Background knowledge on ESL/EFL Vocabulary Learning
Vocabulary acquisition is an essential process for ESL learners to develop proficiency and competence in target language. Vocabulary power enables effective writing and fluent speaking. It demonstrates both: students’ knowledge acquisition and knowledge production. It improves students’ incorporated language skills such as speaking, listening, writing and reading. Among the early researches of vocabulary learning in the first language (e.g., Boettcher, 1980; Carey, 1982; Clark, 1973; Dale, O' Rourke, & Bamman, 1971; Deighton, 1959; Eichholz & Barbe, 1961; Gentner, 1975), the research by Nagy et al. (1985) is specifically considerable. In the course of their study, they established a methodology
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It includes students’ ability to deduce the meaning of new vocabularies from the contextual clues. Incidental learning happens more specifically through extensive reading in input-rich environments, although at a rather slow rate (Coady, 2001). As stated by Harmer (2003) and Nation (2001), extensive reading is an enjoyable reading situation where a teacher persuades learners to select what they want to read for themselves from reading materials at a level they can comprehend. Karashen's (2003) comprehension hypothesis emphasized that comprehensible input is an essential and appropriate condition for language improvement and extensive reading programs seek to improve reading fluency, and reading skills generally, while simultaneously amalgamate knowledge of previously encountered grammatical structures and vocabulary. Other searches have stressed advantages such as enhanced motivation to acquire the new language and refresh confidence in reading (e.g., Brown, 2000; Waring & Takaki, 2003). In a later research accomplished by Horst (2005), a modified vocabulary acquisition scale, immediate posttest measure showed that of 35 new vocabularies presented for learning in self-selected graded reading materials, 18 vocabularies were acquired: a gain of 51 %. These gains are similar to those accomplished in the A Clockwork Orange research performed by Saragi et al. (1978) in their research; students were capable …show more content…
The students get themselves fully involved in the process of decoding the meaning through the clues presented in the text. They consider and reconsider about the new vocabularies including cognitive process that enables the students recall the vocabularies for a longer period of time. Cognitive process involves both receptive and productive aspects of vocabulary. Students grasp not only the meanings in the provided text but the related grammatical patterns, common lexical sets and typical association of the word with the context. Learning vocabulary through extensive reading also expands students’ fluency. Students look at group of vocabularies rather than each individual vocabulary while reading. Hulstijn and Laufer (2001) emphasized that the vocabularies that students meet in incidental vocabulary acquisition will be remembered in the long term memory and could be applied more confidently in various settings. In contrast, Ahmad (2012)
Adonay has made his best effort to focus at his work in the classroom. His reading has slow progress throughout the year. Although, he reads most-text specific vocabulary, he still needs to decode unfamiliar words using appropriate strategies like blending and segmentation. It is also beneficial to develop his self-correction strategy by attending to meaning while he reads a text. Adonay finds challenging to interpret a text he reads as he struggles to access independently some additional meanings from a text.
Ashley has been extending her knowledge of math this year. She is continuing to work on concepts above grade level. Her facts are becoming faster and she is applying them in a variety of ways. She is feeling more and more confident in her skills and is always eager to learn more.
As a result of searching the existing literature, the researcher was able to obtain data that correlated exceptionally well with the research topic. Indeed, the researcher gathered pertinent information from secondary sources; however, the primary sources of data were needed to draw a logical conclusion of the research at hand. So, the next step was major section III, Research Methodology. Being
The reference material used to construct this investigation has been drawn from a collection of primary and secondary
Additionally, it was noted by Mendez et al (2015) that many students, specifically Latino English language learner students’ were able to learn through various modalities such as visual cues, answering questions, writing, and drawing as it was related to activities done in the classroom, that would allow them to reinforce their understanding of the meaning of new words. Indeed, most students learn vocabulary indirectly when they hear and see words used in many different contexts, for the Latino Dual language learner students, they had prior knowledge during their early years in school. In short, the researchers did not find any discrepancy between Latino English language learner students when compared to their peers in terms of vocabulary
This leads the authors to perform a study with the attempt of
What is the evidence that early childhood is a sensitive time for learning language? Social interaction, myelination, brain maturation, and scaffolding are evidence that early childhood is a sensitive time for learning language. In addition, children in early childhood are considered “language sponges” because they absorb every bit of language they hear or read. How does fast-mapping aid the language explosion?
…3 B. Summary of Evidence…………………………………………………………..………4-5 C. Evaluation of Sources.…………………………………………………...……..……. …6-7 D. Analysis………………………………......…………………………………………. ….8-9 E. Conclusion……………………………………. ……………………………. …………..
This intrigued them, because many students are “good” readers in the way that they have extensive vocabularies, can recall content, and can read rapidly. They are able to understand texts well, but only on a surface level. This means they can understand the content, but usually fail to understand the purpose of it. Haas and Flower had found that more experienced readers attempted to connect parts of a text to understand what they couldn’t before, or even to just to form a purpose for the text.
Constrained skills are the quickest to develop and master, such as decoding, fluency, and word recognition (Kintsch, 2004; Paris & Hamilton, 2009). As children acquire and become automatic in these reading skills, these constrained skills aid the child in a smooth transition to the later stages of reading development where there is a heavy focus on unconstrained skills. Unconstrained skills such as comprehension, vocabulary, and composition, continually develop over time making them much more complex with uncertainties of when or how they become automatic (Kamhi, 2009;
Seventh grade was fantastic, but I would like to change a few things for next year. Next year in eighth grade, I need to increase my vocabulary, participate more in class, and stop procrastinating. I need to increase my vocabulary. I can read more books to learn new words. Whenever I don’t know a word, I can ask others for the definition or look in a dictionary and remember the definition for the next time I encounter the word.
The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
The references used in this study will be used to build knowledge on the subject, and to identify
The reader acquires a variety of vocabulary thus increases the quality of writing and reading for low level readers. Secondly, it makes the reader be able to interpret text by using word attack skills and text attack skills which improves the skill of reading. Lastly, it makes the reader to understand or comprehend difficult text in a book or reading material. Drawbacks or limitations of intensive reading are firstly, most time is spent on reading a small amount of text which is time consuming. Secondly, Reading new material mostly containing complex vocabulary and grammar is a long and slow process in order for the reader to understand the text in the reading material.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity.