This study aims at exploring the potential of extensive TV viewing for L2 vocabulary learning, and the effects associated with the language of the on-screen text (L1 or L2), type of instruction ...(pre-teaching target items or not) and learners' proficiency. A total of 106 secondary school students (Grade 8) divided into 4 classes participated in a one-year pedagogical intervention, viewing 24 episodes of a TV series under four experimental conditions with each class being assigned to a different treatment: (1) captions and pre-teaching, (2) captions and non-pre-teaching, (3) subtitles and pre-teaching, and (4) subtitles and non-pre-teaching. Following a pre-/post-test design, form recall and meaning recall gains were examined. Results showed that participants learnt vocabulary in all four conditions, with greater gains in recalling form than in recalling form and meaning. The analysis also showed that, overall, groups that were pre-taught the target items performed better, independently of the language of the on-screen text. An important finding is the role of learners' proficiency prior to the intervention, with higher proficiency related to higher gains. The study contributes to the area of foreign language learning through audio-visual input with results from a longitudinal, classroom-based study with adolescent learners.
El aprendizaje del vocabulario es fundamental para el aprendizaje de un idioma ya que es un aspecto transversal relacionado tanto con las habilidades receptivas como productivas. En este sentido, el ...aprendizaje del vocabulario en una lengua extranjera (L2) ha dado lugar a una gran cantidad de investigación en la que el papel de la enseñanza implícita y explícita ha sido central. Teniendo en cuenta la importancia de las tareas comunicativas como fuentes para el aprendizaje del vocabulario, este estudio explorará cómo se retiene el vocabulario presentado con contexto y sin él. 39 estudiantes de grado fueron asignados a cada una de estas condiciones, y después de realizar una tarea comunicativa que incluyó una actividad de calentamiento con un conjunto de 15 palabras objetivo, completaron una prueba de significado de palabras (prueba posterior), y repitieron la misma prueba después de dos semanas. Los datos recogidos se analizaron utilizando un enfoque cuantitativo. Los resultados indican que el tipo de prueba de vocabulario con palabras en contexto facilitan la retención del vocabulario a corto plazo. Sin embargo, las palabras múltiples (multi-word items) se identificaron mejor con la prueba de vocabulario sin contexto, lo cual está respaldado por investigaciones anteriores. El presente estudio plantea la posibilidad de que los estudiantes de inglés como lengua extranjera (EFL) utilicen diferentes estrategias de vocabulario, y que las actividades de calentamiento puedan contribuir al aprendizaje del vocabulario L2.
This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of ...morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers' language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had significant indirect effects on reading comprehension via both word reading and vocabulary knowledge in the full sample as well as all subgroups. Its direct effect on reading comprehension, controlling for nonverbal reasoning, word reading, and vocabulary knowledge, was also significant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no significant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable findings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We conclude by pointing out the robust contribution of morphology to English reading comprehension and suggesting a strong meaning focus in morphological instruction, especially for bilingual and older school-aged readers.
Educational Impact and Implications Statement
English is characterized by an abundance of morphologically complex words, that is, words with two or more meaningful components such as affixes and roots. This means children's insights into the components and structure of these words (i.e., MA) are important for reading acquisition and development. How MA may contribute to reading comprehension has remained unclear. This meta-analysis of correlations found that MA influences reading comprehension indirectly through word reading and vocabulary knowledge, as well as directly over and above these two word-level competencies. Variations in these relations were also found between monolingual and bilingual readers of English and between children differing in age/grade. These findings suggested that morphological instruction may need to be differentiated and responsive to children's language status and stage of schooling.
(Japanese Vocabulary Acquisition through Anime: A Case Study on Dwimeilinda) This study attempted to investigate the influence of watching anime on Japanese vocabulary acquisition from Dwimeilinda. ...The study used a mixed-method. There are three collection data in this study; the first data is the interview; the second is observation; the last is the aural test. There are two questions from this study: first, how did she acquire the vocabulary through anime? Second. How is the influence of watching anime on her Japanese vocabulary acquisition? The results showing there are some strategies that she uses in acquiring Japanese vocabulary. First repetition, second cognate and third is mind mapping. The study also found that watching anime can influence her phonological vocabulary knowledge and daily expression.
