![]() We thus found no evidence for differences in individual learner styles in the current groups. Those students who used more VLS overall also had larger vocabulary sizes, irrespective of educational level. Clustering analysis revealed two learner groups which differed in how frequently they used VLS overall, rather than in terms of which VLS they preferred. The strategies of guessing a word's meaning from context and watching television related positively with vocabulary size in both groups. The results indicated that undergraduates tended to use simpler strategies than postgraduates. ![]() Participants filled in a VLS questionnaire and completed a vocabulary size test. The goals of this study were to examine which VLS undergraduates used more frequently than postgraduates and vice versa, to determine which VLS related positively and significantly to vocabulary size, and to explore individual learner styles and their relationship to vocabulary size. This study investigates the effect of different vocabulary learning strategies (VLS) as well as different learner styles on vocabulary size in Saudi Arabic-speaking students in higher education. Finally, it offers suggestions for their potential in vocabulary teaching. After discussing general and academic word lists, it introduces contributions from recent corpus research resulting in 2 lists of English formulaic expressions and 8 subject-specific English word lists, in fields varying from agriculture, business, and engineering to medicine and theology. This article surveys the literature on word lists for vocabulary teaching in English as a second/foreign language (ESL/EFL), especially for adults, briefly summarizing their potential for learners and teachers in learning and teaching English vocabulary. ![]() Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to reemphasize vocabulary learning and teaching in both research and practice. Within the communicative approach, often the assumption has been that with the right exposure, students will simply “pick up” the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. As such, it’s a must have for any teacher who wants to understand student learning better so that they can teach their English language students effectively. The book is written in a straightforward, easy-to read style, complete with reflection questions so that busy teachers can apply what they are reading to their own classroom teaching. Finally, SLA Applied to ELT encourages readers to use teaching materials that reflect SLA principles and explains what the field of SLA offers practicing English teachers, including encouragement. The book argues that input, output, and interaction are essential for English language learning and teaching, and touches on questions of age, anxiety, and error correction. It defines SLA, outlines how it helps teachers understand their roles and those of learners in their classes, and introduces major concepts and issues. Second Language Acquisition Applied to English Language Teaching offers teachers of English language learners an overview of second language acquisition (SLA) theory while allowing readers to reflect on their own classroom practices.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |