Vocabulary Learning

Teaching Vocabulary explores different approaches to teaching vocabulary in ESL/EFL classrooms. It provides an overview of the place and importance of vocabulary in English language learning and teaching in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered include understanding vocabulary, the importance of vocabulary, relevant research findings that impact vocabulary, knowing your students’ vocabulary levels, and how to teach vocabulary effectively. [Note: The attached file includes the Table of Contents, front matter, and a sample of Ch. 1.]

In this chapter, some methodological orientations for the teaching of vocabulary in the context of learning Spanish as a second language (L2) are discussed. Towards that end, fundamental issues are considered, such as the selection of target vocabulary, the role of vocabulary in the teaching-learning process, the degree of effectiveness of certain activity types, and the identification of teaching and learning strategies that specifically address vocabulary. The starting point of this approach is a review of the literature on the lexical component, as yielded by theoretical and empirical investigations from three perspectives: linguistic, psycholinguistic and pedagogical. The trend of increasing appreciation for vocabulary in language research and teaching in general, and Spanish L2 in particular, is shown in the first section of the chapter. Then, a survey is presented focusing on core aspects comprising current understandings of the lexical component, as well as the didactic contributions stemming from them. Finally, specific 230research-driven pedagogical contributions are presented. Further, guidelines are proposed for vocabulary teaching in contexts that engage communicative language teaching.

Traditional and modern vocabulary instruction techniques have been introduced in the past few decades to improve the learners’ performance in reading comprehension. Semantic mapping, which entails drawing learners’ attention to the interrelationships among lexical items through graphic organizers, is claimed to enhance vocabulary learning significantly. However, whether this technique suits all types of learners has not been adequately investigated. This study examines the effectiveness of employing semantic mapping in vocabulary instruction to EFL learners with different perceptual modalities. A modified version of Reid’s (1987) perceptual learning style questionnaire was used to determine the learners’ modality types. The results indicate that semantic mapping in comparison with commonplace approaches significantly enhanced EFL learners’ vocabulary achievement. Although visual learners slightly outperformed other types of learners on the posttest, no significant differences were o...

Incidental vocabulary learning is the accidental acquisition of words in a foreign language without deliberately learning them through intentional focus. This study investigated and compared two incidental vocabulary techniques, mind mapping and matching game, on Iranian EFL learners' vocabulary knowledge. The participants included 40 EFL female elementary learners studying at Shokouh language institute, in Shiraz. The students took an exam as a pretest before the treatment based on the new vocabularies in their course book, and then were randomly assigned into two groups, one group experienced mind mapping technique and the other went through word game technique. The treatment took 12 sessions, and Let's Go 4B was used as the material taught to the learners. At the end of the treatment the same vocabulary exam was taken as the posttest. A paired sample t-Test was run on the mean scores of both groups to find the effect of teaching approaches on learners' vocabulary knowledge of the course book. The results showed that the mind mapping technique had a statistically significant effect on learners' vocabulary (N=20, M=3.5, P= .000). The word game, however, had effect on vocabulary learning, but the effect was not significant (N=20, M=0.25, P=0.7). This means that while both techniques are influential on EFL learners' vocabulary learning, the mind mapping technique is much more effective. The results of this study can be used by EFL teachers, curriculum developers, and syllabus designers to design programs regarding implementation of techniques of incidental vocabulary learning specifically mind mapping.

