutions to each stage.%本文从相关的语义学理论入手,着重探讨了大学英语词汇教学的有效手段和策略.文中主要涉及词汇教学中存在的三方面问题,即:如何获得适应不同层次学生需求的单词表;如何将单词表进行分类;如何巩固学生已学的单词.作者在语义学理论的基础上分别就以上三个问题提出了相应的对策,以实现大学英语词汇教学的预期目标.

  9. Promoting Second Language Learners’ Vocabulary Learning Strategies: Can Autonomy and Critical Thinking Make a Contribution?

    Directory of Open Access Journals (Sweden)

    Mania Nosratinia

    2015-05-01

    Full Text Available Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL learners’ learning process, this study investigated the relationship among EFL learners’ Critical Thinking (CT, Autonomy (AU, and choice of Vocabulary Learning Strategies (VLS. To fulfill the purpose of this study, 100 male and female undergraduate EFL learners, between the ages of 18 and 25 (Mage = 21 were randomly selected. These participants, who were receiving formal instruction by means of English as the main language along with learners’ first language, were asked to complete three questionnaires, estimating their CT, AU, and VLS. Analyzing the collected data by Pearson’s product-moment correlation coefficient revealed significant relationships between participants' AU and CT, CT and VLS, and AU and VLS. Furthermore, a linear regression through the stepwise method revealed that between CT and AU, AU is the best predictor of VLS. The findings of this provide EFL teachers, EFL learners, and syllabus designers with insights into the nature of VLS and the way it can be promoted through other internal factors. Keywords: critical thinking, individual factors, learning autonomy, vocabulary learning strategies

  10. Modality, Vocabulary Size and Question Type as Mediators of Listening Comprehension Skill

    Institute of Scientific and Technical Information of China (English)

    VICTORIA A. MURPHY; JUAN JR. T. CASTILLO

    2013-01-01

    Most studies that have investigated the relationship between lexical knowledge and listening performance have used vocabulary assessments administered in the visual modality (e .g . , Mecartty , 2000 ) . However , the outcomes of vocabulary tests might vary as a function of the modality in which they are carried out ( e .g . Milton& Hopkins , 2005 , 2007 ) . Aural knowledge of words might be particularly important in listening , therefore using visually measured lexical knowledge as a predictor of listening performance could be problematic . To explore this issue , 51 English as a second language (L 2 ) learners from a vocational training institute in Hong Kong aged between 18 and 19 were given two different versions of the X Lex vocabulary test:( 1 ) the visual X Lex (Meara&Milton , 2003 ) and (2) the Aural Lex (Milton&Hopkins , 2005) . The listening sub-test of the International English Language Testing System (IELTS) was also administered to measure participants�listening performance . The results indicated that (1) participants scored higher in the X Lex than the Aural Lex; ( 2 ) the Aural Lex was a stronger predictor of listening performance than the X Lex;( 3 ) participants�proficiency in aural vocabulary influenced performance on the listening test . These results suggest that visual measurements of lexical knowledge may not as accurately reflect the learners�aural knowledge of words and therefore , the modality in which (lexical) knowledge is assessed when estimating vocabulary as a predictor of other skills needs to be considered .

  11. A Study of the Strategy of Acquisition of the Second Language Productive Vocabulary

    Institute of Scientific and Technical Information of China (English)

    刘冠华; 孙世亮

    2013-01-01

    Vocabulary is the basic element of a language, and the core part of language learning. English vocabulary can be divid⁃ed into receptive vocabulary and productive vocabulary. Language learners often focus on the former, but ignore the latter. How⁃ever, productive vocabulary plays an important role in language learning. This article makes an in-depth analysis for the relation⁃ship between them then gives some suggestions to language learners who are learning vocabulary.

  12. Metacognitive awareness of TOEFL reading comprehension strategies

    Directory of Open Access Journals (Sweden)

    Sungatullina Dilyana D.

    2016-01-01

    Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

  13. The Effects of a Web-Based Vocabulary Development Tool on Student Reading Comprehension of Science Texts

    Directory of Open Access Journals (Sweden)

    Karen Thompson

    2012-10-01

    Full Text Available The complexities of reading comprehension have received increasing recognition in recent years. In this realm, the power of vocabulary in predicting cognitive challenges in phonological, orthographic, and semantic processes is well documented. In this study, we present a web-based vocabulary development tool that has a series of interactive displays, including a list of the 50 most frequent words in a particular text, Google image and video results for any combination of those words, definitions, and synonyms for particular words from the text, and a list of sentences from the text in which particular words appear. Additionally, we report the results of an experiment that was performed working collaboratively with middle school science teachers from a large urban district in the United States. While this experiment did not show a significant positive effect of this tool on reading comprehension in science, we did find that girls seem to score worse on a reading comprehension assessment after using our web-based tool. This result could reflect prior research that suggests that some girls tend to have a negative attitude towards technology due to gender stereotypes that give girls the impression that they are not as good as boys in working with computers.

  14. The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

    Directory of Open Access Journals (Sweden)

    Mohammad Nowbakht

    2015-08-01

    Full Text Available In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was required to produce written output. They also received corrective feedback on their lexical errors if any. This could result in the production of modified output. The results of the study indicated that (a the group which produced output and received feedback (if necessary outperformed the group which only received input in the post-test, (b within the experimental group, feedback played a greater role in learners’ better performance than output, (c also a positive correlation between the amount of feedback an individual learner received, and his overall performance in the post-test; and also between the amount of feedback given for a specific word and the correct responses given to its related item in the post-test was found.  The findings of this study provide evidence for the role of output production along with receiving corrective feedback in enhancing L2 processing by drawing further L2 learners’ attention to their output which in turn may result in improving their receptive acquisition of L2 words. Furthermore, as the results suggested, feedback made a more contribution to L2 development than output. Keywords: comprehensible input, output, interaction, corrective feedback, modified output, receptive vocabulary acquisition

  15. How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms.

    Science.gov (United States)

    Rydland, Veslemøy; Aukrust, Vibeke Grøver; Fulland, Helene

    2012-02-01

    This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students.

  16. Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary Learning

    Science.gov (United States)

    Sun, Yu-Chih; Yang, Hui-Chi

    2012-01-01

    Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between…

  17. The Use of Humourous Texts in Improving ESL Learners' Vocabulary Comprehension and Retention

    Science.gov (United States)

    Zabidin, Nursyafiqah Binti

    2015-01-01

    Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative…

  18. Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary Learning

    Science.gov (United States)

    Sun, Yu-Chih; Yang, Hui-Chi

    2012-01-01

    Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between…

  19. A Brief Introduction for Vocabulary Learning Strategy%浅谈词汇学习策略

    Institute of Scientific and Technical Information of China (English)

    孙莹

    2008-01-01

    词汇同语法语音一样,是英语作为第二语言教学过程中最重要的三个要素(Nation,1990)之一.但是,英语水平偏差的学生往往在词汇的独立学习过程中存在着各种问题.本文从介绍词汇和单词之间的关系入手,并系统地讲解了关于英语词汇学习的一些方法和策略.%Vocabulary along with grammar and pronunciation is one of the three most important elements in English as the second language learning[1]. However, beginning/low-intermediated students may encounter some difficulties when learning independently. The essay starts by explaining the relationship of vocabulary and word. And then, a number of vo-cabulary learning methods/strategies are discussed.

  20. The Effect of the Paraphrasing Strategy Instruction on Students’ Reading Comprehension Skills

    Directory of Open Access Journals (Sweden)

    İhsan Özdemir

    2012-10-01

    Full Text Available The study was conducted at the Department of Foreign Languages Education, Abant Izzet Baysal University, Turkey. The participants were 62 first-year students. The experimental and the control groups both consisted of 31 students. In the first phase, a Reading Comprehension Test, a Vocabulary Test, a Grammar Test and a Paraphrasing Test were administered to the groups to determine the equivalence. The instruction was implemented for 6 weeks. In the last phase, both groups took the Paraphrasing Test and the Reading Comprehension Test as post-tests as well as the Specific Paraphrasing Test. According to the results, the experimental group learned how to use the strategy and outperformed the control group on the Specific Paraphrasing Test. Yet, there was no significant difference between the groups with respect to reading comprehension skills.

  1. 商务英语词汇知识与词汇习得策略的相关性研究%A Correlation Study of Vocabulary Learning Strategies and Business English Vocabulary Knowledge

    Institute of Scientific and Technical Information of China (English)

    李慧; 谢道兵

    2016-01-01

    This paper investigates vocabulary learning strategies and vocabulary size as well as in-depth vocabulary knowledge of 100 college students. Through exams on vocabulary size and in-depth vocabulary knowledge, this paper aims to find out the correlation between vocabulary learning strategies and vocabulary size,and the correlation between vocabulary learning strategies and in-depth vocabulary knowledge.%本研究调查了100名大学生的词汇习得策略,并通过词汇量及词汇深度知识测试卷等工具,运用定量和定性分析的方法探讨了词汇习得策略与词汇广度和深度知识之间的相关性。结果证实:一学生重视重复,轻语境;学习观念和策略使用有差异;交际活动少。二词汇知识的各个层面及其运用能力之间存在不平衡性;接受性词汇知识习得大于产出性词汇知识习得。三某些词汇学习策略与词汇的深度和广度知识存在着一定的相关性。

  2. The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia

    Science.gov (United States)

    Asgari, Azadeh; Mustapha, Ghazali Bin

    2011-01-01

    One of the most important challenges that learners will face during the process of second language learning is learning vocabulary. Vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning. Thus, in the case of learning the vocabulary in…

  3. A Brief Introduction on the Vocabulary Teaching Strategies%英语诃汇教学策略浅析

    Institute of Scientific and Technical Information of China (English)

    苏佳卓

    2011-01-01

    作为语言三要素(语音、词汇、语法)之一的词汇,是语言的重要组成部分。正确的词汇教学策略能够达到帮助学生有效地掌握并在实践中准确地运用词汇的目的。词汇教学要注意:灵活设定教学目标;关注高频词汇和主流词汇;注意同源词和固定搭配;避免词的交叉干扰。%Vocabulary, together with pronunciation and grammar, are three ingredients of language. Vocabulary teaching strategies play a vital role in helping students build up vocabulary, and use words in an appropriate way. When teaching vocabulary, it is highly i

  4. 英语词汇教学中的认知策略%The cognitive Strategy in English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    郑维

    2012-01-01

    在外语词汇教学中,教师应指导学生学习、运用有效的词汇认知策略,而且还要培养学生对自己学习过程进行调节和控制情绪的能力,减少学生词汇学习的盲目性,提高英语词汇的学习效率。%In vocabulary teaching, teachers should guide students to learn and apply effective vocabulary cognitive strategy, cultivate their ability to regulate and control emotion in learning process, and reduce blindness in learning vocabulary to promote the efficiency of learning vocabulary.

  5. Examining the Impact of Vocabulary Strategy Training on Adult EFL Students

    Directory of Open Access Journals (Sweden)

    Nafiye AKTEKİN

    2013-06-01

    Full Text Available Abstract - This study aimed to examine the effectiveness of strategy instruction in vocabulary learning. To reach the goal of the study, 70 elementary level EFL learners at the Preparatory School of Mersin University were assigned as study and control groups. At the first stage of the study, through a Vocabulary Strategy Frequency Survey (Cohen, Oxford & Chi, 2002 and Taxonomy (Schmitt, 1997, conscious and/or unconscious use of vocabulary learning strategies in both groups was investigated. The study group received instruction on vocabulary learning strategies which was embedded to the course-book through a 10-week period. For the next stage, it was aimed to raise the teachers’ awareness of vocabulary strategy learning; therefore, discussion and feedback sessions were planned. For the follow-up stage of the study, 10 of the participant students who were then second grade medical students were interviewed in order to investigate the effects of strategy training after 2 academic years. Interviewees were asked about their opinions on strategy use during this period. The findings indicated that vocabulary strategy training can help students to learn and store more vocabulary. Keywords: language learning strategies, vocabulary learning strategies, strategy training, adult EFL learners Özet–Kelime Strateji Eğitiminin İngilizce Öğrenen Yetişkin Öğrenciler Üzerindeki Etkisinin Araştırılması. Bu çalışma kelime öğreniminde strateji kullanımının etkisini ölçmek için yapılmıştır. Bu amaçla, Mersin Üniversitesi Yabancı Diller Yüksekokulundan 70 başlangıç düzey yabancı dil öğrencisi çalışma ve kontrol grubu olarak seçilmişlerdir. İlk olarak, kelime stratejisi sıklık anketi (Cohen, Oxford & Chi, 2002 ve taksonomisi (Schmitt, 1997 ile her iki grubun bilinçli ve/veya bilinçdışı kullandıkları stratejiler araştırılmıştır. Çalışma grubu ders kitaplarına uygun olarak düzenlenmiş etkinliklerle

  6. Investigating the Effect of Cooperative Learning and Competitive Learning Strategies on the English Vocabulary Development of Iranian Intermediate EFL Learners

    Science.gov (United States)

    Fekri, Neda

    2016-01-01

    The current study investigated the effect of cooperative and competitive learning strategies on the acquisition of English vocabulary development by Iranian EFL intermediate learners. In addition, it explored what type of theses strategies was more effective. In such doing, utilizing an Oxford Placement Test (OPT), 45 out of 77 Iranian EFL…

  7. A Qualitative Study of Vocabulary Learning Strategies Applied by Iranian Undergraduate EFL Learners in Real Learning Setting

    Science.gov (United States)

    Yazdi, Mahdi; Kafipour, Reza

    2014-01-01

    This study tries to investigate real use of vocabulary learning strategies by Iranian EFL learners. To achieve this goal, the researcher applied a pure qualitative research method in which frequency of all strategies counted and then classified. To select participants for the current study, the researcher used cluster sampling and fish ball…

  8. The Effect of Focus Strategies on ADHD Students' English Vocabulary Learning in Junior High School

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    Masoud Khalili Sabet

    2015-01-01

    Full Text Available "Attention deficit hyperactivity disorder (ADHD is the most common neurobehavioral disorder of childhood. ADHD is also among the most prevalent chronic health conditions affecting school-aged children"(American Academy of Pediatrics, 2000. Too many young girls are not getting the help they need because of hidden symptoms and late diagnosis. The purpose of this study is to determine the effect of focus strategies on vocabulary learning of ADHD students at two junior high schools. To this end, eight female ADHD and eight normal students from two public schools were assigned to the both control group and the experimental one. The quantitative data was gathered from each student and was analyzed through 2-way analysis of variance (ANOVA in a factorial arrangement with two repetitions. An orthogonal test was used to compare the strategies that were used in the control group (word list and the experimental group (key word method, concentration, making sentences and fold overs. The instrument of this study contained a questionnaire sent to the parents and English teachers, an interview with a psychologist, a pre-test and a post-test. The results indicated that the four focus strategies in the experimental group increased the vocabulary learning in ADHD students for the short term retention and this increase was significant in the first focus strategy (key word method and mostly the last one (fold overs in the normal and ADHD students. The mean scores of control group were lower than the treatment group both in the normal and ADHD students. The results of delayed post-test revealed that although focus strategies improved the scores of the normal students compared to the ADHD students, this difference was not significant. Keywords: ADHD, focus strategies, Key word method, fold overs, attention, two-way ANOVA

  9. The Relationship between Iranian EFL Learners’ Autonomy and their Vocabulary Learning Strategies with a Focus on Gender

    Directory of Open Access Journals (Sweden)

    Elham Sedighi

    2016-05-01

    Full Text Available The purpose of the present study was to investigate the relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy with a focus on the gender. To meet this objective, 82(39 males and 43 females sophomore and junior students majoring in English Language Teaching who had passed at least 45 credits at Tabriz Azad University, in Iran were asked to take part in the study by filling the questionnaires on learner autonomy (LAQ and vocabulary learning strategies (VLSQ. After discarding incomplete questionnaires, 70 acceptable cases were used in the statistical analysis. Correlation analysis indicated a statistically significant and positive relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy for both male and female students. The findings can have some pedagogical implications for teachers.

  10. AN EXPERIMENT INTO THE EFFECTIVENESS OF TEACHING GUESSING STRATEGIES IN PROCESSING VOCABULARY IN A TEXT

    Institute of Scientific and Technical Information of China (English)

    1997-01-01

    The one thing that most interferes with English as a Second Language learner’s reading is unknownvocabulary.This refers to any word which blocks the readers’understanding in their process ofreading.When reading,one will inevitably meet unknown vocabulary no matter how large one’smental lexicon is.Often the density of unfamiliar words in reading makes the reader feel greatlyfrustrated and give up in the end,for he has already lost his train of thought when looking up words inthe dictionary.It is clear that too great a density of unknown lexical items slows down the readingspeed which leads to poor comprehension of the text.Of course,one’s knowledge of Englishvocabulary is bound to be limited;but is there a way one can efficiently cope with the unknown wordsone comes across in reading without having to stop and look them up in the dictionary.

  11. On Learning and Teaching Strategies Involved in Listening Comprehension

    Institute of Scientific and Technical Information of China (English)

    蒲艳春

    2009-01-01

    Listening comprehension plays a very important role in Second Language Acquisition.This article focuses on the linguistic and non-linguistic factors that influence listening comprehension,and then give some learning and teaching strategies that will positively assist listening comprehension.

