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Vocabulary Learning and Instruction
ISSN 2981-9954 · Castledown Publishers · 167 artikel di indeks
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What's in a word family? The assumptions of lexical units
Lemmas, flemmas, and level-6 word families (WF6) are three commonly discussed lexical units. Because each makes differing assumptions about learner knowledge, the selection of one unit over another in research or pedagogy has a great impact on interpretations of the lexical challenge. It is…
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ChatGPT as a facilitator of vocabulary learning strategy use for lexical bundles across different difficulty levels
While many studies have investigated vocabulary learning strategies (VLSs) for single words, little research has examined effective VLSs for multi-word units such as lexical bundles (LBs), which are crucial for English for academic purposes (EAP). This study explored which VLSs are effective for…
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Basic psychological needs, autonomous single language interest, and vocabulary achievement: An integrated model
Psychological factors such as metacognition have been consistently reported as key variables in this regard. Guided by Self-determination theory (SDT) as well as L2 grit, a new concept was developed referred to as autonomous single language interest (ASLI). It emphasizes the singular long-term…
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The effects of iconic gestures on lexical retrieval in late bilinguals with expressive language disorder (ELD)
This study examines the impact of iconic gestures on lexical retrieval in late bilinguals diagnosed with expressive language disorder (ELD). Employing an explanatory sequential mixed-methods design, 44 participants aged 12 to 15, matched for second-language proficiency and ELD severity, were…
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Designing vocabulary learning through psychological and cognitive science principles: A thirty-year retrospective
Vocabulary learning appears to be a simple task; learners encounter words, repeat them over time, and recall them when needed. Yet a paradox persists: in the EFL context, vocabulary often proves difficult to retain for an upcoming test, and even harder to use in authentic contexts. Despite the…
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Vocabulary instruction: Textbook analysis of the Outcomes series
Even though textbooks are central to language teaching, linguistic research on how well some commercial textbook series support vocabulary acquisition is not comprehensive. As a result, many instructors lack both practical tools and empirical support regarding the choice of materials appropriate…
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The effect of background music on novel word encoding and retention: exploring the effect of familiarity and playing musical instruments
This study examines the effects of instrumental and vocal background music on the immediate and delayed recall of unfamiliar words, while also considering the roles of musical familiarity and prior musical experience. Fifty-seven participants were randomly assigned to one of three conditions…
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Rethinking phrasal verb acquisition: Conceptual metaphor instruction versus retrieval practice
Before the introduction of conceptual metaphors, traditional rote memorization tasks were the primary methods for teaching English phrasal verbs (PVs). Verb and particle combinations in idiomatic PVs were considered arbitrary, leaving learners with few options beyond memorizing lists. As a result…
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Unstated so not Understood? Questioning the Fundamentals in Foreign Language Vocabulary Acquisition
This paper challenges the conventional atomistic approach to foreign language vocabulary acquisition, particularly within the context of formal schooling where many students encounter a new language through relatively isolated contact. While the prevailing view pushes explicit study of individual…
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A trial study of context-rich NGSL word cards for lower-proficiency learners
Retrieval-based learning using word cards promotes durable vocabulary retention, yet few studies have explored how localized, bilingual materials can enhance engagement among lower-proficient EFL learners. This pilot study aimed to design and evaluate contextualized NGSL-based vocabulary cards for…
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Willingness to Communicate and Lexical Complexity: Exploring Cognitive Engagement during Tasks
Willingness to communicate is an individual difference variable that is argued to predict the likelihood of a person engaging in communication when the opportunity arises. Researchers have investigated the predicates of WTC, and more recently have looked at how it may predict the amount of language…
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Discussion of Uchida (2025) and Kang et al (2025)
It has been my pleasure to read and review the studies presented at the 2024 JALT Vocabulary SIG Symposium. In this short paper I will overview two of those studies, conducted by Uchida and Kang & Nichol, and share my thoughts on them.
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Metrics for investigations into L2 knowledge of derivational affixes
Knowledge of derivational affixes makes an important contribution to second language learners' success when reading. Yet while the effects of some learner variables (L2 proficiency, L1 background) have been investigated, there has been little research addressing the effects of varying…
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A comparison of flow state markers experienced across AR, game-based, and analog deliberate vocabulary study activities
Flow is described as a state in which people become so involved or engrossed in an activity that nothing else seems to matter (Csikszentmihalyi, 2009). This state of consciousness seems to occur when a person is involved in a task and seemingly unable to stop. Flow states are marked by (a) a…
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“From zero to three hundred” - intensive acquisition techniques for the 300 most frequent content words in Welsh
Around twenty thousand adult learners enrol onto Welsh language classes each year, but many do not progress beyond Mynediad level (= Entry, CEFR A1). The study reported here explored techniques to maintain early learning momentum, maximise learners’ returns for their learning efforts, and…
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Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study
Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again (e.g., De Vos et al., 2019; Nguyen & Boers, 2019). The first article of this dissertation also demonstrated the benefits of post-reading…
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A frequency-based wordlist of Japanese junior high school textbook vocabulary
Several studies have examined the content of Japanese junior high school textbooks in relation to various frequency-based word lists such as the New General Service List (NGSL) (Browne et al., 2013) (e.g, Nakayama, 2022a,b) and the British National Corpus (BNC) (e.g, Wongsarnpigoon, 2018), and have…
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Generation and L2 vocabulary learning: A classroom action study on the efficacy of the generation desirable difficulty in learning L2 vocabulary
The present study investigates the use of generative strategies and the effect on second language (L2) vocabulary retention and learner confidence in vocabulary knowledge over time. Generative strategies (or generation) are one in a group of learning methods known as desirable difficulties –…
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Academic word lists: A comprehensive review
The significance of vocabulary in academic success is well-established, particularly for second language learners navigating English Medium Instruction or academic contexts. This paper explores the development and evaluation of major academic word lists to support second language learners. To…
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Vocabulary networks workshop 5 modelling attrition in a vocabulary network
This paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a)…