Vocabulary knowledge plays a primary role in the ability to communicate in a second/foreign language. The present study examined how different input or output modalities combined with audiovisual input provided by TED-ED videos could foster vocabulary learning. In doing so, some written tasks and exercises were used to facilitate the process. Participants were 56 upper-intermediate EFL learners in four classes who were selected based on convenience sampling. They were randomly assigned to one control and three experimental groups. Audiovisual input was employed in the experimental groups and was followed by speaking (n=13), listening (n=14), and reading (n=15) activities. The control group (n=14) practiced the same materials via reading and listening to control the audiovisual input effect. A Vocabulary Knowledge Scale (VKS) administered at the outset helped in selecting 60 unknown words. After the instruction treatment, the participants took immediate and delayed post-tests. Multivariate analysis of variance (MANOVA) showed that audiovisual input, followed by speaking activities was more effective than other types of classroom practices. The frequency of target words in the tasks and the results of statistical analysis (mixed between within-subjects analysis of variance) on the exercises confirmed the MANOVA results. The retrospective questionnaire underlined the role of the films in vocabulary learning. The researchers concluded that audiovisual input followed by spoken output was more useful than audiovisual input followed by listening or reading. In addition, although facilitative, written tasks and exercises did not have a differential role in the results. The study has implications for SLA researchers, language teachers, and practitioners. Resumen El conocimiento de vocabulario desempeña un papel primordial en la capacidad de comunicarse en un segundo idioma o en un idioma extranjero. El presente estudio examinó cómo diferentes modalidades de input o output combinadas con input audiovisual proporcionada por videos TED-ED podrían fomentar el aprendizaje de vocabulario. Para ello, se utilizaron algunas tareas y ejercicios escritos para facilitar el proceso. Los participantes fueron 56 estudiantes de inglés como lengua extranjera de nivel intermedio alto en cuatro clases que fueron seleccionados con base en un muestreo por conveniencia. Fueron asignados aleatoriamente a un grupo de control y tres grupos experimentales. La información audiovisual se empleó en los grupos experimentales y fue seguida por prácticas de habla (n = 13), escucha (n = 14) y lectura (n = 15). El grupo de control (n = 14) practicó los mismos materiales a través de la lectura y la escucha para controlar el efecto del input audiovisual. Una Escala de Conocimiento de Vocabulario (VKS) administrada desde el principio ayudó a seleccionar 60 palabras desconocidas. Después del tratamiento de instrucción, los participantes se sometieron a pruebas posteriores inmediatas y diferidas. El análisis de varianza multivariado (MANOVA) mostró que el input audiovisual, seguido de las actividades de conversación, fue más efectivo que otros tipos de prácticas en el aula. La frecuencia de las palabras objetivo en las tareas y los resultados del análisis estadístico (análisis de varianza mixto entre sujetos) en los ejercicios confirmaron los resultados de MANOVA. El cuestionario retrospectivo subrayó el papel de las películas en el aprendizaje de vocabulario. Los investigadores concluyeron que el input audiovisual seguida de output hablado era más útil que el input audiovisual, solo, seguido de escuchar o leer. Además, las tareas y ejercicios escritos no tuvieron un papel diferencial en los resultados. El estudio tiene implicaciones para los investigadores, profesores de idiomas y profesionales de SLA.

As the role of vocabulary is very essential in language learners' ability to convey their intended messages, this study has tried to examine the use of self-regulated learning strategies in vocabulary learning of 100 EFL intermediate level learners studying in language institutes of Neyriz, Iran. Using survey method of research, data were collected by administration of 'Self-regulating Capacity in Vocabulary Learning' scale (SRCvoc). The obtained results revealed that the participants were moderate users of self-regulated strategies in their vocabulary learning and considering the subscales, environmental regulation obtained the highest mean, being the most influential one while the least influential subscale was emotional regulation. In addition, males had a higher mean score in use of self-regulatory strategies. The outcome of this study will hopefully lead to teachers' attempts in providing students with the required domain, instrumental support, and strategy knowledge to operate independently and have a better performance in their vocabulary learning.

El artículo explora teóricamente el uso de redes sociales en la enseñanza y aprendizaje de idiomas. El objetivo es conocer su presencia en la disciplina. La literatura permitió observar las redes sociales existentes y motivos que evitan que sean integradas al plan de estudios. Inicio definiendo redes sociales y explorándolas en tres niveles: educación, enseñanza y aprendizaje de idiomas, y aquellas especializadas en la disciplina. Después se exploran factores de su limitada implementación: institucionales (planeación y decisiones colegiadas), personales (contar con acceso a dispositivos e Internet) y pedagógicas (poseer habilidades y destrezas para usarlas). Las conclusiones mencionan que la implementación está creciendo, mejorando planeación y encontrando áreas de oportunidad.

Today, vocabulary has a great importance on language learning. Thus, teachers start looking for new ways to teach vocabulary in order to help their students retain new words in target language. Active learning approach has offered teachers a wide range of strategies they can use while teaching vocabulary. “Vocabulary Role Play” is also one of these strategies. In this study, vocabulary role play strategy was conducted with 11th grade students studying at a public music school in Eskisehir, Turkey. The pre-test and post-test results of students were compared in order to see whether a significant change in retention occurred or not. The results of pre-test and post-test indicated that vocabulary role play strategy helped students store the new words. In addition, students expressed that vocabulary role play strategy contributed to their creativity and vocabulary retention. They also said that they had a lot of fun during the activity and found a great opportunity to practice speaking ...

Despite vocabulary size being widely recognized as a key predictor of L2 reading and listening proficiency, it could be argued that many students within English conversation schools in Japan (eikaiwa) are not given sufficient opportunities for theoretically principled vocabulary study. This paper analyzes existing research on independent study approaches as well as complementary classroom-based pedagogical practices that foster both incidental and deliberate vocabulary learning. Through the utilization of both mobile assisted language learning (MALL) and extensive reading (ER) programs, measured changes to a language course are suggested that could be feasibly implementable within the specific constraints of an eikaiwa setting. Furthermore, potential institutional, technical and affective obstacles that could hamper such a program's effectiveness are identified and discussed. This paper hopes to provide approaches to vocabulary instruction based on empirical data, while also remaining accessible to teachers in a context often overlooked in academic and pedagogical literature.

QUICK DOWNLOAD: https://drive.google.com/file/d/0B3YJT2OiMX8wQVZLbmUyRDZHUTQ/view?usp=sharing
Ensuring that students are engaged in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even competitive style approaches can potentially take students to new levels of physical and psychological engagement in and out of the classroom. Despite new found enthusiasm for such systems, there is currently little data regarding student engagement in using such systems when compared to textbooks or other more traditional paper version approaches. Recent survey data from 131 Japanese university students on the use of a vocabulary learning system
was collected. Findings unsurprisingly showed a clear improvement in the overall engagement of students through using an online system to learn vocabulary. However, a great deal more research is needed to ensure that such engagement amongst students actually leads to better learning and acquisition of words compared to traditional paper-based learning methods.

This chapter proposes that vocabulary curricula need to be derived from principles that are grounded in research and theory, if the many American students at or below basic standards on state and national tests (Donahue,Finnegan, Lutkus, Allen, & Campbell, 2001) are to read at acceptable levels. The principles that are the focus of this chapter are aimed at identifying an "effective and efficient component" of a vocabulary curriculum for Grades 1 through 4. "Effective" in the phrase refers to a vocabulary curriculum that ensures experience for elementary students with words that are unknown to them but that account for a significant portion of texts in Grades 5 and beyond. "Efficient" refers to the emphasis in this curriculum on words that have the widest possible application within texts, such as words that are in semantic families with many members. Finally, "component" is an important part of this goal in that this curriculum is regarded as part of a larger vocabulary curriculum, not the entire vocabulary curriculum, in Grades 1 through 4.

Software-Programm (Verlag: Lehrmittel-Wagner):

1.

Jahr 2017:
TITEL:
(ISBN 3000568980)

TECHNISCHES FRANZOESISCH (Technical French)
CD-ROM (mehrsprachig)
Uebersetzungen in deutsch-englisch-franzoesisch + fr-de-en + en-de-fr:
Woerterbuch Metalltechnik/
Antriebstechnik/
Automatisierungstechnik/
Kfz-Mechatronik/
Elektronik/
Elektrotechnik/
Maschinenbau/
Informationstechnik/
Kältetechnik/
Transporttechnik/
Erneuerbare Energien/
Umwelttechnik/
Textiltechnik/
Wassertechnik

Leseprobe  unter:
https://www.amazon.de/dp/3000568980

bzw.