  12. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    Science.gov (United States)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  13. The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension

    Science.gov (United States)

    van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos; van Schooten, Erik

    2016-01-01

    In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328…

  14. The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary

    Science.gov (United States)

    Chen, Chin-Neng; Chen, Shu-Chu; Chen, Shu-Hui Eileen; Wey, Shyh-Chyi

    2013-01-01

    This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional…

  15. Acquisition of Vocabulary by Dint of Unique Strategies: Indispensible for Fostering English Language Skills

    Science.gov (United States)

    Jose, G. Rexlin

    2015-01-01

    Vocabulary is the gateway to knowledge that unlocks the doors of sublime ideas to the readers. The competency on the lexical items of language plays a significant role in learning a new concept. Any learner who has excellent command over the use of vocabulary excels in his/her study of different subjects. Vocabulary learning is one of the…

  16. Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

    Science.gov (United States)

    Nam, Jihyun

    2010-01-01

    Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap…

  17. Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

    Science.gov (United States)

    Nam, Jihyun

    2010-01-01

    Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap…

  18. How Graphic Novels Support Reading Comprehension Strategy Development in Children

    Science.gov (United States)

    Brenna, Beverley

    2013-01-01

    This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the…

  19. How Graphic Novels Support Reading Comprehension Strategy Development in Children

    Science.gov (United States)

    Brenna, Beverley

    2013-01-01

    This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the…

  20. LEARNING GERMAN AS A THIRD LANGUAGE THROUGHS ESL. STRATEGIES TO DEVELOP VOCABULARY

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    Carmen-Daniela CARAIMAN

    2016-06-01

    Full Text Available This article aims at revealing advantages of studying German (acquired as an L3 by a speaker who has a high level of knowledge in English (acquired as an L2. Those interested in learning German as a third language through ESL may benefit from a set of facilities that could fasten the process of learning vocabulary and enhance the disambiguation process in case of synonymy, false friends and pseudo-Anglicism. The approach we have adopted in the present paper is a practical one. We have appreciated that the process of assimilating German as an L3 through ESL could offer another benefit to learners, i.e. the possibility of simultaneously activating and practicing both foreign languages that they either master or intend to master. In the present paper, we are not going to refer to the influence of the socio-cultural environment1 on the learners of German as an L3 through English as a Secondary Language, as we are not going to make reference to psycholinguistic elements2 that are characteristic of third language acquisition. After explaining terminology and giving an overview of the theoretical background that we related to when writing the present article, we are going to insist on enumerating some basic strategies that could be successfully used to build and develop vocabulary in German by using English as a secondly acquired foreign language.

  1. The Effect of Explicit Teaching of Comprehension Strategies on Reading Comprehension in Elementary School

    Science.gov (United States)

    Atkins, James Grant

    2013-01-01

    This study investigated the effect of explicit teaching of comprehension strategies on the comprehension performance of elementary school students. Two schools with similar demographics, including a significant proportion of students at risk for reading failure, participated in the study. One school utilized an explicit comprehension strategy…

  2. The Comparison between Contextual Guessing Strategies vs. Memorizing a List of Isolated Words in Vocabulary Learning Regarding Long Term Memory

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    Leyla Vakili S AMIYAN

    2014-03-01

    Full Text Available Guessing the meaning of unknown vocabularies within a text is a way of learning new words which is named textual vocabulary acquisition. The main purpose of this study is to investigate the effectiveness of a textual guessing strategy on vocabulary learning at the intermediate le vel. Textual guessing strategy is to guess the meaning of vocabularies with the help of surrounding words or sentences in the co - text without any translation. This paper reports the findings of two quantitative studies conducted on English language learner s with the Intermediate 2 level of proficiency in Kavosh foreign language institute, Mashhad, Iran. Twenty male and female attendants were selected and assigned to ’context’ and ‘non - context’ groups. The context group received an instruction to infer the m eaning of new words while the non - context participants were treated as learning new vocabularies individually (autonomously. The result of the independent sample t - test at the post - test stage revealed that the probability value of t - test with an equality of variances assumption is lower than 0.05 (0.04700. So this result represented that there is a meaningful difference between the experimental group and the control group considering their amount of learning. The results indicated that textual guessing s trategy had more effect on their long term memory. It was also revealed that the words learned through context are used more frequently than those learned in isolation in the speaking repertoire of the participants.

  3. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

    OpenAIRE

    Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that ...

  4. Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students' Comprehension

    Science.gov (United States)

    Fotovatian, Sepideh; Shokrpour, Nasrin

    2007-01-01

    Knowledge of the strategies used by English as a foreign language (EFL) or second language (ESL) readers can help instructors teach these techniques and thereby enhance their students' reading comprehension. The present study compared three categories of reading comprehension strategies (metacognitive, cognitive, and socio-affective) to determine…

  5. On Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    郑洁

    2013-01-01

    An efficient vocabulary learning strategy can supply students with exact meanings and usage of words. There are many differences between Chinese and English,so the result of memorizing vocabulary by rote is always not good. The paper holds the Incidental Vocabulary Learning to improve the English ability.

  6. Development of Metaphor and Metonymy Comprehension: Receptive Vocabulary and Conceptual Knowledge

    Science.gov (United States)

    Rundblad, Gabriella; Annaz, Dagmara

    2010-01-01

    Figurative language, such as metaphor and metonymy are common in our daily communication. This is one of the first studies to investigate metaphor and metonymy comprehension using a developmental approach. Forty-five typically developing individuals participated in a metaphor-metonymy verbal comprehension task incorporating 20 short…

  7. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

    Science.gov (United States)

    Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

  8. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

    Science.gov (United States)

    Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

  9. Free Text or Controlled Vocabulary? A Case History Step-By-Step Analysis Plus Other Aspects of Search Strategy.

    Science.gov (United States)

    Calkins, Mary L.

    1980-01-01

    Describes the decisions involved in an online environmental literature search of COMPENDEX and ENVIROLINE databases when considering free text or controlled vocabulary searching techniques. Topics covered are scope, concept identification, database choice, planning search strategy, and changing tactics during the search. Appendix contains examples…

  10. The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.

    Science.gov (United States)

    Reed, Deborah K; Petscher, Yaacov; Foorman, Barbara R

    2016-04-01

    This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.

  11. A research-based strategy for inductively accelerating vocabulary acquisition of at-risk students in Grade 4

    Directory of Open Access Journals (Sweden)

    Vitale, Michael R.

    2012-02-01

    Full Text Available This study explored the acceleration of vocabulary growth through a multi-part instructional strategy for engendering the inductive, semantic word-family oriented acquisition of vocabulary from context, a difficult task for elementary students. Implemented on a school-wide basis in grade 4 over an 8-week period, the intervention was a four-part enhancement to each of six regular basal reading stories that focused on 17 semantic word families associated with selected words in the stories. Results showed a. that experimental students inductively generated greater numbers of words with similar meanings that could be substituted for novel words in 3-sentence story-context passages and to word-family pairs; and; b. that Title 1 experimental students displayed greater achievement than comparable Title I controls on the ITBS Vocabulary Subtest.

  12. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    Science.gov (United States)

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

  13. Comprehension Strategy Training in Content Areas.

    Science.gov (United States)

    Carriedo, Nuria; Alonso-Tapia, Jesus

    1995-01-01

    Presents the results of two studies where children were taught to identify textual cues, syntactic and semantic, in order to locate main ideas. The children also built graphic representations of these structures and were taught relevant questions to ask regarding comprehension. Results showed significant improvement, especially with older…

  14. 初中英语词汇教学的有效性策略%Effective Strategies for Junior High School English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    黄勤春

    2011-01-01

    This paper raises some feasible strategies for improving English vocabulary teaching effect according to problems in the current English vocabulary teaching.%本文针对现在英语词汇教学中的问题,提出了提高英语词汇教学效率的可行性办法。

  15. Metacognitive Strategy Use in English Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    陈赏

    2015-01-01

    Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a se⁃ries of metacogonitive strategies. Teachers should conduct metacognitive training among students. Thus, students are sure to im⁃prove their reading proficiency with some metacognitive knowledge during the reading process.

  16. Reading comprehension metacognitive strategies as a means for controlling behavior

    Directory of Open Access Journals (Sweden)

    Dinorah Aladina Caballero López

    2014-07-01

    Full Text Available Textual comprehension implies the use of various metacognitive strategies by the students when they have to face a text to be competent readers. That is why the objective of this article is to illustrate the application of metacognitive strategies in order to achieve an efficient textual comprehension, taking into account the self – regulation the student exerts over his own learning process. It is applied as the main method historical-logical studies based on a professional-researching systematic practice; at the same time observation is largely used. The main result is the introduction of metacognitive strategies in reading comprehension, which subsequently favor the self-control of personal behavior. The article is the result of a research project sponsored by the department of Special Education. Key words: reading comprehension, metacognitive strategies, behavior self-control.

  17. The Effectiveness of the Comprehension Hypothesis: A Review on the Current Research on Incidental Vocabulary Acquisition

    Science.gov (United States)

    Ponniah, Joseph

    2011-01-01

    The Comprehension Hypothesis (CH) is the most powerful hypothesis in the field of Second Language Acquisition despite the presence of the rivals the skill-building hypothesis, the output hypothesis, and the interaction hypothesis. The competing hypotheses state that consciously learned linguistic knowledge is a necessary step for the development…

  18. Examining the Role of Concentration, Vocabulary and Self-Concept in Listening and Reading Comprehension

    Science.gov (United States)

    Wolfgramm, Christine; Suter, Nicole; Göksel, Eva

    2016-01-01

    Listening is regarded as a key requirement for successful communication and is fundamentally linked to other language skills. Unlike reading, it requires both hearing and processing information in real-time. We therefore propose that the ability to concentrate is a strong predictor of listening comprehension. Using structural equation modeling,…

  19. Examining the Role of Concentration, Vocabulary and Self-Concept in Listening and Reading Comprehension

    Science.gov (United States)

    Wolfgramm, Christine; Suter, Nicole; Göksel, Eva

    2016-01-01

    Listening is regarded as a key requirement for successful communication and is fundamentally linked to other language skills. Unlike reading, it requires both hearing and processing information in real-time. We therefore propose that the ability to concentrate is a strong predictor of listening comprehension. Using structural equation modeling,…

  20. Metacognitive Strategies and Reading Comprehension in Elementary-School Students

    Science.gov (United States)

    Kolic-Vehovec, Svjetlana; Bajsanski, Igor

    2006-01-01

    The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, & Cristante, 1994), and the…

  1. Improving text comprehension strategies in reading and listening settings

    NARCIS (Netherlands)

    Brand-Gruwel, S; Aarnoutse, CAJ; Van den Bos, KP

    1998-01-01

    Traditional intervention programs for children with decoding and reading comprehension problems often focus on remediation of the decoding ability. The goal of this study was to determine whether it is possible to teach these children text comprehension strategies. The subjects were fourth-grade stu

  2. Improving text comprehension strategies in reading and listening settings

    NARCIS (Netherlands)

    Brand-Gruwel, S; Aarnoutse, CAJ; Van den Bos, KP

    Traditional intervention programs for children with decoding and reading comprehension problems often focus on remediation of the decoding ability. The goal of this study was to determine whether it is possible to teach these children text comprehension strategies. The subjects were fourth-grade

  3. 大学生英语词汇误用诊断与英语词汇教学策略研究%Research on the Treatment of College Students' Misuse of Vocabulary and the Strategies of English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    周婧丹

    2013-01-01

    The basic role of vocabulary in English learning has been generally affirmed, but there are still many problems in Chinese college students' methods of vocabulary learning. There is a huge gap between the amount of students' vocabulary and the depth of their vocabulary cognition, resulting in the misuse of many words and even the rigidity of the overall ability of vocabu-lary use. This paper analyzes the problems existing in college students' vocabulary use in their English writing and translation, and proposes corresponding strategies of vocabulary teaching.%词汇在英语学习中的基础性作用已经得到人们的普遍肯定,然而中国大学生的词汇学习方法存在诸多问题。学生的词汇量与词汇知识深度之间有着巨大的差距,因而导致了许多词汇的误用甚至整体词汇运用能力的僵化。本文就大学生在英语写作和翻译中词汇运用方面存在的问题进行了分析和诊断,并提出了相应的词汇教学策略。

  4. Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

    Science.gov (United States)

    Ness, Molly

    2011-01-01

    The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-…

  5. Spanish-English Cognates in the Subtechnical Vocabulary Found in Engineering Magazine Texts.

    Science.gov (United States)

    Martinez, Maria Stella

    1994-01-01

    The use of the cognate recognition strategy to enhance reading comprehension in a Latin American English-for-Special-Purposes context is considered. Focus is on the subtechnical vocabulary found in 40 texts from English engineering magazines, first describing vocabulary identification techniques and then assessing whether the items have Spanish…

  6. Comparing Vocabulary Learning of EFL Learners by Using Two Different Strategies: Mobile Learning vs. Flashcards

    Science.gov (United States)

    Azabdaftari, Behrooz; Mozaheb, Mohammad Amin

    2012-01-01

    Vocabulary acquisition is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also…

  7. Using Eye Tracking to Understand the Responses of Learners to Vocabulary Learning Strategy Instruction and Use

    Science.gov (United States)

    Liu, Pei-Lin

    2014-01-01

    This study examined the influence of morphological instruction in an eye-tracking English vocabulary recognition task. Sixty-eight freshmen enrolled in an English course and received either traditional or morphological instruction for learning English vocabulary. The experimental part of the study was conducted over two-hour class periods for…

  8. The Evolution of Vocabulary Learning Strategies in a Computer-Mediated Reading Environment

    Science.gov (United States)

    Li, Jia

    2009-01-01

    Numerous studies have indicated that the provision of appropriate computer-mediated support to second language (L2) learners results in different vocabulary learning outcomes. However, there is no study available that investigates the transition in their way of learning vocabulary under the influence of technology-based support. This article…

  9. A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

    Science.gov (United States)

    Naeimi, Maki; Foo, Thomas Chow Voon

    2014-01-01

    Vocabulary learning and assessment are considered as the key basis for the training of English as a foreign language. However, it is time-consuming, uncertain and repetitious for the teachers to assess the proficiency of the students' vocabulary storage. This paper reports the results of a study which aimed to investigate the effect of Repeating…

  10. Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

    Science.gov (United States)

    Khalifa, Salma H. M.; Shabdin, Ahmad Affendi

    2016-01-01

    The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies…

  11. Using Eye Tracking to Understand the Responses of Learners to Vocabulary Learning Strategy Instruction and Use

    Science.gov (United States)

    Liu, Pei-Lin

    2014-01-01

    This study examined the influence of morphological instruction in an eye-tracking English vocabulary recognition task. Sixty-eight freshmen enrolled in an English course and received either traditional or morphological instruction for learning English vocabulary. The experimental part of the study was conducted over two-hour class periods for…

  12. THE PQRST STRATEGY, READING COMPREHENSION, AND LEARNING STYLES

    Directory of Open Access Journals (Sweden)

    Alfi Hidayatu Miqowati

    2014-07-01

    Full Text Available Abstract: This study aims at investigating the effectiveness of the PQRST strategy in students’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bondowoso. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the PQRST strategy and the non-experimental class by translation and reading aloud. The data were analysed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The findings showed that the PQRST strategy statistically impacted students’ reading comprehension compared to the one taught using the translation and reading aloud. But, it was revealed that there was no difference in the reading comprehension of students with different learning styles taught under the PQRST strategy and translation and reading aloud, and there was no interaction between teaching strategies and students’ learning styles.   Keywords: PQRST, learning styles, reading comprehension

  13. 外语词汇学习策略与积极/消极词汇关系%The Vocabulary Learning Strategies in Relation to the Active and Passive Vocabulary

    Institute of Scientific and Technical Information of China (English)

    李海峰

    2012-01-01

    By selecting randomly 186 fresh students from a university in western China,this research is aimed at testing their vocabulary levels in terms of active vocabulary and passive vocabulary repectively as well as surveying their learning strategies.As the research has found,the college studetns adopt more mechanical learning strategies than cognitive strategies and the total application level is low and confined to surface-level.Their passive vocabulary are obviouly greater than their active ones,indicating the trend that in contrast to the lowering vocabulary level,the passive vocabulary is gaining up its proportion in the total vocabulary,which is directly related to the scope and the level of those selected learning strategies.It is suggested that teachers should pay attention to train students' adoption of deep-level strategies.%选择中国西部某大学一年级新生,随机抽取186人,测试他们的积极词汇与消极词汇水平,问卷调查他们的学习策略。研究发现:大学生的机械学习策略多于认知策略,且总体策略应用水平不高,局限于浅层。他们的消极词汇明显多于积极词汇,且词汇水平越低,消极词汇所占的比例越大。这和学习策略采用的范围和层次直接相关,建议教师注意培训学生对深层策略的应用。

  14. Comprehension Strategies for Reading Historical Fiction Picturebooks

    Science.gov (United States)

    Youngs, Suzette; Serafini, Frank

    2011-01-01

    As the texts readers encounter in and out of school grow in complexity, the strategies that teachers demonstrate and encourage students to employ need to expand to accommodate the changing nature of these texts. In this article, the authors present a three-part framework for utilizing historical fiction picturebooks as instructional resources.…

  15. Comprehension Strategies for Reading Historical Fiction Picturebooks

    Science.gov (United States)

    Youngs, Suzette; Serafini, Frank

    2011-01-01

    As the texts readers encounter in and out of school grow in complexity, the strategies that teachers demonstrate and encourage students to employ need to expand to accommodate the changing nature of these texts. In this article, the authors present a three-part framework for utilizing historical fiction picturebooks as instructional resources.…

  16. Using the Concept Attainment Strategy to Enhance Reading Comprehension

    Science.gov (United States)

    Boulware, Beverly J.; Crow, Mary Lynn

    2008-01-01

    The Concept Attainment Strategy is an instructional technique proposed by Jerome Bruner that targets the "big idea" or concept underlining concrete or abstract examples. This strategy focuses on the developing comprehension of words and ideas associated with a concept rather than on its name or what the concept is called. Specifically it develops…

  17. Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension

    Science.gov (United States)

    Shang, Hui-Fang

    2016-01-01

    This study examined the effect of online metacognitive strategies, hypermedia annotations, and motivation on reading comprehension in a Taiwanese hypertext environment. A path analysis model was proposed based on the assumption that if English as a foreign language learners frequently use online metacognitive strategies and hypermedia annotations,…

  18. Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension

    Science.gov (United States)

    Shang, Hui-Fang

    2016-01-01

    This study examined the effect of online metacognitive strategies, hypermedia annotations, and motivation on reading comprehension in a Taiwanese hypertext environment. A path analysis model was proposed based on the assumption that if English as a foreign language learners frequently use online metacognitive strategies and hypermedia annotations,…

  19. Using the Concept Attainment Strategy to Enhance Reading Comprehension

    Science.gov (United States)

    Boulware, Beverly J.; Crow, Mary Lynn

    2008-01-01

    The Concept Attainment Strategy is an instructional technique proposed by Jerome Bruner that targets the "big idea" or concept underlining concrete or abstract examples. This strategy focuses on the developing comprehension of words and ideas associated with a concept rather than on its name or what the concept is called. Specifically it develops…

  20. Metacognitive awareness of TOEFL reading comprehension strategies

    OpenAIRE

    Sungatullina Dilyana D.; Zalyaeva Ekaterina O.; Gorelova Yuliya N.

