The present study concerns itself with incidental acquisition of vocabulary through the consumption of English language media in an extramural setting by Chinese L1 speakers. The design of the study carried the intent to mimic an incidental acquisition through reading scenario so as to give insight into to what extent extramural English could benefit a demographic whose exposure to English outside of the classroom is low. This qualitative study featured both a treatment group and a control group and implemented a pretest – treatment – posttest structure wherein study data was gathered through four multiple-choice vocabulary tests. Two multiple-choice tests provided contextual examples of the lexical items by means of an example sentence while the other two did not. Both pretest and posttest contained one of each multiple-choice test with the context-free test being administered first and the contextual test being administered immediately upon the completion of the former. The data thus gathered was analyzed statistically and inferentially with results showing that consumption of written English language media lead to appreciable vocabulary gains.

Vocabulary learning is viewed as one of the most important subject in language development. (Rusanganwa, 2012). Therefore, this study aims to raise awareness of different methods used in vocabulary teaching. Those different methods are the use of CALL (Computer Assisted Language Learning) and non-CALL, the methods that does not require the use of technology. This study presents a literature review on vocabulary teaching methods and the importance of vocabulary. Moreover, it presents a review on CALL and the use of it as a vocabulary teaching method. A comparative study was done between two different schools in a CALL-classroom and a non-CALL classroom both in year five, to observe pupils’ vocabulary acquisition and variation in methodology. Furthermore, two interviews were conducted to gather data of the teacher’s perspective on the advantage and disadvantages of the different vocabulary teaching methods. The results revealed that both methods have some disadvantages but are also rich in advantages if used correctly and adapted to the students’ needs and circumstances. In addition, the variation in methods formed a major role in pupils’ vocabulary acquisition. In conclusion, the teacher should be familiar with the pupils’ in order to help them develop their vocabulary acquisition.

For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.

This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles for our analysis of the results. The results from our findings indicate that vocabulary is being taught in both a revised traditional- and a non-traditional way. Our results also show that education and contextual factors influence how teachers teach vocabulary. From our results, we can conclude that our informants teach vocabulary for communicative purposes, but that there is a considerable difference in their approach to vocabulary learning. In addition, we can also conclude that the informants all expressed the need for further professional development in English, and that there is a need for more research on how contextual factors affect teachers in their work.

The order of acquisition of various aspects of word knowledge is underexplored. Thus, this study examined learner performance with a number of aspects of word knowledge in an attempt to see whether they form an implicational scale in terms of an accuracy order. A total of 283 English as a Second Language students were tested on their knowledge of five aspects of word knowledge. Implicational scaling analysis was utilized to determine whether the components were scalable. The findings formed a scalable accuracy order. The accuracy order of the aspects of word knowledge examined in this study from easier to more difficult include: knowledge of the written form based on the spoken form, knowledge of the spoken form based on the written form, knowledge of the written form based on the meaning, knowledge of the spoken form based on the meaning, knowledge of spelling based on the spoken form. These findings suggest a number of implications for vocabulary acquisition as well as vocabulary teaching and learning.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24687号 / 人博第1060号 / 新制||人||248(附属図書館) / 2022||人博||1060(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 准教授 Mills Daniel James / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

This paper investigates the informal environment that pupils ages 3-12 are a part of while they are not in school and how extramural tools aid their vocabulary learning. According to Sundqvist and Wikström (2016) children today are growing up in a world of digital development and advancement and at the same time being a part of it. This study will discuss if pupils are in the mindset of learning when using digital tools within an informal environment or not. Previous research within this field provide key information regarding pupils who were gaming in their free time using the English language daily playing games, interacting and producing the language was key for vocabulary development (Russell, 2016). This paper will investigate different aspects that may have an effect on the students’ vocabulary learning within the classroom. Furthermore, this paper will review and discuss how this way of learning may be transmitted over to the formal environment in the classroom.

A positive relationship between physical motion and learning is widely acknowledged. However, few studies have investigated the potential effects of combining physical movement with second language learning. This review examines ten studies that combine physical activity with learning English as a second language (ESL), specifically focusing on vocabulary acquisition and learner motivation. Aspects of combining English with Physical education (PE) in a cross-curricular manner are also explored to investigate its applicability to the Swedish middle school context. Results indicate that classroom-based physical activity positively affects vocabulary learning and motivation among learners across a wide age span, both in Europe and across the world. Moreover, combining ESL with PE seems to improve learners´ motivation and language proficiency, without hindering the attainment of PE-related goals. Nonetheless, some findings provide varying results, indicating that supportive actions - such as pre-teaching vocabulary - may be needed. In conclusion, a physically oriented learning approach seems to work well in the context of curricular requirements in Sweden since cross-curricular tasks, daily physical activity, and efforts to encourage foreign language learning are described as necessary. Despite promising claims, further investigation in the area of physical language learning is still required.

Recent research has underscored the important role of second language (L2) vocabulary acquisition in the reading process. The present study examined how accurately eighteen learners of English as a Second Language (ESL) were able to identify unknown words within a reading passage. It is assumed that "noticing" unfamiliar words in a text plays an important role in being able to extract meaning from context, which may ultimately result in word learning; thus, whether or not learners are able to recognize unknown words as unknown is a key step in vocabulary learning. The design of this study was based on previous research (Laufer and Yano, 2001) on the connection between first language background and self-assessment of L2 word knowledge. The first three steps of the Lafuer and Yano study were used in this study. In the first step, ESL learners self-assessed their ability to identify selected words in a text. After this, L2 learners explained or translated the meanings of the words. Finally, the two sets of data were analyzed to measure correlations. The findings of the study showed that teachers, as well as learners, should not underestimate the importance of vocabulary. Instead, they should provide more explicit vocabulary instruction and practice. In addition, L2 learners need to learn to identify words that are unknown. The act of "noticing" unknown words and identifying them as such is the initial step towards building vocabulary through reading. Lastly, L2 learners should not rely solely on context clues for the "guessing" strategy when they have a limited level of vocabulary because they may develop mistaken word knowledge, which would impact reading comprehension. Instead, learners should develop a wide range of strategies to comprehend academic reading.

No description available.