CD-ROM dictionnaire/ vocabulaire: Mécatronique (allemand + anglais + français)

(Bereiche:
Kältetechnik, Transporttechnik, Erneuerbare Energien, Umwelttechnik, Textiltechnik, Wassertechnik, Automatisierungstechnik, Elektronik, Elektrotechnik, Mechanik, Fertigungstechnik, Messen-Steuern-Regeln, Montagetechnik, Elektromechanik, Informatik, Informationstechnik, EDV, Maschinenbau, KFZ- Mechatronik bzw.
Automobiltechnik bzw. Kfz-Technik, bzw. Kraftfahrzeugtechnik bzw. KFZ-Elektronik )



2.
Jahr 2016
(ISBN 3000531378)

LESEPROBE unter:
https://www.amazon.de/exec/obidos/ASIN/3000531378

BILDER- Lexikon Mechatronik
+
Begriffserklaerungen fuer Technik-Einsteiger:
Lernfelder-Wortschatz abarbeiten oder einfach nur Fachwoerter von A-Z suchen

Bei Eingabe:  AS-Interface Master



3.
Jahr 2013
(ISBN 3000421963)

deutsch-englisch Uebersetzungssoftware: Ausbildung/ Umschulung/ Weiterbildung/ Qualifizierung/ Mechatronik
CD-ROM (ISBN 3000421963):
Uebersetzungshilfe fuer Betriebsanleitungen + Datenblaetter:
Technik-Texte/ Elektrotechnik-Formulierungen/ Maschinenbau-Inhalte finden (deutsch-english)
+
Mechatronik-Woerterbuch als CD-ROM
-
Translation of Technical Texts
(german-english)
LESEPROBE unter:
https://www.amazon.de/exec/obidos/ASIN/3000421963

Bei Eingabe: Handbuch werden die Wartungsanforderungen beschrieben









Bei Eingabe: Der Leistungsschalter öffnet





Bei Eingabe: Prüfung der Fehlerstrom-Schutzeinrichtung







Bei Eingabe: Zerlegung einer Baugruppe



Keywords:
Woerterbuecher
Dictionaries
Technik Texte uebersetzen
Sentence translator
Translate Technical Manuals
Bedienungsanleitung
operating instruction
Benutzerhandbuch
user manual
Datenblatt
data sheet

4.

Jahr 2011
(ISBN 3000350144):

LESEPROBE unter:
ISBN: 3000350144
1x CD-ROM
Technisches Woerterbuch Automation deutsch-englisch
+
1x CD-ROM
6700 Begriffe-Erklaerungen:
Antriebstechnik/
Elektronik/
Informationstechnik/
Maschinenbau
(Glossar: Grundlagen-Wortschatz)


5.

Jahr 2010

betrifft: Lehrmittel fuer die Ausbildung in der Luftfahrt

Beispielsweise ein Woerterbuch als Lernhilfe.
Zielgruppe:
Elektroniker fuer Luftfahrttechnische Systeme lernen englische + deutsche Fachbegriffe

ISBN: 3000321608
Uebersetzungen fuer Fluggeraeteelektroniker
(Elektroniker Luftfahrttechnische Systeme):
CD-ROM deutsch-englisch Luftfahrt-Woerterbuch

LESEPROBE unter:
https://www.amazon.de/exec/obidos/ASIN/3000321608




mit deutsch-englisch Uebersetzungen aus
- elektrische Anlagen
- elektronische Anlagen
- Luftfahrt-Komponenten
- Geraete-Luftfahrt
- Luftfahrt-Anlagen
- Flugzeug-Elektronik
- Avionik-Bus
- Flug-Mechanik



6.

Jahr 2009
(ISBN 3000290990)

UPDATE im JANUAR 2019:
CD-ROM
a) Ein englisch-deutsch BILDWÖRTERBUCH Mechatronik + deutsche Erklaerungen wurde zusaetzlich erstellt.
("Begriffe-Suche (englisch-deutsch): Abbildungsverzeichnis + Erklärungen"
"search (english-german): list of illustrations + definitions")

LESEPROBE unter:
https://www.amazon.de/exec/obidos/ASIN/3000290990









b) Technik-SAETZE kann man mit Hilfe von Stichwoertern aufrufen.



c) Weitere Uebersetzungen aus der Kfz-Mechatronik (deutsch-englisch/ en-de) wurden hinzugefuegt.

besonderes Merkmal:
Die Such-Funktion ist mit 2 Übersetzungsrichtungen ausgestattet.