    2016-01-01

    The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the conn...

  1. Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation.

    Science.gov (United States)

    Gallego, Carlos; Martín-Aragoneses, M Teresa; López-Higes, Ramón; Pisón, Guzmán

    2016-01-01

    Deaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension. Copyright © 2015

  2. The Main Idea Strategy: A Strategy to Improve Reading Comprehension through Inferential Thinking

    Science.gov (United States)

    Boudah, Daniel J.

    2014-01-01

    This article introduces the Main Idea Strategy, a strategy to improve the performance of students with disabilities and students who perform poorly on reading comprehension tasks. The rationale, research background, and detailed implementation information are presented.

  3. Content Area Vocabulary Learning

    Science.gov (United States)

    Fisher, Douglas; Frey, Nancy

    2014-01-01

    Students' vocabulary knowledge is a significant predictor of their overall comprehension. The Common Core State Standards are raising the expectations for word learning and there are now 4 distinct standards related to vocabulary as well as expectations in other standards, including content areas. To address these expectations, teachers need…

  4. 词汇策略在高职学生英语词汇学习中的应用研究%Application Research on Vocabulary Strategies in Vocational Students’ Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    温柳春

    2013-01-01

    以某高职院校的不同层次英语水平的大二学生为实验对象,对高职院校学生在英语词汇学习中应用词汇策略的情况进行了调查研究。结果表明,高职院校学生的词汇策略整体水平欠佳,学生的英语词汇策略水平与其英语学习成绩有显著的正相关关系。认为在教学中对学生进行有针对性的词汇策略训练能有效改善学生英语词汇学习效果。%A survey was conducted on a vocational college’s sophomores at different English level, studying their vocabulary application strategies in English vocabulary learning. The results showed that the students are not good enough in handling vocabulary strategies, which have significant positive correlation with their English learning. It is therefore believed that targeted vocabulary strategy training in English teaching can effectively improve the students’ English vocabulary learning.

  5. 词汇策略在高职学生英语词汇学习中的应用研究%Application Research on Vocabulary Strategies in Vocational Students’ Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    温柳春

    2014-01-01

    以某高职院校的不同层次英语水平的大二学生为实验对象,对高职院校学生在英语词汇学习中应用词汇策略的情况进行了调查研究。结果表明,高职院校学生的词汇策略整体水平欠佳,学生的英语词汇策略水平与其英语学习成绩有显著的正相关关系。认为在教学中对学生进行有针对性的词汇策略训练能有效改善学生英语词汇学习效果。%A survey was conducted on a vocational college’s sophomores at different English level, studying their vocabulary application strategies in English vocabulary learning. The results showed that the students are not good enough in handling vocabulary strategies, which have significant positive correlation with their English learning. It is therefore believed that targeted vocabulary strategy training in English teaching can effectively improve the students’ English vocabulary learning.

  6. Improving non-English major's listening comprehension through strategy training

    Institute of Scientific and Technical Information of China (English)

    杨小红

    2006-01-01

    Listening is and important part in the second language learning process, so how to improve students' listening comprehension especially for non-Engish majors becomes a main concern to teachers. For theis purpose,a targeted listening strategy training was conducted in listening classes. Test results manifest that sixty participants get more or less improvement in their listening comprehension after receiving a strategy training every two hours over ten weeks. Low and middle achievers make relatively more progress than high-achievers. Interviews also indicate theat high achievers use top-down strategies more than low achievers in listening process,while low achievers employ more bottom-up strategies than high achievers. This indicates that effective strategy training in listening class could enhance students' listening performance. It is hoped that this study could give some insights to the future listening teaching.

  7. The Strategies of Reading Comprehension for English Major

    Institute of Scientific and Technical Information of China (English)

    邹高飞

    2013-01-01

    Students tend to learn English in different ways. Some need to gather more examples and imitate them, while others require less. In a classroom, we, English teachers, cannot tailor the approach to each individual student, so we should make them involved personally in order to discover what works best. Teachers can introduce some strategies of learning English to the students. What are strategies? A strategy is the art of planning. After planning carefully, we can succeed in guiding our studies. In the following passage, we will discuss the strategies of reading comprehension for English majors in college.

  8. The Exploration of Effective Strategies of College English Vocabulary Teaching%有效的大学英语词汇教学策略探究

    Institute of Scientific and Technical Information of China (English)

    张哲华

    2012-01-01

      Vocabulary teaching is extremely important in college English teaching. Nowadays there exist many problems in col⁃lege English vocabulary teaching, which influence on the students’English learning. The effective college English vocabulary teaching strategies include: 1) teaching and learning vocabularies in the context; 2) strengthening the understanding and memory of the vocabularies through association;3) mastering the strategies to memorize and study vocabularies and developing self-aware⁃ness of acquiring vocabularies;4) empathizing emotional factors and developing the active motives to learn vocabularies. Through those strategies,it is helpful to improve the present situation of college English vocabulary teaching and promote the quality of col⁃lege English teaching and learning.%  词汇教学在大学英语教学中至关重要。目前在大学英语教学中,制约学生英语学习的只要问题是词汇。词汇作为学习语言的基础,在教学中常用的教学策略有:在语境中教、学词汇;通过联想,加深对词汇的理解与记忆;掌握词汇记忆、学习策略,培养习得词汇的自我意识;注重情感因素,培养学生学习词汇的积极动机。在教学中合理运用这些策略,有利于改进学生的英语学习状况,通告学生掌握词汇的能力,为学生学好英语打下坚实的基础。

  9. TEACHING VOCABULARY THROUGH SENTENCES

    Directory of Open Access Journals (Sweden)

    irfan tosuncuoglu

    2015-12-01

    Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases,  individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be. In this case, new vocabulary items are more likely to be recalled and communicative. Essential to such an approach to teaching vocabulary acquisition, it is argued here, is exposure to authentic language, that is, reading, writing, listening, and speaking in class that both engages the visual, tactile, and aural-oral senses and imprints. In the case of texts, it is paramount that the comprehension level be such that the learner can guestimate with a nigh degree of accuracy the meaning and proper usage of new vocabulary items without a dictionary and thus from their context. And the more often these new vocabulary items appear, the more likely it is that their full meaning will be understood and committed to memory.  For that reason we wanted to make use of sentences in vocabulary teaching.

  10. Teacher’s comprehensive training strategy for improving didactics performance

    Directory of Open Access Journals (Sweden)

    Pozas, W. J

    2014-07-01

    Full Text Available The paper describes a Teacher’s comprehensive training strategy for improving didactics performance, together with its theoretical foundations. The strategy is structured into several dimensions related to teachers’ development (lesson planning, continuing education and research. It is organized into two phases and seven stages intended to improve leadership in the teaching-learning process. The finding are the expression of a comprehensive approach to school organization at Services Polytechnic School “Horacio Cobiellas Domínguez” resulting in teachers’ academic and scientific development and a significant growth of the staff scientific potentials manifested in scientific forum enrolment. The resulting impact should lead to a general use of the proposed strategy in the Polytechnic school web. Key words: professional performance, pedagogic professional performance, didactic professional performance, teachers’ developmental strategy

  11. A COMPARATIVE LOOK INTO HOW TO MEASURE THE EFFECTIVENESS OF VOCABULARY LEARNING STRATEGIES: THROUGH USING PERCENTAGES OR CORRELATION COEFFICIENTS

    Directory of Open Access Journals (Sweden)

    İsmail Hakkı ERTEN

    2008-10-01

    Full Text Available This study aims to compare the appropriateness of two statistical procedures for measuring the effectiveness of vocabulary learning strategies: percentages and correlation coefficients. To do this a group of 20 learners of English were asked to study 12 words in a written list, with their pronunciations, dictionary definitions, and example sentences. Data was collected through introspection where students were asked to verbalize their mental processes as they studied the target words. A pre-test and post-test were given to measure the task achievement. The qualitative data was transcribed verbatim and content-analysed for tokens of strategy use as well as by noting whether each use of strategies led to successful recall of the words on which they were used. To calculate the strategy effectiveness, both simple percentage calculation and correlation coefficients were employed for comparison. The findings indicated that percentage calculation can give a more realistic picture of strategy effectiveness than correlation coefficients.

  12. Training in Metacognitive Strategies for Students' Vocabulary Improvement by Using Learning Journals (Entrenamiento de estrategias metacognitivas para mejorar vocabulario a través de diarios de aprendizaje)

    Science.gov (United States)

    Diaz, Itala

    2015-01-01

    This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a…

  13. Reading Comprehension Strategies as Applied by Iranian EFL Students

    Science.gov (United States)

    Shokrpour, Nasrin; Fotovatian, Sepide

    2006-01-01

    To enhance reading comprehension, several strategies have been identified in previous research conducted (Naiman et al. 1978; O'Malley & Chamot 1990; O'Malley, Chamot, Manzanares, Russo and Kypper 1985; Politzer and McGroarty 1985; Prokop 1989; Oxford 1990; Salataci and Akyel 2002; Tercanlioglu 2004). However, using different types of Reading…

  14. Three Reading Comprehension Strategies: TELLS, Story Mapping, and QARs.

    Science.gov (United States)

    Sorrell, Adrian L.

    1990-01-01

    Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called "Question-Answer Relationships." (JDD)

  15. Rethinking Comprehension and Strategy Use in Second Language Listening Instruction

    Science.gov (United States)

    Ling, Bernadette; Kettle, Margaret

    2011-01-01

    In second language classrooms, listening is gaining recognition as an active element in the processes of learning and using a second language. Currently, however, much of the teaching of listening prioritises comprehension without sufficient emphasis on the skills and strategies that enhance learners' understanding of spoken language. This paper…

  16. Reciprocal Teaching of Comprehension Strategies Improves EFL Learners' Writing Ability

    Science.gov (United States)

    Ghorbani, Mohammad Reza; Gangeraj, Atefeh Ardeshir; Alavi, Sahar Zahed

    2013-01-01

    Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching--which focuses on four reading comprehension strategies, namely…

  17. The Influence of Genre Understanding on Strategy Use and Comprehension

    Science.gov (United States)

    Yoo, Monica S.

    2015-01-01

    This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of…

  18. Measuring Deep, Reflective Comprehension and Learning Strategies: Challenges and Successes

    Science.gov (United States)

    McNamara, Danielle S.

    2011-01-01

    There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and learning, but their assessment is challenging. First, students' judgments of what their abilities and habits and measurements of their performance often do not match. Second, students tend to learn and comprehend differently…

  19. Effects of Reciprocal Teaching Strategies on Reading Comprehension

    Science.gov (United States)

    Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

    2011-01-01

    Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form students improve their…

  20. On Vocabulary Acquisition by Chinese Learners

    Institute of Scientific and Technical Information of China (English)

    崔莉; 南二丽

    2006-01-01

    It is admitted that vocabulary acquisition, as the smallest unit in English leaning, is the most basic, decisive yet difficult part. Yet vocabulary acquisition has always obsessed and fascinated Chinese learners of English. This paper mainly presents a discussion of English vocabulary acquisition by Chinese learners in the respect of vocabulary size and correct use. Through the analysis of the problems existing in the present vocabulary learning and teaching, author also presents some learning strategies to expand vocabulary size.

  1. Teaching Vocabulary to Turkish Young Learners in Semantically Related and Semantically Unrelated Sets by Using Digital Storytelling

    Science.gov (United States)

    Aitkuzhinova-Arslan, Ainur; Gün, Süleyman; Üstünel, Eda

    2016-01-01

    Teaching vocabulary is a comprehensive process in foreign language learning requiring specific techniques of appropriate instruction and accurate strategy. The present study was conducted to examine the effects of teaching vocabulary to Turkish young learners in a semantic clustering way through digital storytelling. To investigate this aim, six…

  2. How to Improve English Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    王晓珊

    2013-01-01

      Comprehension is the base of reading and also the purpose of reading. Improving reading comprehension is one of the most important tasks in English study. Only mastering English basic knowledge, accumulating rich vocabulary and using proper reading strategies and techniques can reading comprehension be improved effectively.

  3. 简论对外汉语初级综合课词汇教学%A Study on Vocabulary Teaching in Comprehensive Course of Elementary Chinese

    Institute of Scientific and Technical Information of China (English)

    潘田

    2012-01-01

    Vocabulary teaching is one of the major parts in comprehensive Chinese courses to foreigners. This paper puts forward that vocabulary teaching should be the focus in Teaching Chinese as a Second Language, and analyses the relationship between vocabulary teaching and grammar teaching. The paper also develops some principles (e.g. multidimensional perspective, etc.) which are strongly recommended to be followed in language teaching.%近些年探讨对外汉语词汇教学的文章发表了不少,但从满足教学实践的需要上来看,这方面的研究还需要进一步拓展和深化。本文强调了词汇教学在初级阶段综合课整体教学中的地位和作用,充分讨论了词汇教学和语法教学的关系问题,总结了词汇教学过程中应该遵循的几个基本原则。

  4. Application of Metacognitive Strategy in College English Vocabulary Learning%元认知策略在大学英语词汇教学中的应用

    Institute of Scientific and Technical Information of China (English)

    喻晖

    2012-01-01

    Recently vocabulary learning strategy has been a focus in the study of second language learning. Based on the introduction of the metacognitive strategy and the vocabulary metacognitive strategy, this paper demonstrates the application of those strategies in the college English vocabulary learning and teaching and puts forward some teaching suggestions at the same time.%近年来对词汇习得策略的研究在我国逐渐展开。本文在简要介绍元认知策略和元认知词汇学习策略的基础上,阐述了这种学习策略在大学英语词汇学习中的具体应用,并对当前的词汇教学提出了一些建议。

  5. Preschool Teachers' Implementation of Vocabulary Strategies during Shared Reading: A Comparative Study

    Science.gov (United States)

    Lipsky, Miriam; Adelman, Andrea

    2016-01-01

    Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2…

  6. The Relationship between Learner Autonomy and Vocabulary Learning Strategies in Iranian EFL Learners with Different Language Proficiency Level

    OpenAIRE

    Ebrahim Azimi Mohammad Abadi; Abdollah Baradaran

    2013-01-01

    Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning sin...

  7. Summarizing Vocabularies in the Global Semantic Web

    Institute of Scientific and Technical Information of China (English)

    Xiang Zhang; Gong Cheng; Wei-Yi Ge; Yu-Zhong Qu

    2009-01-01

    In the Semantic Web, vocabularies are defined and shared among knowledge workers to describe linked data for scientific, industrial or daily life usage. With the rapid growth of online vocabularies, there is an emergent need for approaches helping users understand vocabularies quickly. In this paper, we study the summarization of vocabularies to help users understand vocabularies. Vocabulary summarization is based on the structural analysis and pragmatics statistics in the global Semantic Web. Local Bipartite Model and Expanded Bipartite Model of a vocabulary are proposed to characterize the structure in a vocabulary and links between vocabularies. A structural importance for each RDF sentence in the vocabulary is assessed using link analysis. Meanwhile, pragmatics importance of each RDF sentence is assessed using the statistics of instantiation of its terms in the Semantic Web. Summaries are produced by extracting important RDF sentences in vocabularies under a re-ranking strategy. Preliminary experiments show that it is feasible to help users understand a vocabulary through its summary.

  8. Application of Semantic Field Strategy in the Teaching of English Vocabulary%语义场策略在英语词汇教学中的运用

    Institute of Scientific and Technical Information of China (English)

    孙良诚

    2011-01-01

    词汇是语言的基础,词汇学习是英语语言学习中至关重要的环节。本文分析了英语词汇学习的现状,介绍了语义场策略理论,并在该理论的基础上,对高职英语词汇教学方法进行了探究和尝试,取得了一定的效果。%Vocabulary is the basis of language, and vocabulary learning is a vital part of language learning. This paper analyzes the current situation of English vocabulary learning, and describes the theory of semantic field strategy. On the base of the theory, vocabulary teaching methods of vocational English have been studied, and certain effects have been achieved.

  9. Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

    Science.gov (United States)

    Pilonieta, Paola

    2010-01-01

    Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

  10. Cognitive strategies for the humour comprehension of a cartoon

    Directory of Open Access Journals (Sweden)

    Rafahel Jean Parintins Lima

    2014-07-01

    Full Text Available We aim at enumerating cognitive strategies required to the comprehension of meanings involved in humor, specifically in little comics. We briefly summarize studies in the construction of humoristic comics. Afterwards, we present studies about sociocognitive approach (VAN DIJK, 2012; KOCH, 2011 of text comprehension, presenting our problem. We present and analyze a text from Níquel Náusea comics series, by Fernando Gonsales. Our results underline the need of interpreting verbal and non-verbal elements, identifying the comicalness character of semiologic elements, recognizing the humoristic comics genre, evocating situations from verbal and non-verbal elements and, finally, identifying plausibility. We conclude that these cognitive operations have different grades of importance for the humor comprehension of humoristic comics, remarkably the evocation of scenes through semiologic elements.

  11. Enhancement of Automatization through Vocabulary Learning Using CALL: Can Prompt Language Processing Lead to Better Comprehension in L2 Reading?

