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ONE-TIME TREATMENT FOR INCIDENTAL VOCABULARY LEARNING: CALL FOR DISCONTINUATION A commentary on Ali Karakaş and Arif Sariçoban’s “The impact of watching subtitled animated cartoons on incidental vocabulary learning of ELT students”. Teaching English with Technology, Vol. 12, No. 4. http://www.tewtjournal.org/VOL%2012/ISSUE4/ARTICLE1.pdf

100%

Bogdanov S.

Teaching English with Technology

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2013

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vol. 13

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issue 2

75-82

EN

ncidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what any data being gathered pertains to. While Karakaş & Sariçoban (2012) claim to have presented a solid piece of research on the effects of subtitled cartoons on incidental vocabulary learning, in practice it is not so. It is argued that the research design validity resulted in questionable results having little relevance to genuine incidental vocabulary learning.

2

Zur Theorie der kognitiven Verarbeitungstiefe in Korrelation mit der lexikalischen Lernleistung beim Fremdsprachenerwerb

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Liedtke J.

Germanica Wratislaviensia

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2016

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vol. 141

453-466

DE

Der Rückblick auf die Entwicklung der Fremdsprachenerwerbsforschung während der letzten Dezennien belegt eine wachsende interdisziplinäre Kooperation insbesondere zwischen der Sprachdidaktik und der Lernpsychologie. Der vorliegende Text reflektiert diese Fortschritte unter besonderer Berücksichtigung der Involvement-Load Hypothese von Laufer/Hulstijn (2001) inklusive daran anknüpfender Arbeiten. Nach der Diskussion der Vor- und Nachteile des Originalkonzeptes und seiner nachfolgenden Erweiterungen werden Vorschläge für mögliche Komplettierungen unterbreitet, um den komplexen Korrelationen des Fremdsprachenerwerbs und seiner theoretischen Implikationen gerecht werden zu können.

EN

This paper briefly reviews the changes of theoretical paradigms in foreign language learning research during the last five decades. As a result of these changes, vocabulary acquisition theory has become more and more influenced by interdisciplinary cooperation, especially by psychological concepts dealing with word learning and retention. This article focuses on the involvement-load hypothesis, created by Laufer/Hulstijn (2001) and completed by other researchers during the last ten years. The advantages and disadvantages of the original concept and its later derivatives are discussed. Necessary enlargements are also suggested in order to account for the complex correlations that are involved in the process of vocabulary acquisition and its theory.

3

INVESTIGATING EFL LEARNERS’ PERSPECTIVES ON VOCABULARY LEARNING EXPERIENCES THROUGH SMARTPHONE APPLICATIONS

100%

Ebadi S., Bashiri S.

Teaching English with Technology

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2018

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vol. 18

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issue 3

126-151

EN

This study investigated EFL learners’ perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle’s (2001) evaluation criterion was used to evaluate the application from the users’ perspectives. This study investigated the effects of learners’ proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app’s levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants’ app usage patterns. The findings of this study highlighted the users’ localized needs which could be used as guidelines for customized vocabulary apps’ development purposes. The study’s implications for learners, teachers, and app developers are discussed in detail.

4

The Problem of Synforms in Serbian Efl Learners Revisited

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Danilović J., Dimitrijević M.

Romanian Journal of English Studies

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2014

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vol. 11

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issue 1

244-254

EN

This paper will explore the issue of similar lexical forms (Laufer 1991) as a potential problem in vocabulary acquisition of Serbian EFL learners. Building on previous research (Kocić 2008), we collected data from two groups of undergraduate students at the Faculty of Philology and Arts in Kragujevac (lower- and upper-intermediate), and attempted to identify the factors that contribute to synform confusions.

5

Mental Pollution Hypothesis and Foreign Vocabulary Retention

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Çetin Y., Flamand L.

Poznań Studies in Contemporary Linguistics

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2010

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vol. 46

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issue 3

275-293

EN

Research into second language acquisition lists several factors - social, psychological, cognitive, and affective - as reasons for the failure or low performance of many adult language learners. This present study was conducted to show that in addition to these factors it can also be greatly slowed by mental pollution - any ‘contamination of the mind’ by various forms of affective visual distractors, ranging in scope from violent or sexually suggestive images to comedic commercial advertisements and coming from a variety of media sources - from which younger learners are mostly protected but older learners are accustomed to encountering on an almost daily basis. In order to test the mental pollution hypothesis, 106 university students participated in the experiment which comprised vocabulary teaching along with two different treatments: mental pollutants being the first and free class time with relaxing music in the background comprising the second. The Equivalent Materials, Pretest, Posttest Design together, including descriptive statistics and paired sample t-tests, were used to analyze the vocabulary scores derived from the two treatments. The findings of the experiment indicate that when learners are exposed to high level of mental pollution, they demonstrate low retention of new vocabulary in a foreign language.