Vorteile:
- So können Sie ganz einfach Fachbegriffs- Suchergebnisse (auch Wortverbindungen) von deutsch nach englisch und von englisch-deutsch erhalten.

- Wenn Sie möchten, können Sie die Suchergebnisse kopieren (Control C) und zum Beispiel den Wortschatz in Word individuell einsetzen.

- HIGHLIGHT (übersetzte technische Beispieltexte):
Für Sie werden auch GANZE SAETZE AUS DEM MECHATRONIK-BEREICH (ca. 300 Formulierungen) von deutsch nach englisch UEBERSETZT.

Nutzen:
- Sie erhalten eine umfangreiche Sprachensoftware mit 350 000 Fachwörtern / Fachausdrücken fuer einen kleinen Preis.
- Für Sie ist auch der Wortschatz für die Berufsausbildung zum Industriemechaniker (Fertigungstechnik) enthalten.
- Berücksichtigt wird auch die KFZ-Mechatronik mit ca. 7000 Fachbegriffen.
- Spezieller Wortschatz aus der Pneumatik / Hydraulik
- Fachausdruecke aus der Automatisierungstechnik
- Die Robotertechnik bzw. Handhabungstechnik ist auch vertreten.

SACHGEBIETE (sections:)

Antriebstechnik (drive engineering)
Automation, Automatisierungstechnik (automation)
Bautechnik (building technique, civil engineering)
Bergbau (mining)
Chemie (chemistry)
EDV (data processing)
Elektronik (electronic engineering)
Fachwoerter für Elektro-Berufe ()
Fertigungstechnik (production engineering)
Fluidtechnik (fluid technology)
Funktechnik (radio engineering)
Gebäudeautomation (building management system (BMS))
Halbleiter: englische Begriffe (semiconductor: technical terms in english language)
Handhabungstechnik (handling technique, industrial handling)
Heizungstechnik (heating engineering)
Hydraulik (hydraulics, hydraulic system)
Kaeltechnik und Klimatechnik (refrigeration engineering + air conditioning)
Kfz-Technik (automotive engineering)
Kontrolltechnik (control technology)
Kunststofftechnik (plastics technology)
Logistik (logistics)
Luftfahrt (aviation)
Maschinenbau (mechanical engineering)
Material (material)
Materialprüfung (material testing)
Mathematik (mathematics)
Mechanik + Elektromechanik (mechanics + electromechanics)
Mechatronik (mechatronics)
Metallurgie (metallurgy)
Montagetechnik (assembly technique)
MSR-Technik (Messen-Steuern-Regeln) (process measuring and control technology)
Multimedia (multimedia)
Ofen (stove)
Pneumatik (pneumatics, pneumatic system)
Qualitätswesen (quality control)
Radio- und Fernsehtechnik (radio and television technology )
Robotertechnik, Robotik (robotics)
Schweißen (welding)
Technik (engineering)
Technik / Telekommunikation (engineering/ telecommunication)
technische Mechanik (engineering mechanics)
Technisches Zeichnen (engineering drawing)
Umweltschutz (environmental protection)
Ventile, Rohre (valves, pipes)
Verpackungstechnik (packaging technology)
Verzahnung (gearing)
Waermelehre (thermodynamics)
Werkzeuge (tooling equipment)
Werkzeugmaschinen (machine tools)

UPDATE im JANUAR 2018: new technical terms

CD-ROM german-english dictionary mechatronics /
mechanical engineering /
robotics/
information technology
with Sample Sentences
(look up for technical terms / words/ vocabulary)

German Technical Translation:
Translate Manuals from English to german
(technical dictionary mechatronics robotics)

This paper introduces a novel online vocabulary profiling application called the New Word Level Checker (https://nwlc.pythonanywhere.com/) and word list resources used by the application. First, the rationale for developing another web vocabulary profiler and the word lists included in the application are described. Next, the lexical units (i.e., how words are counted) and rules (e.g., case sensitivity, contractions, abbreviations with periods, hyphenated words, and compounds) employed in the application are explained. Then, the word lists adopted for the application are compared to show which lists are best used for different purposes. Pedagogical implications of the use of the application and word lists are discussed, especially focusing on matching learners with vocabulary-level appropriate tests.