    Science.gov (United States)

    Sato, Takeshi; Matsunuma, Mitsuyasu; Suzuki, Akio

    2013-01-01

    Our study aims to optimize a multimedia application for vocabulary learning for English as a Foreign Language (EFL). Our study is based on the concept that difficulty in reading a text in a second language is due to the need for more working memory for word decoding skills, although the working memory must also be used for text comprehension…

  12. Developing a Comprehensive Search Strategy for Evidence Based Systematic Reviews

    Directory of Open Access Journals (Sweden)

    Sekhar Thadiparthi

    2008-03-01

    Full Text Available Objective ‐ Within the health care field it becomes ever more critical to conduct systematic reviews of the research literature to guide programmatic activities, policy‐making decisions, and future research. Conducting systematic reviews requires a comprehensive search of behavioural, social, and policy research to identify relevant literature. As a result, the validity of the systematic review findings and recommendations is partly a function of the quality of the systematic search of the literature. Therefore, a carefully thought out and organized plan for developing and testing a comprehensive search strategy should be followed. This paper uses the HIV/AIDS prevention literature to provide a framework for developing, testing, and conducting a comprehensive search strategy looking beyond RCTs.Methods ‐ Comprehensive search strategies, including automated and manual search techniques, were developed, tested, and implemented to locate published and unpublished citations in order to build a database of HIV/AIDS and sexually transmitted diseases (STD literature. The search incorporated various automated and manual search methods to decrease the chance of missing pertinent information. The automated search was implemented in MEDLINE, EMBASE,PsycINFO, Sociological Abstracts and AIDSLINE. These searches utilized both index terms as well as keywords including truncation, proximity, and phrases. The manual search method includes physically examining journals (hand searching, reference list checks, and researching key authors.Results ‐ Using automated and manual search components, the search strategy retrieved 17,493 articles about prevention of HIV/AIDS and STDs for the years 1988‐2005. The automated search found 91%, and the manual search contributed 9% of the articles reporting on HIV/AIDS or STD interventions with behavioural/biologic outcomes. Among the citations located with automated searches, 48% were found in only one database (20

  13. IMPROVING THE READING COMPREHENSION ABILITY THROUGH WEBBING STRATEGY

    Directory of Open Access Journals (Sweden)

    Suud Purnomo

    2015-12-01

    Full Text Available This study was designed to improve the students’ reading comprehension ability through webbing strategy which is designed to find a strategy of teaching reading skills in expository texts. The study employed a collaborative classroom action research design in which the researcher and the collaborator worked together designing the lesson plan, implementing the action, observing the action, and reflecting the action. The subjects of this research were 40 students the eleventh grade students of SMA PGRI Mojosari in the 2010/2011 academic year. The webbing strategy was successful in improving both the students’ ability in comprehending expository texts and the students’ involvement in reading activities. The strategy increased students’ mean scores and the students’ individual score percentage from preliminary study to Cycle 2 ranging from 64.83 to 78.17 or the students’ individual score percentage extended from 42.50% to 85% equal or greater than 70% of 40 students. The results of the second cycle indicated higher scores in which predetermined criteria of success met in the second cycle. The majority students showed active involvement (92.50% in the third meeting of Cycle 2. Keywords: reading comprehension, expository texts, webbing strategy

  14. Comparing Effects of Different Cinematic Visualization Strategies on Viewer Comprehension

    Science.gov (United States)

    Jhala, Arnav; Young, R. Michael

    Computational storytelling systems have mainly focused on the construction and evaluation of textual discourse for communicating stories. Few intelligent camera systems have been built in 3D environments for effective visual communication of stories. The evaluation of effectiveness of these systems, if any, has focused mainly on the run-time performance of the camera placement algorithms. The purpose of this paper is to present a systematic cognitive-based evaluation methodology to compare effects of different cinematic visualization strategies on viewer comprehension of stories. In particular, an evaluation of automatically generated visualizations from Darshak, a cinematic planning system, against different hand-generated visualization strategies is presented. The methodology used in the empirical evaluation is based on QUEST, a cognitive framework for question-answering in the context of stories, that provides validated predictors for measuring story coherence in readers. Data collected from viewers, who watch the same story renedered with three different visualization strategies, is compared with QUEST's predictor metrics. Initial data analysis establishes significant effect on choice of visualization strategy on story comprehension. It further shows a significant effect of visualization strategy selected by Darshak on viewers' measured story coherence.

  15. Teaching Vocabulary

    Science.gov (United States)

    Lessard-Clouston, M.

    2013-01-01

    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 book presents important issues from recent vocabulary research and theory so that teachers may approach…

  16. Teaching Vocabulary

    Science.gov (United States)

    Lessard-Clouston, M.

    2013-01-01

    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 book presents important issues from recent vocabulary research and theory so that teachers may approach…

  17. For ELLs: Vocabulary beyond the Definitions

    Science.gov (United States)

    Roberts, Nancy S.; Truxaw, Mary P.

    2013-01-01

    In this article, a classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding. The authors note that mathematics vocabulary may be more difficult to learn than other academic vocabulary for several reasons: (1) definitions are filled with technical vocabulary, symbols, and diagrams;…

  18. Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Echeverri Acosta Luz Marina

    2010-05-01

    Full Text Available This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed included participants’ perceptions of the usefulness of the strategies and students’ work on the graphic organizers and reading worksheets. Findings showed that participants thought that the strategies and an interactive reading task improved reading comprehension. The majority of students used English to answer knowledge, comprehension and a good number of application questions. The answers to the application questions provided by the less proficient students were, despite their use of Spanish, unclear. Key words: Foreign language teaching, reading comprehension, directed reading-thinking approach, thinking skills, reading strategies En este artículo se hace un reporte sobre un proyecto de investigación acción que examinó la comprensión de lectura en lengua extranjera de estudiantes de grado octavo de un colegio público, quienes vivenciaron un enfoque de lectura dirigida hacia el pensamiento, con estrategias para la comprensión y la aplicación. Se utilizaron las estrategias de predicción, conocimiento previo, organizadores gráficos y preguntas. El análisis de datos incluyó las percepciones de los participantes sobre la utilidad de las estrategias y el trabajo de los estudiantes en organizadores gráficos y en talleres de lectura. Los resultados mostraron que los participantes consideraron que las estrategias y una actividad de lectura interactiva permitieron mejorar la comprensión de lectura. La mayoría de los estudiantes usaron el inglés para responder a preguntas de conocimiento, comprensión y un buen número de preguntas de aplicación. Se encontró además que las respuestas

  19. Intensifying Training of Learning Strategies to Improve the Efficiency of Learning English Vocabulary

    Institute of Scientific and Technical Information of China (English)

    辛艳平

    2011-01-01

    词汇是语言的基本要求。没有词汇,语言将不存在,所以外语学习离不开词汇学习,针对英语教学中学生在词汇学习上的"费时低效"问题,本文提出了有关词汇学习的一些策略,鼓励学生积极采用多种生动有趣的词汇学习奇招,令学生产生"出格"的联想,激发其英语学习兴趣,从而饶有兴趣的学习英语词汇。%Vocabulary is the basic element of language. Without it,language would no longer exist. Therefore,foreign language study is closely associated with vocabulary study.In the thesis, it is viewed that learning English vocabulary makes great contribution to t

  20. The learning strategy of Japanese vocabulary of non Japanese students%非日语专业学生日语词汇学习策略研究

    Institute of Scientific and Technical Information of China (English)

    林霖琳

    2013-01-01

    In the process of language acquisition, vocabulary plays a crucial role. Non Japanese major to improve Japanese proficiency, vocabulary is the premise. Therefore, non Japanese major students should learn Japanese vocabularies well, the key is to clarify the learning motivation of Japanese vocabulary and master the right cognitive strategy. Based on the analysis of learning motivation of Japanese vocabulary of non Japanese major, and elaborates the cognitive strategies in Japanese vocabulary learning and the strategies of the non Japanese majors, students can effectively recognize Japanese words, effective master Japanese vocabulary.%在语言习得过程中,词汇起着至关重要的作用。非日语专业学生若想提高日语能力水平,词汇量的积累是前提。因此非日语专业学生要学好日语词汇,关键是要明确学习日语词汇的动机和掌握正确的认知策略。本文通过对非日语专业学生日语词汇学习动机的分析,以及日语词汇学习中认知策略与巩固策略的阐述,使非日语专业学生能够有效地认知日语词汇,有效地掌握所学日语词汇。

  1. Effective Academic Vocabulary Instruction in the Urban Middle School

    Science.gov (United States)

    Kelley, Joan G.; Lesaux, Nonie K.; Kieffer, Michael J.; Faller, S. Elisabeth

    2010-01-01

    In urban middle schools, educators find it challenging to meet the literacy needs of the many struggling readers in their classrooms, including language-minority (LM) learners and students from low-income backgrounds. One strategy for improving these students' reading comprehension is to teach essential academic vocabulary in a meaningful,…

  2. A Comprehensive Assessment Strategy for Physics Laboratory Courses

    CERN Document Server

    Khaparde, Rajesh B

    2013-01-01

    The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding, experimental skills and the experimental problem solving ability. It has been noted that strategies adopted for the assessment of what students learn and develop through a laboratory course are often inconsistent with the objectives of the laboratory courses. The author has developed a comprehensive assessment strategy which can be used at the school, college and university level. The strategy is based on four tools of assessment, namely, test on conceptual understanding, test on procedural understanding, an experimental test, and the continuous assessment. The relative weightage for each of the four tools depends on the level and emphasis of the laboratory course. The four tools of assessment, with respect to the type of questions, design, grading schemes, administration of each t...

  3. A Study of the Correlation between Vocabulary Size and Reading Comprehension%非英语专业大学生词汇知识与阅读理解水平相关性实证研究

    Institute of Scientific and Technical Information of China (English)

    甘胜男; 丘晓媛

    2012-01-01

      The present study aims to probe into the relationship between college students’ vocabulary sizes and their reading comprehension levels. The subjects were 47 junior college students from Guangzhou University of Chinese Medicine. Vocabulary Levels Test (VLT) was used to test students’ receptive vocabulary size; Reading Test (from TOEFL) was used to test students’ reading comprehension levels. SPSS/PASW Statistics 18 and“Pearson correlation” were applied to analyze the relationship between subjects’ vocabulary sizes and their reading comprehension levels. When the subjects read English articles of non-specialty, the highly-frequently used vocabulary had high correlation with reading comprehension levels; while the low-frequency vocabulary had comparatively low correlation with reading comprehension. The results suggest that grasping vocabulary of higher frequency plays significant role in improving reading comprehension of non-specialty articles.%  为研究非英语专业大学生英语词汇量与阅读理解水平之间的关系,选取广州中医药大学47名三年级本科生为受试对象。一方面以词汇水平测试(Vocabulary Levels Test,缩略形式VLT)(全英版本)测试受试对象接受性词汇量(receptive vocabulary size),另一方面以阅读测试检测受试对象阅读理解能力,并使用皮尔逊相关系数(Pearson correlation)分析受试对象词汇水平与阅读能力之间的关系。研究结果显示:英语高频词汇量与阅读能力显著相关,而低频词汇量与阅读能力相关性不明显。这表明积累高频词汇量对提高普通阅读能力起着重要作用

  4. Reading vocabulary knowledge and deafness.

    Science.gov (United States)

    Paul, P

    1996-01-01

    With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

  5. PROBLEMS IN INSTRUCTION COMPREHENSION:CAUSES AND STRATEGIES

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    IntroductionAs the SMSTT(Senior Middle School Teachers Training)trainees enter the Communicative classroomwith a history of eight years of learning and teaching English in the Traditional Approach(Grammar-Translation and Audiolingual)behind them,they are confronted with the problem of transition andadaptation.In the early stages of trying to change from traditional to the communicative approaches,theyface the issue of Instruction Comprehension.Instruction Comprehension(IC)means the skill of identifying a given task’s aims and requirements andthen deciding on how best to do the task within the time allowedIC will be discussed in the following sequence:a description of the problem,an analysis of its causes anda set of strategies to tackle the problem.

  6. 大学英语词汇教学策略探讨%A Discussion on Vocabulary Teaching Strategies in College English

    Institute of Scientific and Technical Information of China (English)

    操晶

    2013-01-01

    英语教学中词汇是十分重要的一个部分,而传统的英语词汇教学存在许多弊端,很多大学生在学习词汇方面存在很多问题。该文首先通过问卷调查法对大学生的词汇学习策略做一个描述性的研究。然后,通过问卷结果来探讨一些很难想到却十分实用的词汇教学策略,希望能帮助提高教师的词汇教学能力。%Vocabulary is a very important part in English teaching. There are many shortcomings in traditional English teaching, and many college students have many difficulties in learning the vocabulary. This paper first has a descriptive study of the college students’vocabulary learning strategies and attitudes by way of questionnaire. And then, according to the result of the question-naire, some difficult-to-think-of but very applicable vocabulary teaching strategies are introduced in the hope of helping the teachers teach vocabulary.

  7. Application of Prototype Category to English Vocabulary Learning Strategies%英语词汇学习策略中原型范畴理论的应用

    Institute of Scientific and Technical Information of China (English)

    王朝阳

    2015-01-01

    Learning a language needs to master a large amount of vocabulary, lots of attention should be paid to both the breadth and depth of vocabulary. This paper, from the perspective of Prototype Category, by focusing on the basic level vocabulary (common words)learning, using metaphorical and metonymic thinking mode to learn polysemy, vocabulary categorization (word classification), adding affixes to old words(known words) to build new words,etc, to explore effective English vocabulary learning strategies. Finally, this paper points out that autonomous learners, combined with effective learning strategies wil make English learning achieve a multiplier effect.%学习语言需要掌握大量的词汇,既要关注词汇的广度,也要注重其深度.本文从原型范畴理论的视角,通过重视基本层次词汇(常用词汇)学习、运用隐喻、转喻思维学习多义词、将词汇范畴化(归类)、添加词缀以旧词(已知词汇)构建新词等方面探索有效的英语词汇学习策略.文中指出,自主的学习者,配之有效的学习策略,将使英语学习达到事半功倍的效果.

  8. 论大学英语词汇记忆策略培训%The Practic on the Training of the Strategy of College English Vocabulary Learning

    Institute of Scientific and Technical Information of China (English)

    刘冬玲

    2012-01-01

    大学英语词汇记忆策略培训实践一年后,试验班和非试验班学生的词汇能力有了区别,试验班学生的词汇及词汇应用水平比非试验学生高,从而说明词汇记忆策略培训对提高大学生词汇记忆能力的积极作用。%There is difference in the level of English vocabulary between experimental classes who have been trained on the Strategy of college English Vocabulary learning for a year and the classes without training of it.Both the amount of their vocabulary and the ability to use them are higher for the experimental classes.This shows that the training on the Strategy of college English Vocabulary learning is positive in enhancing college students' ability to learn and use English vocabulary.

  9. A comprehensive conceptual framework for road safety strategies.

    Science.gov (United States)

    Hughes, B P; Anund, A; Falkmer, T

    2016-05-01

    Road safety strategies (generally called Strategic Highway Safety Plans in the USA) provide essential guidance for actions to improve road safety, but often lack a conceptual framework that is comprehensive, systems theory based, and underpinned by evidence from research and practice. This paper aims to incorporate all components, policy tools by which they are changed, and the general interactions between them. A framework of nine mutually interacting components that contribute to crashes and ten generic policy tools which can be applied to reduce the outcomes of these crashes was developed and used to assess 58 road safety strategies from 22 countries across 15 years. The work identifies the policy tools that are most and least widely applied to components, highlighting the potential for improvements to any individual road safety strategy, and the potential strengths and weaknesses of road safety strategies in general. The framework also provides guidance for the development of new road safety strategies, identifying potential consequences of policy tool based measures with regard to exposure and risk, useful for both mobility and safety objectives.

  10. An Empirical Study of the Effect of Metacognitive Strategy Instruction on Listening Comprehension

    Institute of Scientific and Technical Information of China (English)

    Liu Xueqin

    2009-01-01

    The paper tries to apply meta-cognitive strategy training to English listening comprehension teaching. It also aims at helping students choose appropriate meta-cognitive strategies to accomplish specific listening tasks, which may hopefully facilitate students' listening comprehension. Data analysis proves that strategy training helps improve students' listening comprehension.

  11. 留学生汉语词汇学习策略探析--基于留学生汉语初级班词汇学习策略的调查与思考%An Inquiry into the Strategy of Overseas Students' Chi-nese Vocabulary Learning:Investigation and Reflection on the Strategy of Vocabulary Learning in Junior Class for Overseas Students

    Institute of Scientific and Technical Information of China (English)

    尹绪彪

    2013-01-01

      本文基于留学生汉语初级班词汇学习策略的调查研究,对汉语作为第二语言的留学生词汇学习策略进行总结,并结合前人对词汇学习策略研究成果,浅谈对留学生词汇学习策略的若干思考及词汇学习策略研究对教学的启示意义。%Based on the investigation and research of overseas students' Chinese vocabulary learning strategies in elementary class, the students' vocabulary learning strategies are summa-rized, and combined with the former research results on vocabu-lary learning strategies, this paper discusses the writer's reflection on overseas students' vocabulary learning strategies and the sig-nificance of researching vocabulary learning strategies..

  12. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  13. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  14. Distinct Neurocognitive Strategies for Comprehensions of Human and Artificial Intelligence

    Science.gov (United States)

    Ge, Jianqiao; Han, Shihui

    2008-01-01

    Although humans have inevitably interacted with both human and artificial intelligence in real life situations, it is unknown whether the human brain engages homologous neurocognitive strategies to cope with both forms of intelligence. To investigate this, we scanned subjects, using functional MRI, while they inferred the reasoning processes conducted by human agents or by computers. We found that the inference of reasoning processes conducted by human agents but not by computers induced increased activity in the precuneus but decreased activity in the ventral medial prefrontal cortex and enhanced functional connectivity between the two brain areas. The findings provide evidence for distinct neurocognitive strategies of taking others' perspective and inhibiting the process referenced to the self that are specific to the comprehension of human intelligence. PMID:18665211

  15. Distinct neurocognitive strategies for comprehensions of human and artificial intelligence.

    Directory of Open Access Journals (Sweden)

    Jianqiao Ge

    Full Text Available Although humans have inevitably interacted with both human and artificial intelligence in real life situations, it is unknown whether the human brain engages homologous neurocognitive strategies to cope with both forms of intelligence. To investigate this, we scanned subjects, using functional MRI, while they inferred the reasoning processes conducted by human agents or by computers. We found that the inference of reasoning processes conducted by human agents but not by computers induced increased activity in the precuneus but decreased activity in the ventral medial prefrontal cortex and enhanced functional connectivity between the two brain areas. The findings provide evidence for distinct neurocognitive strategies of taking others' perspective and inhibiting the process referenced to the self that are specific to the comprehension of human intelligence.