Background
Verbal short‐term memory (STM) capacity has been considered to support vocabulary learning in typical children and adults, but evidence for this link is inconsistent for studies in ...individuals with Down syndrome (DS). The aim of this study was explore the role of processing demands on the association between verbal STM and vocabulary measures in DS, by comparing receptive vocabulary measures with high STM processing demands to productive vocabulary measures with low STM processing demands.
Method
Forty‐seven adults with Down syndrome were administered receptive vocabulary and productive vocabulary tasks, as well as measures of verbal STM abilities and intellectual efficiency.
Results
Bayesian regression analyses showed that verbal STM abilities were strongly and specifically associated with receptive vocabulary measures but not productive lexical abilities after controlling for intellectual efficiency, and this is despite the fact that vocabulary abilities as measured by receptive and productive vocabulary tasks were closely associated.
Conclusions
In Down syndrome, verbal STM abilities may be predictive of specific task demands associated with receptive vocabulary tasks rather than of vocabulary development per se.
This study investigated L2 learners' acquisition of three vocabulary knowledge dimensions through listening: form recognition, grammar recognition, and meaning recall. Whereas previous listening ...studies used only meaning-based vocabulary tests, which revealed very little vocabulary learning, the results of this study shows that learners start developing knowledge of a word (i.e. form and grammar recognition) long before they master the form-meaning link. Knowledge of the three dimensions immediately after listening was form > grammar > meaning, with the former two being more sensitive to attrition than the last. The effect of frequency of occurrence (3, 7, 11, or 15 exposures) on acquisition also differed between the three dimensions, but this effect was not strong overall. The acquisition of word meaning seemed particularly unaffected by frequency, a finding reminiscent of research on incidental learning from reading. For listening to be a valuable source for vocabulary learning, it appears that considerably more than 15 exposures are needed.
"P-hacking" is the repeated analysis of data until a statistically significant result is achieved. We show that p-hacking can also occur during data generation, sometimes unintentionally. We use the ...type-token ratio to demonstrate that differences in the definitions of "type" and "token" can produce significantly different results. Since these terms are rarely defined in the biomedical literature, the result is an inability to meaningfully interpret the body of literature that makes use of this measure.
This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and ...reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three conditions: researcher-supported professional development (PD), school-supported PD, or business as usual (BAU; typical instruction). Findings from a prior randomized control trial revealed significant effects for both treatment conditions when compared with the BAU group for content knowledge, vocabulary learning and reading comprehension in content (Capin et al., 2020). This analysis addressed three related follow-up questions: (a) Does treatment affect ELs and non-ELs differently? (b) Does treatment affect students differently depending on the school-wide percentage of ELs? (c) Does treatment affect EL students differently from non ELs depending on the school-wide percentage of ELs? Findings revealed that ELs in treatment conditions outperformed ELs in the BAU condition and school level percentage of ELs had an impact on EL vocabulary performance.
Educational Impact and Implications StatementThis study demonstrates that a distributed professional development model focused on developing fourth-grade teachers' use of integrated vocabulary and reading comprehension practices within social studies instruction significantly improves English learners' (ELs) and non-ELs' performance on measures of social studies knowledge and vocabulary. The study also reported that the effects of professional development on the performance of ELs and non-ELs varied on a general measure of vocabulary based on the school-wide proportion of ELs. These findings suggest that professional development for teachers focused on evidence-based practices for content-area vocabulary and reading comprehension demonstrates positive impact for students though the impact may vary for ELs and non-ELs based on the proportion of ELs at their school site.
Background
Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for ...deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c‐a‐t = “k ‐ æ – t” = “cat”). To use a decoding strategy, children require letter‐sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support.
Aims
Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers.
Sample and Method
We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception‐age children at risk of reading difficulties (target n = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post‐test performance on word reading and whether any effects depend on participants' pre‐test PA and/or LSK.
Results and Conclusions
Two hundred and twenty‐two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers.
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