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

This is a test of vocabulary size and strength in four modalities (productive recall, receptive recall,productive recognition, receptive recognition). It tests samples of 14000 words at 14 frequency levels. At the end of the test you will receive a table with your results.

educational software + technical english-german dictionaries  -  Technisches Englisch-Deutsch-Französisch Woerterbuecher

german-english Flashcards  (helps you learn your robotics-vocabulary effectively)
german

German-English  Sentences  (engineering/ mechanics/  information technology

german-english dictionary refrigeration engineering

This document reports on an ongoing project to develop the Global Scale of English (GSE) Vocabulary for Young Learners, a graded lexical framework for EFL learners aged 6 to 11. The framework is aligned to the GSE and the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). This project follows up on a previous study carried out to identify vocabulary targets of adult learners of English (Benigno & De Jong, 2017, available at https://prodengcom.s3.amazonaws.com/GSE-Vocab.pdf and, together with the GSE Learning Objectives for Young Learners, aims to help teachers identify pupils’ learning targets at increasing levels of proficiency.

ebook bei Amazon runterladen unter:
https://www.amazon.de/dp/B0090EE5O4
oder:
https://www.amazon.com/dp/B0090EE5O4

EBOOK:
ASIN: B0090EE5O4
deutsch-englisch
+
englisch-deutsch
Woerterbuch Fertigungstechnik/ Produktionstechnik

Technische Fachwoerter (256000 Begriffe) werden übersetzt (Wortschatz).

bzw.:
german-english + english-german translations:
dictionary manufacturing engineering

(technical terms, technical words vocabulary).




INHALTSANGABE:

1. deutsch-englisch Fertigungstechnik Woerterbuch
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

1.1 englisch-deutsch Fertigungstechnik Woerterbuch
a b c d e f g h i j k l M n o p q r s t u v w x y z


LESEPROBE:

am Schwenkarm hängender Drucktastenschalter
punchbutton pendant

Analog-Digital-Umsetzerausrüstung
analog-digital conversion equipment

Analog-Digital-Wandlerausrüstung
analog-digital conversion equipment

angetriebene Spindel
impeller

Ankerschraubenrohr
anchor bolt tube

Blechbohrer
hole cutter

Blechbohrer
sheet drill

Blechkantennachformen
plate-edge profiling

Blechrichtmaschine
plate-straightening machine

Dornschraubzwinge
arbor clamp

Dorntraglager
arbor bracket

Dosierkugelhahn
metering ball valve

Impressum:
http://www.englisch-woerterbuch-mechatronik.de
Verlag Lehrmittel-Wagner
Technischer Autor Dipl.-Ing. (FH), Elektrotechnik
Markus Wagner
Im Grundgewann 32a
Germany - 63500 Seligenstadt
USt-IdNr: DE238350635
Tel.: 06182/22908
Fax: 06182843098

ebooks Technische Woerterbuecher + Lexika mechatronik elektronik edv unter:
http://www.amazon.de/Markus-Wagner/e/B005WGHCEO