  16. On the universality of language comprehension strategies: evidence from Turkish.

    Science.gov (United States)

    Demiral, Sükrü Bariş; Schlesewsky, Matthias; Bornkessel-Schlesewsky, Ina

    2008-01-01

    A fundamental question in psycholinguistic research concerns the universality of comprehension strategies. We investigated this issue by examining the so-called "subject preference" in Turkish, a language which allows for a natural (unmarked) object reading of an initial ambiguous argument. Using event-related brain potentials (ERPs), we observed increased processing difficulty in the form of a broadly distributed positivity when an initial ambiguous argument was disambiguated towards an object reading. This effect was independent of the animacy (i.e. semantic subject prototypicality) of the ambiguous argument. Our results therefore speak in favour of a universal tendency to interpret the first argument encountered as the "subject" of the clause, even in languages providing no obvious structural motivation for such a strategy. However, we argue that the underlying explanation for this preference must be modified in accordance with cross-linguistic considerations.

  17. Novel strategies for comprehensive mutation screening of the APC gene.

    Science.gov (United States)

    Wachsmannova, L; Mego, M; Stevurkova, V; Zajac, V; Ciernikova, S

    2017-03-03

    Colorectal cancer is the 4th most common cause of cancer related deaths worldwide and new possibilities in accurate diagnosis and targeted treatment are highly required. Mutations in adenomatous polyposis coli (APC) gene play a pivotal role in adenoma-carcinoma pathway of colorectal tumorigenesis. The quarter century from its´ first cloning, APC became one of the most frequently mutated, known driver genes in colorectal cancer. Intensive routine molecular testing of APC has brought the benefits for patients with family history of polyposis or colorectal cancer. Nevertheless, multiple mutational disease-causing mechanisms make the genetic testing still challenging. This minireview is focused on implementation of novel APC mutation screening diagnostic strategies for polyposis families according to the current findings. A further understanding and improved algorithms may help to increase the mutation detection rate. APC germline mutations achieve close to 100% penetrance, so more comprehensive approach followed by preventive and therapeutic strategies might reflect in decrease in burden of colorectal cancer.

  18. Structure strategy interventions: Increasing reading comprehension of expository text

    Directory of Open Access Journals (Sweden)

    Bonnie J. F. MEYER

    2011-11-01

    Full Text Available In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six categories: comparison, problem-and solution, causation, sequence, collection, and description. Next, we provide a historical look at research of structure strategyinterventions. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. Finally, we review recent text structure interventions for elementary school students. We present similarities and differences among these studies and applications for instruction. Our review of intervention research suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.

  19. Components of Story Comprehension and Strategies to Support Them in Hearing and Deaf or Hard of Hearing Readers

    Science.gov (United States)

    Sullivan, Susan; Oakhill, Jane

    2015-01-01

    In this article, we review the skills that have been found to be related to good story comprehension in novice readers with normal hearing and describe the relative weight each plays. The relationship between effective story comprehension and lower level skills (such as syntactic awareness and vocabulary knowledge) is considered, and the casual…

  20. Vocabulary notebooks

    OpenAIRE

    KOZETA HYSO

    2012-01-01

    Vocabulary notebooks are one way of promoting learner independence. Introducing vocabulary notebooks to provide the learners with an area of language learning where they could be given a relatively high level of independence that would build their confidence in their ability to act independently in terms of vocabulary learning. This article is focused on the effectiveness of keeping the vocabulary notebooks to empower the learner’s independence on their foreign language learning and also to e...

  1. Reading Comprehension: What Every Teacher Needs to Know

    Science.gov (United States)

    McLaughlin, Maureen

    2012-01-01

    In this article, the author proposes ten principles through which she examines the essentials of teaching reading comprehension. Topics explored include the nature of reading comprehension and the roles of good readers and influential teachers. Related issues include motivation, comprehension strategies, explicit instruction, and vocabulary.…

  2. Visualizing Vocabulary

    Science.gov (United States)

    Skophammer, Karen

    2012-01-01

    Vocabulary can become tedious and a chore if it is approached as such. By making art terms and vocabulary meaningful, students will remember and use them for years to come. In this article, the author describes two vocabulary review projects that work wonderfully and create great works of art: (1) cursive creature rubbings; and (2) bubbling bodies…

  3. Visualizing Vocabulary

    Science.gov (United States)

    Skophammer, Karen

    2012-01-01

    Vocabulary can become tedious and a chore if it is approached as such. By making art terms and vocabulary meaningful, students will remember and use them for years to come. In this article, the author describes two vocabulary review projects that work wonderfully and create great works of art: (1) cursive creature rubbings; and (2) bubbling bodies…

  4. Academic Listening: A Source of Vocabulary Acquisition?

    Science.gov (United States)

    Vidal, Karina

    2003-01-01

    Presents a study of the acquisition of English-as-a-Foreign-Language vocabulary through academic listening. Explored the effects of EFL proficiency and lecture comprehension on vocabulary acquisition as well as the relationship between vocabulary gain and the following factors: frequency of occurrence, types of word, type of word elaboration, and…

  5. Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended

    Science.gov (United States)

    Dimas, Héctor Manuel Serna

    2011-01-01

    This action research study explores explicit vocabulary instruction in an L2 (English) content-area course with a group of university student teachers. The study reviews several positions on the treatment of vocabulary in L2 contexts. The researcher takes up the teaching of explicit vocabulary through class activities and the students' completion…

  6. The Role of Learning Strategies in Second Language Acquisition: A Model for Research in Listening Comprehension

    Science.gov (United States)

    1987-06-01

    role of learning strategies in second language acquisition . While strategies used in acquiring productive language skills are discussed briefly, the...comprehensions. Keywords: Learning strategies, English as a second language, Second language acquisition , Basic skills, Research model.

  7. Individual Differences in Reading Comprehension Gains from Assisted Reading Practice: Pre Existing Conditions, Vocabulary Acquisition, and Amounts of Practice

    Science.gov (United States)

    Shany, Michal; Biemiller, Andrew

    2010-01-01

    We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14 children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant correlations…

  8. English Vocabulary Mnemonical Strategies in Light of Associative Theory%基于联想理论的英语词汇记忆策略

    Institute of Scientific and Technical Information of China (English)

    周文德

    2013-01-01

    词汇是语言的三要素之一,它在语言学习过程中起着非常重要的作用。然而,词汇的习得却是大多数英语学习者深感头痛的问题。本文以联想主义学习理论为指导,探讨了英语词汇的记忆策略,包括对比联想记忆策略、近似联想记忆策略、上下义联想记忆策略、谐音联想记忆策略、部分整体联想记忆策略、派生联想记忆策略和形象联想记忆策略等,以期对英语学习者的词汇学习有所裨益。%Vocabulary is one of the three elements of language, which plays a very significant role in the process of language study. Yet, vocabulary acquisition has become a hard nut for most English learners to crack. This paper, based on associative theory, probes into the mnemonical strategies of learning English vocabulary( including strategies of exploiting antonymy, synonymy, hyponymy, rhyming and alliteration, meronymy, derivation and image, etc.) in the hope of giving some beneficial advice to English learners and their vocabulary study.

  9. Vocabulary Is Important for Some, but Not All Reading Skills

    Science.gov (United States)

    Ricketts, Jessie; Nation, Kate; Bishop, Dorothy V. M.

    2007-01-01

    Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

  10. Control strategies for crane systems: A comprehensive review

    Science.gov (United States)

    Ramli, Liyana; Mohamed, Z.; Abdullahi, Auwalu M.; Jaafar, H. I.; Lazim, Izzuddin M.

    2017-10-01

    Crane systems are tremendously utilised in numerous heavy load transportation industries, and therefore, the control of crane systems is a well-established research field. As the last review paper was published more than a decade ago, there is a lack of collected and organised information regarding the latest and the newest updates on control strategies for crane control systems. Hence, this paper presents a comprehensive review of crane control strategies discussing the latest research works during the years from 2000 to 2016. Various crane types and control issues are highlighted, followed by the main focus of this paper, an extensive review of the control schemes for diverse types of crane systems that have been carried out in the 21st century. A brief review on modelling of single-pendulum and double-pendulum crane systems is also given. In addition, anti-sway control systems for industrial cranes that are available on the market is described. This paper summarises most of the related work and also pays a special focus on research trends regarding the control of crane systems that have been previously published in the literature. It is envisaged that this review paper will be helpful to new researchers when identifying research directions for this particular area of interest.

  11. Activating Junior Secondary School Students’ Prior Knowledge for the Development of Vocabulary, Concepts and Mathematics through Instructional Strategies

    Directory of Open Access Journals (Sweden)

    Olu Oyinloye

    2013-10-01

    Full Text Available This paper investigates the activation of students’ prior knowledge for the development of vocabulary, concepts and mathematics. It has been observed that many secondary school students are not performing well in the examination conducted by the West African Examinations Council and National Examinations Council of Nigeria. The situation became worrisome because of the dwindling performance of students in English Language and Mathematics which are compulsory subjects for securing admission into tertiary institutions in Nigeria. Four research questions were formulated and translated to test whether a significant difference exist between students’ achievement in comprehension in English Language and Mathematics before and after the treatment. The study is a quasi experimental which involves two hundred and sixty students selected through random sampling technique. The experimental sessions lasted six weeks. The experimental groups were engaged in collaborative work in smaller groups where they discussed issues related to the new topics using their prior knowledge. Experimental and control groups were given pre-test before the commencement of the study and achievement test after the experiment. The data collected was subjected to t-test statistics and the findings of the study show that the students in the experimental group performed better than those in the control group.

  12. Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

    Science.gov (United States)

    Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

    2016-01-01

    Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres.

  13. A Modern Approach to Application of Abbreviation and Acronym Strategy for Vocabulary Learning in Second/Foreign Language Learning Procedure

    Science.gov (United States)

    Fazeli, Seyed Hossein

    2010-01-01

    Understanding some key notions of how vocabulary is acquired, can help the learners of the other languages to have better and easier learning, longer retention, and even help the teachers deliver more realistic and effective vocabulary teaching. The purpose of research described in the current study to investigate on particular approach as a…

  14. Motivation, Strategy, and English as a Foreign Language Vocabulary Learning: A Structural Equation Modelling Study

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-01-01

    Background: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning--particularly, the mechanisms through which learners regulate their motivation and learning…

  15. Motivation, Strategy, and English as a Foreign Language Vocabulary Learning: A Structural Equation Modelling Study

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-01-01

    Background: In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning--particularly, the mechanisms through which learners regulate their motivation and learning…

  16. A Study on Vocabulary Learning Strategies by Tertiary - level Non - English Majors%本科学生英语词汇学习策略调查与研究(英文)

    Institute of Scientific and Technical Information of China (English)

    安孝婕; 郭少华

    2011-01-01

    Learning vocabulary is the main problem met by many tertiary - level students in the process of learning English. The paper aims at exploring vocabulary learning strategies used by high - proficiency students and low - proficiency students. The findings indicate that effective vocabulary learning strategies will facilitate vocabulary learning and are helpful to autonomous vocabulary development.%本科学生在英语学习过程中遇到的一个主要问题就是词汇学习。本文旨在研究高分组学生与低分组学生在学习词汇时所使用的学习策略。结果表明,有效的词汇学习策略能促进词汇学习并有助于学生自主学习能力的培养。

  17. 13 CFR 303.7 - Requirements for Comprehensive Economic Development Strategies.

    Science.gov (United States)

    2010-01-01

    ... Economic Development Strategies. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC DEVELOPMENT ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC DEVELOPMENT STRATEGIES § 303.7 Requirements for Comprehensive Economic Development Strategies. (a) General. CEDS are designed...

  18. First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

    Science.gov (United States)

    Pilonieta, Paola

    2017-01-01

    This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

  19. Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

    Science.gov (United States)

    Cisco, Brooke Kandel; Padron, Yolanda

    2012-01-01

    Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

  20. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

    Science.gov (United States)

    Hunt, Meghan; Feng, Jay

    2016-01-01

    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  1. The Application Research of (Word-Grammar-Vocabulary) Cognitive Teaching Strategy in Business English Vocabulary Teaching---Based on Business English Major 2013 Grade of Yunyang Teachers' College%“点-段-面”式认知教学模式在商务英语词汇教学中的应用--以郧阳师专商务英语专业为研究对象

    Institute of Scientific and Technical Information of China (English)

    田薇

    2016-01-01

    “点-段-面”式认知教学模式利用认知语言学中的原型范畴、隐喻理论、象似性原则、认知模型理论从“点”(词汇理解)、“段”(词汇应用);“面”(词汇量扩大)三个阶段指导高职商务英语词汇教学。通过本校2013级商务英语专业进行实证研究,结果证明此种认知教学模式对商务英语词汇教学具有促进作用,是一种有效的教学模式,对培养学生认知能力,提升高职院校商务英语词汇教学的效果具有实践价值。%(Word-Grammar-Vocabulary) Cognitive teaching strategy employs the cognitive linguistic theories such as proto-type theory, metaphor, iconicity and ICM to guide the teaching of business English vocabulary in higher vocational schools from the three aspects ( word comprehension, word application, vocabulary enriching) . The experiment is finished in business English major 2013 grade of Yunyang Teachers ' College. It leads to a result that this cognitive teaching strategy is effective and can help the students acquire cognitive ability so that business English vocabulary teaching in higher vocational schools can be more efficient.

  2. Providing Independent Reading Comprehension Strategy Practice through Workstations

    Science.gov (United States)

    Young, Chase

    2014-01-01

    This article describes an action research project undertaken by a second grade teacher looking for research-based ways to increase his students' reading comprehension. He designed fifteen comprehension workstations and evaluated their effect on his second graders' reading comprehension scores as measured by district Imagination Station…

  3. 初中英语词汇教学的方法与策略探究%Methods and Strategies Exploration of Junior English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    何柳

    2014-01-01

    词汇作为语言的三要素之一,是语言的基本材料,在二语或外语习得中起着关键作用,其重要性得到了普遍认可。针对目前词汇教学方法单一乏味的现象,本文进行了研究与探讨,归纳了词汇教学中选词的标准和记忆原则,提出了各种词汇教学方法和激发学生学习兴趣的策略,从而实现学生综合运用语言能力得到提高的最终目标。%As one of the three elements of language, vocabulary is the basic material of language, plays a key role in the sec-ond or foreign language acquisition, and its importance has been widely recognized. For the current single boring vocabulary teaching methods were studied and discussed in this article, summed up the standards and principles of vocabulary teaching selected memory word, a variety of vocabulary teaching methods and strategies to stimulate student interest in learning, en-abling students to the integrated use of language skills get the ultimate goal of improving.

  4. 初中英语词汇教学的有效策略%The Effective Strategies in Vocabulary Teaching in Junior Middle School

    Institute of Scientific and Technical Information of China (English)

    焦春莹

    2014-01-01

    The vocabulary is an important part of English teaching, it is the basis of language, is a student in learning a foreign language, to master one of the most important, the most basic elements. The vocabulary size directly determines the development of the students listening, say, read, write and other language skills. The importance of vocabulary teaching in junior middle school English teaching process as the breakthrough point, the implementation of better vocabulary teaching, improve teaching efficiency and puts forward some simple strategies.%词汇作为英语教学的一个重要组成部分,它是语言的基础,是学生在一门外语的学习中,需要掌握的一个最重要,最基本的元素。词汇量的大小直接决定着学生听、说、读、写等各项语言技能的发展。以初中英语教学过程中的词汇教学的重要性为切入点,对更好地实施词汇教学,提高教学效率提出了一些简单的策略。

  5. Vocabulary Review Strategies Based on the Analysis of the NMET Test%基于NMET试题分析的词汇复习策略探究

    Institute of Scientific and Technical Information of China (English)

    鲍春霞

    2014-01-01

    Through the analysis of 2007-2013 NMET(Hubei)lexical knowledge“multiple choice”proposition characteristic part,according to the“curriculum standards”requirements forsenior high school English vocabulary teaching, combined with the teaching practice, the author puts forward solutions:lexical stratification, finishing, induction unitchunks, in a written form unit topic consolidate vocabulary application, application of word formation and the study group to review vocabulary. Use these words to review the strategy can improve the efficiency of vocabulary review.%通过分析2007~2013年NMET(湖北卷)词汇知识运用“多项选择”部分的命题特点,并根据《普通高中英语课程标准》对高中英语词汇教学的要求,结合教学实例,提出了针对性解决途径:词汇分层,整理、归纳单元词块,以单元话题的书面表达形式巩固词汇应用,运用构词法和学习小组复习词汇。用这些词汇复习策略,可提高词汇复习的效率。

  6. 大学英语词汇教学方法和策略%On Methods and Strategies of College English Vocabulary Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    孙鹏; 周晓玲

    2014-01-01

    鉴于词汇习得在大学英语教学中的重要地位,本文就目前高校英语词汇教学现状,结合个人教学实践经验,具体阐述词汇教学方法和策略,目的在于引起高校教师对课堂词汇教学的重视并努力改进教学方法,以增加学生的英语学习兴趣和增强词汇记忆效果。%Due to the important status of vocabulary acquisition in college English language teaching, the authors propose some useful vocabulary teaching and learning methods and strategies in detail according to their own teaching practice and experience in order that college teachers will pay attention to vocabulary teach-ing in class and try to improve teaching methods so as to arouse the students' interest in learning English language and ensure in-creased retention of vocabulary.

  7. A Study on Metacognitive Strategy and Vocabulary Learning%元认知策略与学生词汇学习方法的研究

    Institute of Scientific and Technical Information of China (English)

    王莎; 赵颖

    2011-01-01

    介绍了元认知和元认知策略的定义及种类,分析了高职学生词汇习得的主要困难、不良习惯的代表行为及元认知策略的使用情况,结合学生提出的一些主要困难,给出了相应的解决问题的元认知策略,从而提高词汇习得的效率。%This article briefly introduces the theory of metacognition and metacognitive strategy.By analyzing the problems students met in vocabulary learning,the article proposes relevant metacognitive strategies to improve vocabulary acquisition.