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LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING

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Leong A. C. H., Abidin M. J. Z., Saibon J.

Teaching English with Technology

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2019

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vol. 19

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issue 4

3-26

EN

Learning vocabulary is one of the problems faced by English language learners. The inability to use vocabulary poses difficulties to learn the language effectively. One of the ways to attract to and interest learners in learning vocabulary is through the integration of technology, such as the use of digital storytelling as its interactivity can create interest in learning. This study examined the effects of digital storytelling in vocabulary learning among young Malaysian English as a Second Language (ESL) learners. Qualitative case study was employed as the research design of this study. Findings revealed that there were several impacts of digital storytelling on vocabulary learning and all of these effects are positive. Some implications of digital storytelling on education are also discussed in this paper.

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Effects of word class and training method on vocabulary learning in a second language

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Ludington J. D.

Research in Language

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2015

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vol. 13

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issue 4

426-449

EN

It is not fully known whether nouns or verbs are easier to learn in a second language. A noun learning advantage has been observed for children in many languages (e.g., Gentner, 1982), but few have examined whether mature second language learners show a similar pattern. In the current study 84 university students were trained with nonce words for 96 familiar, concrete concepts (half nouns, half verbs), half labeled ostensibly, and half in contexts that allowed label meanings to be inferred. Vocabulary knowledge was assessed through recognition tests after a delay of either five minutes or one week. No evidence of a word class advantage was found-participants did not demonstrate a noun advantage. Ostensive training was superior to inferential training at five minutes but not after one week.

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Semantic Implicit Learning in Acquisition of L2 English

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Paciorek A.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2015

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issue 14

113-123

EN

Communicative approaches to language teaching assume the learning occurs as a by-product of communication. The present study explores this issue experimentally, examining the phenomenon of implicit learning among Polish learners of English. The study focuses on learning to apply new English words in semantically appropriate contexts. Whether the learning is implicit or not is determined using subjective measures of awareness (following Z. Dienes/ R. Scott 2005). Polish learners of English read English sentences containing 4 target words. Next they completed an unexpected test on new sentences in which they were asked to indicate whether target words were used correctly and to provide confidence and source judgements to each answer, as subjective measures of awareness (guess/ intuition responses taken as reflecting implicit knowledge). The experimental group was compared with a control group who did not receive training. Findings include significantly above chance performance on guess/ intuition responses in both groups, with an advantage in the experimental group that approached significance, suggesting that this group may have indeed implicitly learnt about the applicable semantic contexts for the newly learnt words. The learning effect did not extend to appropriate but semantically different contexts to the ones participants saw in training, suggesting implicit learning is restricted in its scope. Educators must therefore ensure to provide representative sentence samples when introducing new words and may need to explicitly point out any contexts which semantically diverge from the ones the students were exposed to.

9

Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

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Targońska J.

Glottodidactica

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2019

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vol. 46

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issue 1

179-196

DE

The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence

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RÓŻNORODNOŚĆ TECHNIK UCZENIA SIĘ SŁOWNICTWA W JĘZYKU OBCYM

71%

Gorąca-Sawczyk G.

Neofilolog

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2014

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issue 43/2

181-192

EN

In this article I will concentrate on various techniques for learning and teaching vocabulary that support the memorizing of new words, and I will present the results of a survey conducted among students of applied linguistics on this topic. The main aim of this article is to verify the hypothesis that students haven’t yet been exposed to different techniques for effective vocabulary learning. First, I will show what the mental lexicon is and how it is organised. How mnemonists learn will also be discussed. Then I will briefly explain the terms ‘vocabulary’ and ‘lexical competence’ and show the important principles of vocabulary training. At the end, I will present the most important results of my survey (opinion poll).

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Zur Erfassung der Kollokationen in Vokabeltaschenbüchern und Vokabelheften für DaF-Lernende

63%

Targońska J.

Prace Językoznawcze

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2016

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issue 18/4

PL

W niniejszym artykule podjęto próbę analizy książeczek słówek, które są opracowywane do konkretnych podręczników do nauki języków obcych. Celem ich analizy było zbadanie, czy kolokacje są uwzględniane w tych materiałach przeznaczonych do samodzielnej nauki. Artykuł przedstawia wyniki analizy czterech takich książeczek opracowanych do podręczników do nauki jęz. niemieckiego jako obcego na poziomie od A1 do B2. Analizie jakościowej i ilościowej poddano nie tylko listy słówek, ale również przykładowe zdania, służące wyjaśnianiu znaczenia nowych słówek. Na podstawie wyników tej analizy podjęto też próbę odpowiedzi na pytanie, czy dzięki tym publikacjom uczący się języka niemieckiego mogą rozwinąć kompetencję kolokacyjną.