Bu çalışmanın amacı, Selçuk Üniversitesi Yabancı Diller Yüksek Okulu (YDYO) orta altı düzeyin başlangıcındaki hazırlık sınıfı öğrenciler üzerinde popüler şarkıların kelime tanıma ve hatırlamaya yönelik etkilerini araştırmaktı. Buna uygun olarak, bu araştırma iki hipotezi inceledi; (1) öğretmenleri popüler şarkı kullanan öğrenciler, kullanmayanlara göre kelime tanıma açısından daha anlamlı bir düzeyde gelişim göstereceklerdir, (2) popüler şarkı dinletilen öğrenciler dinletilmeyenlere kıyasla daha iyi bir kelime hatırlama yeteneği göstereceklerdir. Bu hipotezleri test etmek amacıyla bir deney ve bir kontrol grubu seçilmiştir. Araştırmada deney ve kontrol gruplarında on beşer olmak üzere toplam otuz öğrenci yer almıştır. Deney grubundaki öğrencilere seçilmiş olan hedef dil kelimeleri popüler şarkılar kullanılarak (=şarkı grubu), kontrol grubundakilere ise ana dile çeviri (= çeviri grubu) yolu ile öğretilmiştir. Uygulamaya başlamadan önce, her iki gruba, bahsedilen kelimeleri bilme düzeylerini belirlemek amacıyla bir ön-test uygulanmıştır. Uygulama materyalleri birbirini takip eden dört hafta süresinde toplam dört oturumda yürütülmüştür. Uygulamadan sonra, her iki gruba, çoktan seçmeli test üzerindeki performanslarını ölçmek amacıyla aynı ön-test, önce bir son-test, daha sonrada ( iki hafta sonra) bir hatırlama testi olarak verilmiştir. Son-test ve hatırlama testi ortalama puanları üzerinde uygulanan bir Mann Whitney U testi her iki grup arasında anlamlı bir fark olduğunu açıkça ortaya koymuştur. Diğer bir ifadeyle, yapılan veri analizleri, şarkı grubunun hem son-test (z =4.301) hem de hatırlama testinde (z = 4.592) anlamlı bir şekilde daha yüksek puanlar elde ettiğini ortaya çıkartmıştır. Dolayısıyla, bu çalışmanın bulguları yukarıda belirtilen her iki hipotezi de onaylamıştır. Bu araştırmanın bulgularından çıkarılan ana sonuç hazırlık okullarının ilgili düzeyinde popüler şarkı kullanmanın yabancı dil kelime tanıma ve hatırlama becerisini geliştiren etili bir yöntem olduğudur. Sonuç olarak, dil öğreticilerinin kelime öğretiminde bir araç olarak popüler şarkılardan daha fazla yararlanmaları önerilmiştir.

The purpose of this study was to investigate the effects of popular songs in terms of vocabulary recognition and retention on early pre-intermediate preparatory class students at Selçuk University, School of Foreign Languages (SOFL). Accordingly, this research tested two hypotheses; (1) the students whose teachers use popular songs will improve significantly in recognizing words as opposed to the students whose teachers do not use popular songs, (2) the students who are exposed to popular songs will retain words significantly better than the students who are not exposed to them. In order to test these hypotheses, an experimental and a control group were selected. Thirty students, fifteen in the experimental group and fifteen in the control group, participated in the study. The students in the experimental group were taught the target vocabulary items through popular songs (=song group) while the control group was taught the same vocabulary items through mother tongue translation (translation group). Prior to this experiment, a pre-test was administered to both the song and translation groups in order to determine their passive knowledge of the target vocabulary items. Treatment materials were implemented in four sessions on the same day for four consecutive weeks. After the treatment, the same pre-test was given to both groups as an immediate post-test, and a retention test (two weeks later) in order to measure the performance of both groups on the multiple-choice vocabulary test. A Mann Whitney U test conducted on the mean scores of the post-test and the retention test yielded a significant difference between the two groups. Namely, data analysis revealed that the song group scored significantly higher than the translation group both on the post-test (z =4.301) and the retention test (z = 4.592). Therefore, the findings of the study confirmed both of the two hypotheses mentioned above. The major conclusion drawn from the findings of this investigation was that using popular songs in preparatory schools at early pre-intermediate level is an effective means of promoting second language vocabulary recognition and retention. Consequently, it is recommended that language teachers make greater use of popular songs as an aid to teach vocabulary.

This study aimed to investigate the effectiveness
on mnemonic strategies compared with non-mnemonic
strategies in foreign language learning. To end this aim, 40
Iranian female EFL learners took part in this study. They
were divided into two classes of experimental group, in
which mnemonic strategies were strongly used, and control
group, in which these strategies were not presented. With
regard to the statistical findings of paired sample t-test and
independent sample t-test as well as the reported scores of
pretest and posttest exams, it was concluded that
mnemonics strategies are helpful to facilitate learning
vocabularies compared with non-mnemonic strategies.
Mnemonic strategies are of great importance and can
effectively be used in the process of foreign language
learning, as well.