  8. The Effects of Pre Modified Input, Interactionally Modified Input, and Modified Output on EFL Learners' Comprehension of New Vocabularies

    Science.gov (United States)

    Maleki, Zinat; Pazhakh, AbdolReza

    2012-01-01

    The present study was an attempt to investigate the effects of premodified input, interactionally modified input and modified output on 80 EFL learners' comprehension of new words. The subjects were randomly assigned into four groups of pre modified input, interactionally modified input, modified output and unmodified (control) groups. Each group…

  9. The State of Vocabulary Research

    Science.gov (United States)

    Hairrell, Angela; Rupley, William; Simmons, Deborah

    2011-01-01

    Twenty-four studies were included in this systematic review of vocabulary research literature. The review corroborates the findings of past studies that several strategies have emerged that increase students' vocabulary knowledge. Findings further reinforce the National Reading Panel's recommendations regarding the context and magnitude of studies…

  10. Doing what works literacy strategies for the next level

    CERN Document Server

    Brunner, Judy Tilton

    2013-01-01

    Doing What Works: Literacy Strategies for the Next Level will assist educators as they support students in the mastery of vocabulary, comprehension, and study skills required by the Common Core State Standards.

  11. 大学英语词汇教学策略%Strategies of university English vocabulary teaching

    Institute of Scientific and Technical Information of China (English)

    王秋红; 石雪芬

    2012-01-01

      In the university English teaching of our country, vocabulary teaching is still the key point and the difficulty, both teachers and students pay a lot, but produce little. The traditional way of teaching is the student to learn phonetics, understand the meaning of word, the usage of the word, then the students master the words again. Basic methods in common use are repeated recitation of the rote, remember fast, quickly forgotten, if things go on like this, not only a waste of time for students, but also to make students have a negative attitude, influence the students' learning interest. According to educational psychology, language learning method and the teaching and learning practice, the vocabulary learning is discussed, and put forward practical and effective teaching and learning strategies.%  在我国的大学英语教学中,词汇的教学仍然是重点和难点,教师和学生都为此付出许多,但却收效甚微。传统的教学方式是学生先学习单词的音标、了解单词的词义、再来学习单词的用法,然后学生再来掌握单词的拼写。基本常用的方法是反复背诵的死记硬背,记得快,忘得也快,长此以往,不但浪费学生的时间,还会使学生产生消极的态度,影响学生的学习兴趣。本文根据教育心理学、语言学习方法以及教学和学习实践,对词汇学习进行探讨,并提出实用有效的教学和学习策略

  12. Strategy for the Identification of an INL Comprehensive Utility Corridor

    Energy Technology Data Exchange (ETDEWEB)

    John Reisenauer

    2011-05-01

    This report documents the strategy developed to identify a comprehensive utility corridor (CUC) on the Idaho National Laboratory (INL) Site. The strategy established the process for which the Campus Development Office will evaluate land management issues. It is a process that uses geographical information system geospatial technology to layer critical INL mission information in a way that thorough evaluations can be conducted and strategies developed. The objective of the CUC Project was to develop a process that could be implemented to identify potential utility corridor options for consideration. The process had to take into account all the missions occurring on the INL and other land-related issues. The process for developing a CUC strategy consists of the following four basic elements using geographical information system capabilities: 1. Development of an INL base layer map; this base layer map geospatially references all stationary geographical features on INL and sitewide information. 2. Development of current and future mission land-use need maps; this involved working with each directorate to identify current mission land use needs and future land use needs that project 30 years into the future. 3. Development of restricted and potential constraint maps; this included geospatially mapping areas such as wells, contaminated areas, firing ranges, cultural areas, ecological areas, hunting areas, easement, and grazing areas. 4. Development of state highway and power line rights of way map; this included geospatially mapping rights-of-way along existing state highways and power lines running through the INL that support INL operations. It was determined after completing and evaluating the geospatial information that the area with the least impact to INL missions was around the perimeter of the INL Site. Option 1, in this document, identifies this perimeter; however, it does not mean the entire perimeter is viable. Many places along the perimeter corridor cannot

  13. Considerations on Carrying Out Vocabulary Teaching Efficiently

    Institute of Scientific and Technical Information of China (English)

    吴白音那

    2002-01-01

    This paper analyses current situations and some problems with vocabulary leaning confronted by students (especially Mongolian students) in Inner Mongolian, which should be solved urgently since the requirements of College English Teaching Curriculum are increasing, and it points out the improvement of vocabulary teaching strategies should become college English teachers' main concern. Finally, interesting methods of presenting vocabulary and effective ways of checking students' vocabulary are suggested ...

  14. Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."

    Science.gov (United States)

    Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

    This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

  15. ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

    Science.gov (United States)

    Al Khaiyali, Al Tiyb S.

    2014-01-01

    Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought…

  16. Acquiring Foreign Language Vocabulary Through Meaningful Linguistic Context: Where is the Limit to Vocabulary Learning?

    Science.gov (United States)

    de la Garza, Bernardo; Harris, Richard Jackson

    2017-04-01

    The present studies examined the effects of varying degrees of unfamiliar vocabulary within written discourse on individuals' abilities to use linguistic context for the purposes of translation and comprehension (i.e., lexical inferencing). Prose varied in the number of foreign words introduced into each sentence (e.g., 0 through 7 content words per sentence). Furthermore, Krashen's Input Hypothesis and the Evaluation component of the Involvement Load Hypothesis were tested to determine the degree at which non-comprehensible input hinders the ability of a learner to successfully use linguistic context for translation and comprehension. Results indicated that, as the number of foreign words per sentence, i.e., non-comprehensible input, increased the ability to successfully translate foreign words and create situational models for comprehension begins to decrease especially beyond five unfamiliar words per sentence. This result suggests that there is an optimal level of effectiveness in the use of a linguistic context strategy for learning foreign language vocabulary, but also that there is a limit to the strategy's effectiveness. Implications and applications to the field of foreign language learning are discussed.

  17. QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

    Science.gov (United States)

    Berkeley, Sheri; Riccomini, Paul J

    2013-01-01

    Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

  18. Examining the Effectiveness of Pre-Reading Strategies on Saudi EFL College Students' Reading Comprehension

    Science.gov (United States)

    Al Rasheed, Hana S. S.

    2014-01-01

    Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigates the effectiveness of two pre-reading strategies on EFL students' performance in reading…

  19. Metacognition Theory as Related to Reading Strategies and Reading Comprehension at the Fifth Grade Level

    Science.gov (United States)

    Coppins, Laci Sharyl

    2008-01-01

    The purpose of this study was to determine the effects of the application of metacognition theory as related to reading strategies and reading comprehension in the Fifth Grade. Specifically, the researcher examined the impact of metacognition in reading comprehension, the effect of metacognition on reading strategies, and the role the teacher…

  20. Vocabulary Growth and Reading Development across the Elementary School Years

    NARCIS (Netherlands)

    Verhoeven, L.T.W.; Leeuwe, J.F.J. van; Vermeer, A.R.

    2011-01-01

    The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different

  1. Vocabulary Growth and Reading Development across the Elementary School Years

    NARCIS (Netherlands)

    Verhoeven, L.T.W.; Leeuwe, J.F.J. van; Vermeer, A.R.

    2011-01-01

    The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different g

  2. Teaching Students a New Reading Comprehension Strategy: SCAN and RUN

    Institute of Scientific and Technical Information of China (English)

    杨玉芹

    2014-01-01

    <正>Reading comprehension refers to the ability to understand information presented in written form.While this process usually entails understanding textbook assignments,reading comprehension skills also may affect one’s interpretation of directions on exams,labs and homework

  3. Strategies for Senior High School English Vocabulary Teaching%浅谈高中英语词汇教学的策略

    Institute of Scientific and Technical Information of China (English)

    李国丰

    2012-01-01

    本文就新课程背景下对高中英语词汇教学的理解,针对学生语言习得的要求,并结合自身教学实践,对词汇教学策略进行一些阐述,从而提高学生的英语语言综合运用能力。%This paper throws some light on vocabulary teaching strategies based on the understanding for senior high school English vocabulary teaching against the background of new curriculum, according to the requirements for students' language acquisition and combing the author's teaching practice.

  4. H319 The Associative Memory Strategy and College English Vocabulary eaching%联想记忆策略与大学英语词汇教学

    Institute of Scientific and Technical Information of China (English)

    武喆

    2013-01-01

    词汇教学是大学英语教学过程中的一个重要环节。与传统词汇教学方法不同,联想记忆策略会帮助英语学习者从词形、语义、语音三个角度深入地内化英语词汇的语法定式及其文化涵义。本文结合实际教学,旨在阐述如何在大学英语词汇教学课堂过程中运用词形联想法、语义联想法和语音联想法这三个联想记忆策略,使学生有效的地记忆和使用英语单词,有助于学生培养自主学习词汇的能力。%Vocabulary teaching is a significant element in the process of Col ege English teaching. Associative memory strategy, which is dif erent from the traditional teaching method, can help English leaner internalize deeply grammatical pat ern and cultural meaning of English vocabulary from three perspectives of form, meaning and sound. This paper combined with the practical teaching, aims at discussing how to utilize such three strategies as morphological associative method, semantic associative method and phonetic associative method in the class of Col ege English vocabulary teaching, makes students memorize and make use of English words effectively and help students develop the ability of autonomous learning vocabulary.

  5. An Investigation on Vocabulary Leraning Strategies of Female Students in Tertiary College%职业技术学院女性学生词汇学习策略调查

    Institute of Scientific and Technical Information of China (English)

    余书琴

    2014-01-01

    以二语习得的认知过程为理论框架,调查了202位职业技术学院女性英语专业学生的词汇学习策略和词汇量。经过定量分析,发现本次调查的女性学生能够大量运用元认知和认知策略来提高词汇学习,其中包括一些深度加工的词汇学习策略,也包括一些较机械的学习策略。研究还发现,女性学生词汇学习策略和词汇测试成绩之间存在极大关联,并提出一些对女性学生词汇学习帮助较大的词汇学习策略。%Vocabulary learning is one of the crucial steps in second language acquisition .Effective vocabulary learning strategies facilitate students improve their vocabulary levels to a large extent .Based on cognitive process of SLA ,this study investigated 202 female students in tertiary college on their vocabulary learning strategies and tested their vocabula-ry size .The finding showed that female students can employ lots of metacognitive and cognitive strategies to improve vo-cabulary learning including deep level processing and mechanical strategies .In addition ,correlation was found between vocabulary learning strategies ,which were helpful to vocabulary learning ,and test results in female students .

  6. A Study on Metacognitive Strategies Used in Listening Comprehension and Reading Comprehension of College English

    Institute of Scientific and Technical Information of China (English)

    刘菁菲

    2013-01-01

      This paper is a study of influence of metacognitive strategies on reading and listening through 196 non-English majors’ metacognitive strategies used in CET-4. The major findings are that metacognitive strategies have a great infulence on English reading and listening achievement and the effects of metacognitive strategies on English achievement are greater. In addition, each individual metacognitive strategy plays different roles in the process of reading and listening.

  7. Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading

    Science.gov (United States)

    Zhao, Aiping; Guo, Ying; Biales, Carrie; Olszewski, Arnold

    2016-01-01

    This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an…

  8. Toward a Comprehensive Strategy for Environmental Values Education.

    Science.gov (United States)

    Caduto, Michael

    1983-01-01

    Following discussion of the philosophical underpinnings for values objectivity and a review of tenents of Piaget's and Kohlberg's (cognitive/moral development) theories, offers a blueprint for establishing a comprehensive values education program needed in environmental education. (JN)

  9. Comprehensive strategies for the prevention and control of diabetes and cardiovascular diseases in Africa: future directions.

    Science.gov (United States)

    Muna, Walinjom F T

    2013-01-01

    The countries of the Sub Saharan African region have insufficient resources and healthcare systems that are poorly adapted to cope with the longstanding burden associated with communicable diseases and the ongoing HIV/AIDS pandemic. In addition, the rising burden of non-communicable diseases, including diabetes, cardiovascular diseases, and their risk factors, poses additional challenges. These countries need to urgently develop strategies to address these challenges of disease prevention and control. These strategies will require a new vision and more relevant and 'suitable' vocabulary in dealing with healthcare design, planning and implementation (using a cross-sectorial approach). Lessons learnt from the past (e.g. primary health care) in sub-Saharan Africa and other regions of the world may equally prove useful in developing strategies for the prevention and control of non-communicable diseases. Any potential strategy must emphasize the crucial role of economic, social, and environmental health determinants as well as the use of appropriate health technology.

  10. Vocabulary knowledge

    Institute of Scientific and Technical Information of China (English)

    严爽

    2016-01-01

    Knowing a word refers to more than just a matter of knowing its form, meaning, pronunciation and spelling. It also refers to one's knowledge of the relationships the word is involved in, such as its collocations, semantic associations and so on. Words are not isolated entities. This paper focuses on vocabulary knowledge and helps us get an idea of what needs to be learned and the process of English vocabulary learning.

  11. THE LEARNING STRATEGIES OF EN GLISH VOCABULARY%大学英语词汇学习策略

    Institute of Scientific and Technical Information of China (English)

    沙红芳

    2001-01-01

    Vocabulary is very important in Enghlish La nguage teaching and learning. In China, the teachers and non_English major stude nts pay much attention to vocabulary teaching and learning, but there still exis t some problems. To solve these problems the author puts forward some stragegies to improve vocabulary teaching and learning.%在英语学习中词汇学习是非常重要的。目前我国大学英语词汇教学存在着一些问题。针对这些问题,本文提出了一些探索性的策略,如就怎样加强单词记忆,区别易混淆的词汇等方面进行了讨论。

  12. Evaluating the Effect of Metacognitive Strategy Training on Reading Comprehension of Female Students at KAU

    Directory of Open Access Journals (Sweden)

    Suhaila Albazi

    2016-05-01

    Full Text Available Successful reading requires the application of different reading strategies. Reading strategies related to metacognition, which is “thinking about thinking”, have been investigated extensively and have proven to be effective in improving reading comprehension in EFL and ESL contexts. This study aimed to explore the level of metacognitive awareness of EFL learners at King Abdulaziz University (KAU. Additionally, it aimed to examine how metacognitive strategy training can raise learners’ metacognitive strategy awareness and as a result enhance their reading comprehension. Two instruments were used to find answers to these questions: the MARSI survey, which was used to measure the participants’ metacognitive awareness; and reading comprehension tests, which were used to examine their comprehension level. Both instruments were used on two occasions: once before the training sessions and once after them. The training sessions focused on three metacognitive reading strategies: planning, monitoring and evaluating. The results indicated that systematic and direct instruction had a positive effect in improving the participants’ metacognitive reading strategy awareness as well as their reading comprehension, even when they had a moderate level of metacognitive awareness prior to the training sessions. The findings of the study are significant in guiding EFL instructors at KAU as well as other tertiary institutors in similar contexts to assist learners in improving their reading comprehension. Keywords: metacognitive reading strategies, metacognitive awareness, reading comprehension

  13. 国俗语义与英语词汇教学策略解析%Tional Justice and English Vocabulary Teaching Strategies to Resolve

    Institute of Scientific and Technical Information of China (English)

    徐育新

    2015-01-01

    在英语词汇教学工作中,国俗语义是词汇中的一种特殊语义,它与特定的历史文化和风俗习惯以及思维方式等因素有着密切关系,这就增加了英语词汇教学的难度。该文结合英语词汇教学实际情况,介绍了国俗语义的相关概念,并在此基础上对国俗语义教学策略进行了分析,希望对今后英语词汇教学水平的提高能够有所帮助。%In the English vocabulary teaching work, saying the country is justified in terms of a special semantics, it has a close re⁃lationship with a particular history, culture and customs and ways of thinking and other factors, which increases the difficulty of vo⁃cabulary teaching. In this paper, the actual situation of teaching English vocabulary, introduces concepts tional justice, and on this basis the Cultural Meanings of teaching strategies are analyzed, hoping to improve the future of English vocabulary teaching stan⁃dards can help.

  14. The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners

    Science.gov (United States)

    Khoshsima, Hooshang; Samani, Elham Amiri

    2015-01-01

    Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible…

  15. The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students

    Science.gov (United States)

    Tavakoli, Hossein

    2014-01-01

    This paper reports a study that explored the overall pattern of metacognitive awareness of reading strategy use and its possible relationship with reading comprehension. Moreover, the study investigated the influence of gender and proficiency level on the use of these strategies. The Survey of Reading Strategies Questionnaire (SORS), the…

  16. Students’ Reading Comprehension Performance with Emotional Literacy-Based Strategy Intervention

    Directory of Open Access Journals (Sweden)

    Yusfarina Mohd Yussof

    2013-07-01

    Full Text Available An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students’ performance in the Reading Comprehension Test resulting from Emotional Literacy-Based Reading Comprehension Strategy (ELBRCS, which is a combination of cognitive and affective strategies. This study involved 90 students, whereby 45 students were clustered in the Experimental Group and received the ELBRCS intervension. The remaining 45 students were placed in the Control Group and underwent the conventional strategy (prevalent classroom method.The students’ reading comprehension performance was measured using the Reading Comprehension Test (RCT. The findings show that the experimental group received a higher score than the control group for RCT. The intervention has successfully increased student’s Reading Comprehension from literal comprehension to higher levels of comprehension i.e. inferential, evaluative and appreciative levels, as indicated by Barret’s Taxonomy.

