Sessions / Vocabulary (VOCAB)
This event will showcase presentations which were originally intended for SIG events cancelled due to Typhoon Hagibis and the novel coronavirus. Imogen Custance and Clint Denison will discuss student-created, field-specific word lists. Louis Lafleur will discuss the indirect spaced repetition concept. Finally, Tomoko Ishii will discuss learners’ knowledge of parts of speech and the relationship to vocabulary knowledge. Presentations will be followed by the SIG's annual general meeting at 9PM.
As universities in Japan begin to create formal Assurance of Learning (AOL) frameworks, educators need to ensure that program wide vocabulary objectives are in alignment. During this presentation, presenters will share how they developed their program wide vocabulary curriculum in line with their AOL at a mid-sized private university. The presenters will conclude with suggesting ways that program administrators can develop formal processes and mechanisms for monitoring and evaluating students’ vocabulary knowledge.
English phrasal verbs (PVs) are notoriously difficult for foreign language learners. This is often the result of PVs being numerous in quantity and highly polysemous. In this study, I compared the effectiveness of three different instructional approaches for the teaching of PVs; a linguistics, a cognitive, and an embodied approach. In this presentation, I describe the materials, method, and results from this study as well as possible implications for teaching PVs for language instructors.
This study investigated the effects of extensive listening (EL) on vocabulary acquisition among students with different vocabulary levels. Seventy-five Japanese university students engaged in EL for one-semester. The results showed that 12 hours of EL can increase students’ aural vocabulary knowledge regardless of vocabulary level, although the improvements are small. In order to increase the effectiveness, EL homework needs to be adjusted in terms of its procedure and materials.
This presentation describes an exploratory study of a brief university EFL course intended to activate learners’ English-Gairaigo (foreign loan word) vocabulary, including lesson contents, pre- and post testing results, and a survey conducted to assess students’ reception of the course. A brief history of Gairaigo, techniques for promoting awareness of it in the classroom, and a discussion of final test results as well as students’ enthusiastic response to the course will also be shared.
In this study four modalities of vocabulary knowledge (Yes/No checklists, form recall, meaning recall, and meaning recognition) were correlated to the TOEIC Reading section using a bootstrapping approach. Meaning recall had the highest correlation; Yes/No tests the lowest. Meaning recognition tests (e.g., the VST) also fared relatively poorly. The implications will be discussed.
This workshop explores the features and benefits of WordEngine, an application that teaches high-frequency vocabulary for general English and special-purpose domains such as TOEFL, TOEIC, CEFR, and IELTS. Students study with smartphones, tablets, and computers, and it costs ¥215 per month. Progress reports for teachers are free, as are the exciting cooperative learning tournaments designed to motivate entire classrooms. Find out how WordEngine makes learning vocabulary simple, effective, and yes, even fun.
The presenters will examine the adoption of a blended learning vocabulary program called “English Central” into a mid-sized private Japanese university with the aim to enhance students’ vocabulary knowledge and recall. Building on a body of literature that supports the use of the New General Service List (NGSL), the presenters examine how blended learning systems can be used effectively in the classroom to promote students’ vocabulary knowledge.
This presentation explains the limitations of the existing levels tests, and describes tests available at vocableveltest.org. Users select the wordlist (NGSL, SUBLEX), band size (100, 500, 1000), and the item format (meaning or form recall) of tests. Typed responses and dichotomously marked responses are downloadable. Incorrect responses are evaluated and valid answers are added to an answer bank. Classical test theory, item response theory analysis, and post-test interviews indicate the tests provide validation evidence.
This presentation explores the implications of sociocultural theory for vocabulary instruction. Rooted in the idea that learning occurs through social interaction, sociocultural theory provides a basis for vocabulary instruction that relies on interactions that are more powerful when those interactions lead to the creation of classroom communities. Within a classroom community, teachers and students can interact with each other and with texts such that effective, meaningful learning of vocabulary and comprehension of these texts occur.
Most contemporary vocabulary instruction in ESL centers around simple, shallow meanings or translations. For words with more abstract or complex meanings, these shallow representations can be insufficient. Using the internal semantic representation of words, a deeper meaning can be provided to address this. An exploratory study with 18 intermediate Japanese students showed that their usage of 20 English verbs improved with instruction using internal semantic representations. This result supports deep vocabulary study in ESL.
Teachers should understand the different aspects of word learning and what that entails at the form-meaning level and for the more complex deeper aspects of vocabulary knowledge such as collocation and colligational knowledge, register, politeness, lexical domain, polysemy and so on which cannot be directly taught or learnt. Rather they need to be “felt” or “sensed”. The presentation will put forward a roadmap for teachers and students to follow.
Empirical evidence exists showing the more exposures to an unknown word during reading, the more likely that word will be incidentally acquired. However, this line of research has overlooked how range and dispersion of these exposures could affect incidental word acquisition outcomes. This study investigates their combined effect.
The workshop looks at the influence of content and language integrated learning (CLIL) lessons on Japanese EFL learners’ vocabulary learning processes and explores ways to evaluate their understanding. Students write varying “incorrect” answers on tests in CLIL courses through which it can be evidenced that they are in the process of figuring out the precise L1 counterparts. The speaker aims to present possible ways to evaluate these answers and support students in their understanding.