The purpose of this chapter is to move us closer to a principled basis for choosing words to teach. The ultimate goal--a theory of word selection--is clearly beyond us at this point; research on many of the foundations necessary for such theory is still limited. We identify research that needs to be done if informed choices are to be made on solid evidence. However, we already possess substantial bodies of research that can inform and constrain any attempt to build such a theory. We review much of that research in this synthesis.

The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline.

In this paper, we report on our efforts to use inquiry-based science instruction as a context for the development of vocabulary knowledge. This paper articulates a model that positions instruction of science as a way to facilitate students’ movement along the continuum of word knowledge. We employ evidence from our curriculum development and research effort that integrates science and literacy with the goal of providing literacy tools to support science learning as well as using science as a context to refine and build literacy skills. Responses from an assessment administered before and after students participated in a unit integrating science and language arts instruction are used to illustrate how students’ use of vocabulary changed as a result of participating in the integrated curriculum.

This study aimed to know the dominant and least used language learning strategies of Grade-10 public school students. Respectively, this study intended to answer the following research questions: (1) How may the language learning strategies of the respondents be described in terms of listening, vocabulary, speaking, reading, writing strategies; (2) What is/are the dominant language learning strategies of the respondents; and (3) What is/are the least used language learning strategies of the respondents. A quantitative type of research was applied in this study. The 70-item survey type of questionnaire was used to accumulate the data for the purpose of knowing the language learning strategies of Grade-10 students from a selected public school in Angeles City. The researchers engaged the statistical analyses of data which was done through mean and standard deviation. The 70-item accomplished questionnaire was answered by: Often, Sometimes and Never. In general, the dominant language learning strategies used by the Grade-10 students were the listening and reading language learning strategies; and the least used learning strategies were identified as the speaking, writing and vocabulary strategies. In general, the respondents have used all the language learning strategies in order to enhance their language competencies. A significant discovery on the students’ language learnings strategies were shown. It is hoped that the results of this research will assist Grade-10 English learners, English teachers, administrators and future researchers to enhance and to explore the language learning strategies of the students.

Key words: language learning strategies, listening strategies, vocabulary strategies, speaking strategies, reading strategies, writing strategies

dictionnaire mécatronique (industrie du textile, technique du froid, l`environnement, l`hydrologie, énergie renouvelable, technique d`entraînement, technique, appareillage électrique, métrologie industrielle, technique de commande, technique automobile, électrotechnique, automation, construction de machines, construction mécanique, informatique) (traduction allemand + anglais + français) bzw. Sprachsoftware-Neuerscheinung/ Neuveroeffentlichung zur Frankfurter Buchmesse 2017: ISBN: 9783000568985 CD-ROM (mehrsprachig) Uebersetzungen in deutsch-englisch-franzoesisch + fr-de-en + en-de-fr:

In this chapter, we develop a model of integrated content-area and literacy learning in
three phases. First, we review scholarship to establish how knowledge acquisition affects
comprehension and how it is affected, in turn, by reading experiences. The second section of the chapter presents prior efforts in which language and literacy processes have been integrated or combined with content-area learning goals. Finally, we present theory and research for integrated instruction where knowledge acquisition is in the foreground and reading processes are developed in service of that knowledge acquisition.

Dr. Hobbs used Common Cognate and Focus on Form research outcome recommendations to enhance the Vocabulary List compiled by Townsend Press based on Word Frequency Research. This list is from the upper intermediate book called Improving Vocabulary Skills by Sherrie L. Nist. The series is excellent and students at all levels like these books. I have used these books in upper elementary school, middle school, high school, and university foundational English courses for native and non-native students in the USA and other countries as well.

‘‘Advanced Vocabulary List and Phrasal Verbs’’ are the most common words in academic writing. In YDS and YÖKDİL, we need to master the meaning of the words given in this study in order to answer the word questions and understand what we read. In addition, these words are vital when preparing for exams such as TOEFL IBT, IELTS and PTE.