  17. Using Storytelling Strategies to Improve Student Comprehension in Online Classes

    Science.gov (United States)

    Powell, Rasby Marlene; Murray, Ottis

    2012-01-01

    Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather…

  18. Increasing Middle School Students’ Vocabulary through Extensive Reading

    Institute of Scientific and Technical Information of China (English)

    何小庆

    2012-01-01

    This paper discusses how to increase middle school English learners’ vocabulary through reading.Vocabulary is a core component of language proficiency and provides much of the basis of how well learners speak,listen,read,and write.Without an extensive vocabulary and strategies for acquiring new vocabulary,middle school students often feel discouraged during their study.They will lose their interests in English day by day.So it’s very important for middle school English learners to develop their vocabulary efficiently.There are many ways to enlarge vocabulary.In this article we will focus on improving middle school English learners’ vocabulary by extensive reading.

  19. An exploration of pain-related vocabulary: implications for AAC use with children.

    Science.gov (United States)

    Johnson, Ensa; Bornman, Juan; Tönsing, Kerstin M

    2016-12-01

    Children with significant communication difficulties who experience pain need appropriate means to communicate their pain in order to receive appropriate treatment. Augmentative and alternative communication (AAC) strategies could be used to enable children to self-report pain. The aim of this research study was to identify the common vocabulary children with typical development use to describe physical pain experiences and develop and socially validate an appropriate pain-related vocabulary list for children who use or could benefit from using AAC. A sequential, exploratory, mixed-method design was employed. This paper focuses on the quantitative phase. A set of scenarios was developed to gather pain-related vocabulary appropriate for children aged 6;0-7;11 (years;months) and children aged 8;0-9;11, from 74 children, 61 parents, and 56 teachers. Some 629 pain-related words or phrases were suggested and then classified into seven categories. A composite list of the 84 most frequently occurring pain-related vocabulary items was compiled and socially validated by three adults who used AAC. They emphasized the need to individualize vocabulary and provided suggestions for vocabulary organization for display on any type of AAC system. Despite similarities in the categories of words offered by the various respondent groups, the differences underscore the importance of more than one perspective (particularly that of children and adults) in generating a comprehensive vocabulary list.

  20. Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class

    Directory of Open Access Journals (Sweden)

    Eunice M. Aclan

    2015-02-01

    Full Text Available Vocabulary, the backbone of any language including English, is foundational for listening, speaking, reading and writing. These four macro-skills are necessary not only in gaining knowledge as English is the language to access major information sources particularly the World Wide Web but also in the demanding globalized workplace. Vocabulary is seen to be learned better when it is contextualized thus language teachers should design communicative activities such as debate. However, debate, being more known as a competitive rather than a classroom activity worldwide, has not been explored yet for its potential to develop vocabulary among EFL/ESL students although it has been identified for its power in developing communication skills in general as well as critical thinking and other soft skills. Thus, this qualitative study was conducted to explore why and how EFL students learn vocabulary in classroom debate. The data were gathered through end-of-course evaluation and focus group interview with seven participants from the Middle East, African and ASEAN countries. The findings show that students learned vocabulary due to debate’s interactive nature requiring contextualized and meaningful language use from preparation to actual debate. EFL students described how they learned vocabulary through debate which has implications for SLA and language teaching.   Keywords: Noticing hypothesis, Comprehensible input, Incomprehensible input, Vocabulary building strategies

  1. The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers

    Science.gov (United States)

    Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret; Madden, Angela

    2010-01-01

    This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…

  2. 高职高专轮机英语词汇教学策略%Vocabulary Teaching Strategies of English for Marine Engineering in Colleges

    Institute of Scientific and Technical Information of China (English)

    梁小华

    2012-01-01

    The article analyzed the vocabulary characteristics of English for marine engineering which is ESP.According to these characteristics,the author put forward some teaching strategies which should be used in the practical teaching.%文章分析了轮机英语作为专门用途语言的词汇特点,并针对其词汇特点提出在实际教学中应使用的词汇教学策略。

  3. Comprehensive bidding strategies with genetic programming/finite state automata

    Energy Technology Data Exchange (ETDEWEB)

    Richter, C.W. Jr.; Sheble, G.B.; Ashlock, D.

    1999-11-01

    This research is an extension of the authors' previous work in double auctions aimed at developing bidding strategies for electric utilities which trade electricity competitively. The improvements detailed in this paper come from using data structures which combine genetic programming and finite state automata termed GP-Automata. The strategies developed by the method described here are adaptive--reacting to inputs--whereas the previously developed strategies were only suitable in the particular scenario for which they had been designed. The strategies encoded in the GP-Automata are tested in an auction simulator. The simulator pits them against other distribution companies (distcos) and generation companies (gencos), buying and selling power via double auctions implemented in regional commodity exchanges. The GP-Automata are evolved with a genetic algorithm so that they possess certain characteristics. In addition to designing successful bidding strategies (whose usage would result in higher profits) the resulting strategies can also be designed to imitate certain types of trading behaviors. The resulting strategies can be implemented directly in on-line trading, or can be used as realistic competitors in an off-line trading simulator.

  4. Assessing Comprehension During Reading with the Reading Strategy Assessment Tool (RSAT)

    OpenAIRE

    Magliano, Joseph P.; Millis, Keith K.; Levinstein, Irwin

    2011-01-01

    Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool (RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous...

  5. Self-perceived Listening Comprehension Strategies Used by Iranian EFL Students

    Directory of Open Access Journals (Sweden)

    Sara Nowrouzi

    2014-11-01

    Full Text Available Numerous studies are available on L2 learners’ strategy use; however, there is no study investigating the Iranian tertiary level EFL learners’ listening strategy use. The present paper reports the findings of a cross-sectional study that explored a group of Iranian EFL learners’ (n = 100 use of listening comprehension strategies. The instrument that was used for collecting the data was called the Listening Strategy Use Questionnaire (LSUQ by Nowrouzi, Tam, Nimehchisalem, and Zareian (2014. The instrument divides listening strategies into cognitive, metacognitive, and socio-affective categories. Based on the results, on average the respondents reported low levels of self-perceived use of cognitive, metacognitive, and socio-affective strategies. The results indicate a serious need to focus more on the students’ listening comprehension skills in general and their listening strategies in particular.Keywords: EFL language teaching and learning, Listening skills, Listening strategies

  6. Relations among Personal Initiative and the Development of Reading Strategy Knowledge and Reading Comprehension

    Science.gov (United States)

    Warner, Greta J.; Fay, Doris; Spörer, Nadine

    2017-01-01

    Reading comprehension is a self-regulated activity that depends on the proactive effort of the reader. Therefore, the authors studied the effects of personal initiative (PI) on the development of reading comprehension, mediated by reading strategy knowledge. Structural equation modelling was applied to a longitudinal study with two data waves…

  7. 公安院校大学英语词汇学习策略初探%A Study of the College English Vocabulary Learning Strategies for Police Students

    Institute of Scientific and Technical Information of China (English)

    张颖霞

    2013-01-01

    Vocabulary is one of the main parts of language learning. In order to improve the college English vocabulary learning, strengthen the ability of English language application and cultivate professional police with high quality and international eyesight, the paper will discuss the English vocabulary learning strategies from three aspects:how to remember the English vocabulary, how to comprehend and apply the English vocabulary and how to modify the learning strategies and take advantages of various resources on the teaching and learning conditions of English vocabulary.%词汇学习是语言学习中最基本和最重要的部分。应从记忆英语词汇、理解和运用英语词汇以及主观调控与利用资源三方面探讨英语词汇学习策略,帮助学生夯实大学英语词汇基本功,提高学生英语语言综合应用能力,培养高素质、复合型、国际化的公安应用型人才。

  8. Building Conceptual Understanding through Vocabulary Instruction

    Science.gov (United States)

    Rupley, William H.; Nichols, William Dee; Mraz, Maryann; Blair, Timothy R.

    2012-01-01

    Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that…

  9. A comprehensive literature review of comprehension strategies in core content areas for students with autism spectrum disorder.

    Science.gov (United States)

    Knight, Victoria F; Sartini, Emily

    2015-05-01

    Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25-39. doi: 10.1007/978-1-4419-6975-0_2 , 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research.

  10. Comprehensive Overview of Contemporary Management Strategies for Cerebral Aneurysms.

    Science.gov (United States)

    Manhas, Amitoz; Nimjee, Shahid M; Agrawal, Abhishek; Zhang, Jonathan; Diaz, Orlando; Zomorodi, Ali R; Smith, Tony; Powers, Ciarán J; Sauvageau, Eric; Klucznik, Richard P; Ferrell, Andrew; Golshani, Kiarash; Stieg, Philip E; Britz, Gavin W

    2015-10-01

    Aneurysmal subarachnoid hemorrhage (SAH) remains an important health issue in the United States. Despite recent improvements in the diagnosis and treatment of cerebral aneurysms, the mortality rate following aneurysm rupture. In those patients who survive, up to 50% are left severely disabled. The goal of preventing the hemorrhage or re-hemorrhage can only be achieved by successfully excluding the aneurysm from the circulation. This article is a comprehensive review by contemporary vascular neurosurgeons and interventional neuroradiolgists on the modern management of cerebral aneurysms.

  11. The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2015-02-01

    Full Text Available Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002. It included three strategy categories: Problem Solving strategies (PROB, Global Reading strategies (GLOB, and Support strategies (SUP. Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51, strategy 20 (overall mean=3.52 and strategy 11 (overall mean=3.77.Keywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies

  12. 少数民族大学生英语(L3)词汇学习策略训练研究%A study of English Vocabulary Learning Strategy Training

    Institute of Scientific and Technical Information of China (English)

    徐世昌; 曹艳春

    2012-01-01

    This study aims to examine the effect of English vocabulary learning strategy training on minority non-English majors whose English is learned as a third language. The result shows that English vocabulary learning strategy training is beneficial to heightening their awareness of metacognitive and cognitive strategies used in English vocabulary acquisition, improving their lexical learning ability and lexical memorizing skills..%文章旨在探讨少数民族非英语专业大学生英语词汇学习策略训练对英语词汇学习的影响。实验结果表明,英语词汇学习策略训练有助于增强少数民族大学生英语词汇元认知与认知策略意识,提高词汇水平和词汇记忆技能。

  13. Comprehension and application of learning strategies at self-regulated learning in elementary school students

    Directory of Open Access Journals (Sweden)

    Sonja Pečjak

    2003-12-01

    Full Text Available The main aim of the article is to show the connection between the comprehension and application of learning strategies in self-regulated learning in elementary school students. We would also like to show the connection between the comprehension and application of learning strategies and age, sex and school efficiency. The theoretical framework for the research is the four component model of self-regulative learning by B. Hofer, S. Yu and Pintrich (1998. We have focused on the first part of the model, which is about cognitive structure and cognitive strategies. The results of our research show that fifthgraderes use cognitive strategies before reading more often than seventhgraders. Girls use learning strategies more often than boys, particularly the strategies between and after reading. There are no significant differences in application of learning strategies between pupils with different school achievement. On the basis of the results of this research we also discuss possible educational implications.

  14. Effective Use of 3S Strategies to Promote Reading Comprehension

    Institute of Scientific and Technical Information of China (English)

    王根莲

    2008-01-01

    This article intends to shed some light on effective use of three reading strategies: skimming, scanning and studying for non -English -speaking middle school students. The article also presents some advice for the teacher's consideration when designing and preparing reading materials.

  15. The key elements of a comprehensive global mammal conservation strategy.

    Science.gov (United States)

    Rondinini, Carlo; Rodrigues, Ana S L; Boitani, Luigi

    2011-09-27

    A global strategy is necessary to achieve the level of coordination, synergy and therefore optimization of resources to achieve the broad goal of conserving mammals worldwide. Key elements for the development of such a strategy include: an institutional subject that owns the strategy; broad conservation goals, quantitative targets derived from them and appropriate indicators; data on the distribution of species, their threats, the cost-effectiveness of conservation actions; and a set of methods for the identification of conservation priorities. Previous global mammal research investigated phylogeny, extinction risk, and the species and areas that should be regarded as global conservation priorities. This theme issue presents new key elements: an updated Red List Index, a new list of evolutionarily distinct and globally endangered species, new high-resolution mammal distribution models, a global connectivity analysis and scenarios of future mammal distribution based on climate and land-cover change. Area prioritization schemes account for mammalian phylogeny, governance and cost-benefit of measures to abate habitat loss. Three discussion papers lay the foundations for the development of a global unifying mammal conservation strategy, which should not be further deterred by the knowledge gaps still existing.

  16. Vocabulary – semantics – consciousness: scientific-analitical review

    Directory of Open Access Journals (Sweden)

    Olga V. Telegina

    2011-03-01

    Full Text Available The article studies relations between vocabulary, words meaning, conceptualization process, thinking, consciousness. Consciousness strategies detection necessitates study of mental vocabulary, expressing mental activity state and processes.

  17. Review of strategies for a comprehensive simulation in sputtering devices

    CERN Document Server

    Gentile, Antonio A

    2012-01-01

    The development of sputtering facilities, at the moment, is mainly pursued through experimental tests, or simply by expertise in the field, and relies much less on numerical simulation of the process environment. This leads to great efforts and empirically, roughly optimized solutions: in fact, the simulation of these devices, at the state of art, is quite good in predicting the behavior of single steps of the overall deposition process, but it seems still ahead a full integration among the tools simulating the various phenomena involved in a sputter. We summarize here the techniques and codes already available for problems of interest in sputtering facilities, and we try to outline the possible features of a comprehensive simulation framework. This framework should be able to integrate the single paradigms, dealing with aspects going from the plasma environment up to the distribution and properties of the deposited film, not only on the surface of the substrate, but also on the walls of the process chamber.

  18. Using ICTs as strategy for improving reading comprehension

    Directory of Open Access Journals (Sweden)

    Edna Constanza García Melo

    2013-11-01

    Full Text Available This paper narrates an educational experience during the Diploma course on Teacher Education Program in Reading Comprehension, aimed at teachers of public sector colleges in the municipalities of Castilla, Coyaima and guamo, located south of the department of Tolima. The program was organized by the Office of Departmental Education and the University of Ibague. Schools that took part in this experience were chosen because of their low historical results on the Icfes and Saber Tests. To develope the module on virtual tools oriented education participant teachers created blogs of their subjects or their workspaces. A conclusion out of this experience was that institutions should incorporate the use of ICT for teaching and visualize their pedagogical proposals and provide their school community with the opportunity to know and enjoy the benefits of technology in the service of education.

  19. The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners

    Science.gov (United States)

    Khoshsima, Hooshang; Rezaeiantiyar, Forouzan

    2014-01-01

    The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two…

  20. Developing Reading Comprehension through Metacognitive Strategies: A Review of Previous Studies

    Science.gov (United States)

    Channa, Mansoor Ahmed; Nordin, Zaimuariffudin Shukri; Siming, Insaf Ali; Chandio, Ali Asgher; Koondher, Mansoor Ali

    2015-01-01

    This paper has reviewed the previous studies on metacognitive strategies based on planning, monitoring, and evaluating in order to develop reading comprehension. The main purpose of this review in metacognition, and reading domain is to help readers to enhance their capabilities and power reading through these strategies. The researchers reviewed…

  1. Structures of Cognitive and Metacognitive Reading Strategy Use for Reading Comprehension of Geometry Proof

    Science.gov (United States)

    Yang, Kai-Lin

    2012-01-01

    In this study, we explored the structural relationship between the students' perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students' perceived use of reading strategies among the poor, moderate and good comprehenders. A sample…

  2. Developing an Instrument for Iranian EFL Learners' Listening Comprehension Problems and Listening Strategies

    Science.gov (United States)

    Noroozi, Sara Sara; Sim, Tam Shu; Nimehchisalem, Vahid; Zareian, Gholamreza

    2014-01-01

    In the body of literature on listening strategies to EFL learners, what seems to be lacking is that the focus is on teaching listening strategies to learners with little attention to their listening comprehension problems. No local research has been conducted on the nature of the Iranian tertiary level students' EFL listening comprehension…

  3. Investigating Reading Comprehension and Learning Styles in Relation to Reading Strategies in L2

    Science.gov (United States)

    Gürses, Meral Özkan; Bouvet, Eric

    2016-01-01

    This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style…

  4. Investigating Reading Comprehension and Learning Styles in Relation to Reading Strategies in L2

    Science.gov (United States)

    Gürses, Meral Özkan; Bouvet, Eric

    2016-01-01

    This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style…

  5. Online Reading Comprehension Strategies among Fifth- and Sixth-Grade General and Special Education Students

    Science.gov (United States)

    Chen, Hsin-Yuan

    2010-01-01

    The present study targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities in the U.S. and in Taiwan. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviours, (2) sensitivity to the organisational structure of…

  6. Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia

    Science.gov (United States)

    Mistar, Junaidi; Zuhairi, Alfan; Yanti, Nofita

    2016-01-01

    This study investigated the effect of reading strategies training on the students' literal and inferential reading comprehension. The training involved three concrete strategies: predicting, text mapping, and summarizing. To achieve the purpose of this study, a quasi experimental design was selected with the experimental group being given reading…

  7. Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

    Science.gov (United States)

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

  8. Teacher Talk: One Teacher's Reflections during Comprehension Strategies Instruction

    Science.gov (United States)

    Robertson, Dana A.

    2013-01-01

    This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

  9. Online Reading Comprehension Strategies among Fifth- and Sixth-Grade General and Special Education Students

    Science.gov (United States)

    Chen, Hsin-Yuan

    2010-01-01

    The present study targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities in the U.S. and in Taiwan. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviours, (2) sensitivity to the organisational structure of…

  10. Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

    Science.gov (United States)

    Meniado, Joel C.

    2016-01-01

    Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading…

  11. EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

    Science.gov (United States)

    Al-Alwan, Ahmed; Asassfeh, Sahail; Al-Shboul, Yousef

    2013-01-01

    Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

  12. Comprehensive Review on Divisible Load Theory: Concepts, Strategies, and Approaches

    Directory of Open Access Journals (Sweden)

    Shamsollah Ghanbari

    2014-01-01

    Full Text Available There is extensive literature concerning the divisible load theory. The divisible load theory is mainly applied for scheduling in the area of distributed computing. It is based on the fact that the load can be divided into some arbitrarily independent parts, in which each part can be processed independently by a processor. This paper reviews the literature concerning the divisible load theory, while focusing on the details of the basic concepts, approaches, strategies, typologies, and open problems.