EN

Acquisition and usage of collocations is a source of problems for foreign language learners because students are often not aware of their existence and do not realize their importance in mastering foreign language vocabulary. Collocations are conventionalized fixed sequences of words specific for each language, therefore they cannot be creatively generated by a speaker. Collocations have to be both acquired and recalled as vocabulary learning units. Special materials accompanying handbooks may be useful if they present vocabulary not only as individual words but also as collocations. This paper analyses specimens of such materials designed for specific handbooks. The objective of the analysis is to investigate if these learning materials include collocations. The paper presents the results of an analysis of four specimens designed for coursebooks for teaching German as a foreign language (Levels A1 – B2). The qualitative and quantitative analysis covered not only word inventories but also exemplary sentences used to illustrate the meaning of new words. The results of the analysis also allow to address the question of how such materials help learners to develop collocational competence.

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Nowoczesna technologia sprzymierzeńcem w nauce języka obcego: kurs Olive Green

51%

Mróz A.

Półrocznik Językoznawczy Tertium

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2020

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vol. 5

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issue 1

232-250

EN

This article offers a descriptive analysis of the Olive Green course for innovative self-directed vocabulary learning in a foreign language. It can be considered as an innovative tool since it integrates an interactive film, a game and an e-learning platform. These elements have not previously been available so broadly in other interactive language courses. In the introduction, the phenomenon of technological development and its impact on education is described. Next, the importance of learning vocabulary is discussed. The main part of the article presents an analysis of the Olive Green course. The SuperMemo programme, which is one of its components, is briefly described. In the following section, functionality, interactivity and gamification of the Olive Green course are discussed. Subsequently, ways of self-directed vocabulary learning with the use of various course features are analysed. The discussion of how the course enables the verification and processing of vocabulary is also included. The summary presents the advantages of using the Olive Green course to foster vocabulary learning in a foreign language.

PL

Przedmiotem artykułu jest wykorzystanie kursu Olive Green do samodzielnej nauki słownictwa w języku obcym. Można go uznać za innowacyjne narzędzie, ponieważ jednocześnie jest filmem interaktywnym, grą oraz platformą e-learningową. Wspomniane elementy nie były dostępne wcześniej dostępne na taką skalę w innych interaktywnych kursach językowych. We wstępie odniesiono się do zjawiska rozwoju technologicznego i jego wpływu na dziedzinę edukacji. Następnie omówiono powody istotności uczenia się słownictwa. W głównej części artykułu została przedstawiona analiza kursu Olive Green. Omówiono pokrótce program SuperMemo, który jest jednym z komponentów wspominanego narzędzia. W dalszej części dokonano analizy takich aspektów, jak funkcjonalność, interaktywności i gamifikacja w kursie. Kolejno omówiono sposoby samodzielnej nauki słownictwa przy wykorzystaniu różnych elementów kursu. Dokonano analizy przydatności list ze słownictwem, MemoKart, napisów w filmie interaktywnym oraz pozostałych ćwiczeń leksykalnych. Uwzględniono również sposoby, w jaki kurs umożliwia weryfikację i przetwarzanie nowo poznanego słownictwa. W podsumowaniu przedstawiono zalety wykorzystania kursu Olive Green do nauki słownictwa w języku obcym.

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Zur Theorie der kognitiven Verarbeitungstiefe in Korrelation mit der lexikalischen Lernleistung beim Fremdsprachenerwerb

INVESTIGATING EFL LEARNERS’ PERSPECTIVES ON VOCABULARY LEARNING EXPERIENCES THROUGH SMARTPHONE APPLICATIONS

The Problem of Synforms in Serbian Efl Learners Revisited

Mental Pollution Hypothesis and Foreign Vocabulary Retention

LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING

Effects of word class and training method on vocabulary learning in a second language

Semantic Implicit Learning in Acquisition of L2 English

Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

RÓŻNORODNOŚĆ TECHNIK UCZENIA SIĘ SŁOWNICTWA W JĘZYKU OBCYM

Zur Erfassung der Kollokationen in Vokabeltaschenbüchern und Vokabelheften für DaF-Lernende

Nowoczesna technologia sprzymierzeńcem w nauce języka obcego: kurs Olive Green