  13. Intervention on strategy use and on motivation of Greek pupils' reading comprehension in English classes.

    Science.gov (United States)

    Pappa, E; Zafiropoulou, M; Metallidou, P

    2003-06-01

    Although less skilled learners may improve their abilities through training in strategies used by successful learners, only a few studies have addressed the question of metacognitive strategy training in contexts in which foreign language is learned. This study intended to investigate whether strategy instruction on semantic mapping would produce more successful comprehension in English as a Foreign Language if a boost to students' integrative motivation was included. A sample of 119 Greek students, 14 to 15 years old, of both sexes participated. Strategy training was provided to two experimental groups, with one of them having motivation boosting. One group received only integrative motivation boosting and the control group received no strategy training or boosting, but participated in pre- and posttesting. Results imply that only the students who received intervention, either in the form of metacognitive strategy training or a boost to their integrative motivation or as a combination of these, improved their performance in English reading comprehension in the posttest phase.

  14. On the Current Situation and Improvement Strategies of Senior English Vocabulary Teaching%高中英语词汇教学的现状分析与改进策略

    Institute of Scientific and Technical Information of China (English)

    范静

    2015-01-01

    语言的基础是词汇,英语教学离不开词汇教学。传统的词汇教学多照本宣科,主次不分,缺乏系统,难以让学生形成积极主动的词汇积累意识。学生以死记硬背、重复训练为主,比较机械、枯燥、乏味,不仅耗费时间,而且效率不高,词汇成为学生苦恼,老师头疼的问题。本文将阐述英语词汇教学的重要性,分析目前词汇教学现状及存在的问题,提出词汇教学的行之有效的方法和策略。%Vocabulary is the foundation of a language, so English teaching cannot be separated from vocabulary teaching. The tra-ditional vocabulary teaching is mainly limited within textbooks, confusing the primary with secondary and lacking a system, which makes it difficult for students to form an active and au-tonomous consciousness of vocabulary accumulation. Students mainly memorize by rote and practice repeatedly, which is a me-chanical, boring, tedious and inefficient process, wasting a lot of time and making vocabulary an agonizing issue for both students and teachers. This paper will elaborate the importance of English vocabulary teaching, analyze the current situation and existing problems of vocabulary teaching, and propose feasible methods and strategies for vocabulary teaching.

  15. The Use of Vocabulary Learning Strategies by Senior High School Students of Different English Levels%不同水平高中生英语词汇学习策略的使用

    Institute of Scientific and Technical Information of China (English)

    卢敏; 王秋凤

    2011-01-01

    词汇量是衡量英语水平的一个重要因素。本文通过对高三学生的调查,探讨不同水平的学生在词汇学习策略使用上的异同。结果表明,词汇量水平高的学生在整体策略使用频率上明显高于词汇量水平低的学生。另外,不同水平组的学生还表现出来一些共同特点,包括整体元认知策略水平低、缺乏合作学习意识、不善于利用网络等媒体资源等。本文分析了这些异同的原因并指出通过教学使学生掌握相应的词汇学习策略有助于他们水平的提高。%Vocabulary is one of the important factors to measure English level. This paper explores the similarities and dif- ferences of vocabulary learning strategy use by investigating 630 third-year senior high school students with different vocabulary. It finds out that students with wider vocabulary uses learning strategies more frequently than their counterparts with limited vo- cabulary. Meanwhile, students of different vocabulary levels show some commonalities in strategy use including low frequency in the use of metacognitive strategy, lack of cooperative sense in learning, and failure in utilizing media resources in learning vocab- ulary. The paper points out that teaching students to master correspondent strategies in learning vocabulary can help them im- prove their English level.

  16. A Comprehensive Fracture Prevention Strategy in Older Adults

    DEFF Research Database (Denmark)

    Blain, H; Masud, T; Dargent-Molina, P

    2016-01-01

    Prevention of fragility fractures in older people has become a public health priority, although the most appropriate and cost-effective strategy remains unclear. In the present statement, the Interest Group on Falls and Fracture Prevention of the European Union Geriatric Medicine Society (EUGMS...... views on the main points in the current debate in relation to the primary and secondary prevention of falls, the diagnosis and treatment of bone fragility, and the place of combined falls and fracture liaison services for fracture prevention in older people....

  17. The Effects of Vocabulary Knowledge and Dictionary Use on EFL Reading Performance

    Science.gov (United States)

    Shen, Zhifa

    2013-01-01

    The present study mainly investigated the effects of vocabulary knowledge and dictionary use on EFL reading performance. The results show that scores on vocabulary size, specific vocabulary knowledge, and reading comprehension are highly and positively correlated. Scores on specific vocabulary knowledge are more closely correlated with reading…

  18. WISC-III subtests of similarities, vocabulary and comprehension: objective or subjective scoring? / Subtestes semelhanças, vocabulário e compreensão do WISC-III: pontuação objetiva ou subjetiva?

    Directory of Open Access Journals (Sweden)

    Vera Lucia Marques de Figueiredo

    2010-01-01

    Full Text Available In all psychological tests, scoring should be of concern for examiners because the accuracy of results depends, at some extent, on the quality of the correction. This work aims to examine the correction, by different psychologists, of the scores for the Wechsler Intelligence Scale for Children (WISC-III subtests of Similarities, Vocabulary and Comprehension since these are the subtests where examiner's subjectivity seemingly most influences scoring. Forty two psychologists from different states in Brazil participated in this study. They corrected the answers of six test protocols randomly selected from a standardization sample for the Brazilian context. Taking as reference the total scores, the Vocabulary subtest showed greater variability in score, followed by the Comprehension one. Considering the total number of items tested in each subtest, Similarities had the highest agreement among raters. The results showed that all the three subtests involve subjectivity on behalf of the examiner to score the answers. Continuing in this study, we also aim to determine test reliability based on interrater agreement.

  19. Exploring EFL Students’ Reading Comprehension Process through Their Life Experiences and the Sight Word Strategy

    Directory of Open Access Journals (Sweden)

    Jennifer Camargo

    2010-12-01

    Full Text Available Due to the role language and literature play in the construction of social, economic and cultural systems, reading comprehension has become a growing challenge. This study examined how the relationship between English as a foreign language reading comprehension and life experiences while using the Sight Word Strategy could prove significant. Fifth graders at a public school in Bogotá participated in this study. Data were collected using tape recordings, field notes, archival data and students’ reflections. Analysis indicated that comprehension and construction of meaning were generated by sharing life experiences and through the interaction produced in each one of the Sight Word Strategy stages. The study suggested further research into a more encompassing definition of reading comprehension and life experiences correlation as an appropriate goal for English as a foreign language.

  20. Palula Vocabulary

    OpenAIRE

    Liljegren, Henrik; Haider, Naseem

    2011-01-01

    The main purpose of this volume is to provide a complement to Towards a grammatical description of Palula (Liljegren 2008). The 1460 main entries included in the present work are limited to those lexical items that are cited or exemplified in the aforementioned work. The work is the result of linguistic research in and with the Palula community (Pakistan). It contains much of the basic vocabulary used in today's Palula, presented along with illustrative example sentences, grammatical informat...

  1. Strategies and Shoes: Can We Ever Have Enough? Teaching and Using Reading Comprehension Strategies in General and Vocational Programmes

    Science.gov (United States)

    Brevik, Lisbeth M.

    2017-01-01

    This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies…

  2. Reading comprehension and strategy awareness of Grade 11 English second language learners

    Directory of Open Access Journals (Sweden)

    Madoda Cekiso

    2012-08-01

    Full Text Available The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1 learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2 explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

  3. The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2014-06-01

    Full Text Available The present experimental study primarily aimed at examining the effect of presentation strategy on reading comprehension of Iranian intermediate EFL learners. To determine the effect of this strategy, 61 students who enrolled in English Language Center of Chabahar Maritime University were initially selected and then divided randomly into two classes one as an experimental group and the other one as the control group. The homogeneity of their proficiency level was established via the administration of a TOEFL (the PBT proficiency test. A reading comprehension test as pre-test administered to the subjects of both groups one week before the initiation of the study. The experimental group used the strategy three sessions each week for ten weeks, while the control group was trained based on the ordinary approaches of teaching reading comprehension. Presentation strategy was worked for every two weeks during the experiment and then at the end of each two-week instruction, an immediate posttest was administered according to the strategy worked. At the end of the study, a post-test was administered to both groups. The statistical techniques being applied were Paired Sample t-test and Independent Sample t-test. The results of the study revealed that presentation strategy had significant effect on promoting reading comprehension of intermediate EFL learners.

  4. Comprehensive review on therapeutic strategies of gouty arthritis.

    Science.gov (United States)

    Akram, Muhammad; Usmanghani, Khan; Ahmed, Iqbal; Azhar, Iqbal; Hamid, Abdul

    2014-09-01

    Traditional medicines are practiced worldwide for treatment of gouty arthritis since ancient times. Herbs and plants always have been used in the treatment of different diseases such as gout. The present article deals with the therapeutic strategies and options for the cure of gouty arthritis. Bibliographic investigation was carried out by analyzing classical textbooks and peer reviewed papers, consulting worldwide accepted scientific databases. In this article a detailed introduction, classification, epidemiology, risk factors, symptoms, diagnosis and treatment of gout with reference to modern and Unani system of medicines have been discussed. It is also tried to provide a list of plants used in the treatment of gout along with their formulations used in Unani system of medicine. The herbs and formulations have been used in different systems of medicine particularly Unani system of medicines exhibit their powerful role in the management and cure of gout and arthritis. Most of herbs and plants have been chemically evaluated and some of them are in clinical trials. Their results are magnificent and considerable. However their mechanisms of actions are still on the way.

  5. Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study

    Directory of Open Access Journals (Sweden)

    Cynthia Parr

    2013-12-01

    Full Text Available The primary purpose of the study described here was to document the first author’s experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students’ transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level.

  6. The Effects of Techniques of Vocabulary Portfolio on L2 Vocabulary Learning

    Science.gov (United States)

    Zarei, Abbas Ali; Baftani, Fahimeh Nasiri

    2014-01-01

    To investigate the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus, and word rose on L2 vocabulary comprehension and production, a sample of 75 female EFL learners of Kish Day Language Institute in Karaj, Iran were selected. They were in five groups and each group received…

  7. Bridging the Vocabulary Gap: What the Research Tells Us about Vocabulary Instruction in Early Childhood

    Science.gov (United States)

    Christ, Tanya; Wang, X. Christine

    2010-01-01

    It is important for children to develop knowledge of words' meanings from a young age because vocabulary development has an impact on their reading comprehension and academic success as they get older. Some children come to school knowing far fewer words than others. Hart and Risley studied young children's vocabulary development and found that…

  8. Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.

    Science.gov (United States)

    Benedict, Kendra M; Rivera, Maria C; Antia, Shirin D

    2015-01-01

    The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  9. Vocabulary teaching strategies and conceptual representations of words in L2 in children: evidence with novice learners.

    Science.gov (United States)

    Comesaña, Montserrat; Perea, Manuel; Piñeiro, Ana; Fraga, Isabel

    2009-09-01

    A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect-a conceptual effect-in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.

  10. Counting ability in Down syndrome: The comprehension of the one-to-one correspondence principle and the role of receptive vocabulary.

    Science.gov (United States)

    Abreu-Mendoza, Roberto A; Arias-Trejo, Natalia

    2017-10-01

    The authors investigated whether children with Down's syndrome (DS) who have not started to produce number words understand the one-to-one correspondence principle (Experiment 1), and they looked at the relationship between number word knowledge and receptive vocabulary (Experiment 2). Sixteen children with DS who did not recite the count list participated in Experiment 1, along with 2 comparison groups: 1 of 16 children with DS who recited up to 10, paired by chronological age, and another of 16 typically developing children paired by their ability to recite the list. The understanding of the principle was evaluated by a preferential looking task. Children saw 1 of 2 conditions. In the number condition, they heard number words and in the beep condition they heard computerized beeps. In both conditions, children saw videos depicting counting events that were principle-consistent or principle-inconsistent. Experiment 2 evaluated 25 children with DS using the Give-a-Number task and the Receptive Vocabulary subtest of the Wechsler Preschool and Primary Scale of Intelligence-III. In Experiment 1, children in the number condition preferred principle-consistent videos, independent of their ability to recite the count list. Experiment 2 showed a strong correlation between number word knowledge and receptive vocabulary scores, independent of chronological age. The results suggest that the difficulty of children with DS in acquiring counting ability might not reflect a lack of understanding of the one-to-one correspondence principle, but might instead be related to vocabulary development. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. 大学英语阅读词汇获得策略的调查与分析%The Research and Analysis of College English Vocabulary Acquisition Strategies in Reading Process

    Institute of Scientific and Technical Information of China (English)

    张楠楠; 汤倩

    2013-01-01

    对高校非英语专业专科学生采取了随机抽样,以问卷调查的形式,通过描述性统计和定量分析,对非英语专业一、二年级学生的阅读情况进行了调查和分析。同时对学生英语阅读过程中词汇学习策略现状进行了调查,并对数据进行了统计和结果分析。%Reading skill is one kind of comprehensive ability. The skill of reading plays an important role in four basic skills, such as listening, speaking, reading and writing. The research with random samples of college non-English majors investigates and discusses the reading ability of freshman and sophomore with questionnaires through descriptive statistical studies and quantifiable analysis. The research, also, studies vocabulary learning strategy in English reading process and analyses data statistics.

  12. The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

    Science.gov (United States)

    Kassem, Hassan M.

    2015-01-01

    The present study explored listening strategy use among a group of Egyptian EFL college sophomores (N = 84). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use, and listening comprehension and self-efficacy, and 3) differences in listening comprehension and…

  13. Test-taking Strategies & Performance on Reading Comprehension Tests by Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Natasha Pourdana

    2012-07-01

    Full Text Available This study attempted to explore the possible relationship between test-taking strategies and (a successful performance on English as a Foreign Language (EFL reading comprehension, (b EFL learners’ level of language proficiency. To accomplish the purpose of this study, 68 students of English translation of both genders were randomly selected and placed in the three Beginner, Intermediate and Advanced levels, at Alborz Institute for Higher Education, Qazvin, Iran. Analysis of Variances (ANOVA proved that there was a significant and positive correlation between the scores in reading comprehension test and Oxford Placement Test. While the scores in reading comprehension test did not show any significant correlations with using the majority of test-taking strategies, they had a relatively low and negative but significant correlation with test management strategy. The findings in this study were interpreted as the low knowledge of test-taking strategies in Iranian EFL context and the importance of attending to the cognitive processes effective in taking language tests was emphasized.  Keywords: Test-taking, Strategies, EFL, Reading Comprehension, Proficiency level

  14. Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

    Directory of Open Access Journals (Sweden)

    Zahra Riahi

    2017-02-01

    Full Text Available The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM and Collaborative Concept Mapping (CCM strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET, the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners’ reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received convention PPP teaching techniques on Concept Mapping post-test. However, the superiority of neither strategies was statistically proved so that no meaningful difference between the reading comprehension of the ICM and CCM groups were detected. Therefore, the researchers failed to determine which strategy caused a better or higher impact. Some pedagogical implications and recommended topics for further research were provided to the motivated researchers.

  15. Helping Teachers Connect Vocabulary and Conceptual Understanding

    Science.gov (United States)

    Gay, A. Susan

    2008-01-01

    A focus on mathematics vocabulary must be part of teachers' instructional plans to develop students' understanding of key ideas. The author presents examples from work with preservice teachers regarding two vocabulary strategies and other related activities that can be used by middle and high school mathematics teachers. (Contains 8 figures.)

  16. Conceptual Metaphor and English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    徐立

    2013-01-01

      We can see how metaphors exist in everyday language, even if we may not always notice. Metaphor plays an important role in vocabulary teaching. In accordance with the analysis of the fundamental theories proposed by Lakoff&Johnson (1980), this thesis provides some suggestions which help English teachers improve vocabulary teaching strategies.

  17. Mnemonic Vocabulary Instruction: Additional Effectiveness Evidence.

    Science.gov (United States)

    Levin, Joel R.; And Others

    1992-01-01

    Four experiments with 132 seventh graders, 162 eighth graders, 75 fourth graders, and 52 third graders compared the mnemonic keyword method with various other vocabulary learning strategies. Mnemonic keyword students outperformed sentence-context and free-study counterparts and generally outperformed others on tests of vocabulary usage. (SLD)

  18. AN EMPIRICAL STUDY OF THE EFFECT OF STRATEGIES-BASED INSTRUCTION ON LISTENING COMPREHENSION

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    This paper reports a typical interventionist learningstrategies study,aiming at investigating the effect of strategies-based study on listening comprehension.The study took the formof an experiment in which two parallel classes of eighty-five first-year non-English majors were assigned into an experimental anda control group.Both groups participated in the same 18-weeklistening program,the only difference being that theexperimental group students were trained systematically inthirteen listening strategies.Results of this study reveal thatadding explicit strategy training into the regular listeningclassroom instruction has produced significant effects in areasinvestigated.First,the experimental group outperformed thecontrol group on listening comprehension achievements.Second,the strategies-based instruction had more impact on studentswith average listening ability than students above or belowaverage.The primary objective of this study is to provideimplications for the effective teaching of listening in China andfor the development of language learners’learning and languageskills.

  19. Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Nancy Gómez Torres

    2009-12-01

    Full Text Available A research study included the examination and implementation of a variety of strategies in order to improve students’ reading comprehension skills in a foreign language. Reading is the process of identification, interpretation and perception of written or printed material. Comprehension is the understanding of the meaning of written material and involves the conscious strategies that lead to understanding. The reading strategies are conscious techniques or unconscious processes employed by readers in their attempt to make sense of the written text (Barnett as cited by Gascoigne, 2005. Thus, the main goal of this piece of research was to implement some reading strategies in 2 elementary courses in EFL in order to obtain better results in the middle and long term in class and on ECAES, MICHIGAN, MELICET and PET tests.

  20. The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

    Science.gov (United States)

    Rezaei, Mojtaba; Davoudi, Mohammad

    2016-01-01

    Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper…