Sessions / Vocabulary
This study explored how vocabulary may affect responses from second language (L2) English users who completed Vandergrift’s Metacognitive Awareness Listening Questionnaire (MALQ). Six participants (N=6, low-intermediate to advanced L2 English learners) from varied educational and professional backgrounds were recruited for this study. Participants were instructed to complete the MALQ and use textual enhancements to indicate the degree of familiarity with new or infrequently-viewed words and phrases. Participants were also instructed to write notes regarding any unknown vocabulary expressions. After collecting the participants’ data, the researcher engaged in individual confirmation checks. The researcher entered the statements presented on the MALQ into the Compleat Lexical Tutor to determine word families. The results indicated that multi-word expressions and vocabulary from the 3000-word family range and higher influenced responses. Furthermore, this study reinforced the necessity of teaching secondary and tertiary word meanings, teaching vocabulary as multi-word units, and simplifying the language used on surveys.
This presentation discusses principles of effective, relevant, and appropriate vocabulary instruction that can be used in face-to-face or online instruction. In determining which vocabulary to select for instruction, it is important to select items that will most benefit learners, including high-frequency, academic, and specialized content-area words. Instructional methods that intentionally incorporate repeated exposure to new information in verbal, visual, and spatial forms develop learners’ ability to memorize, store, process, and use vocabulary information needed to complete complex instructional activities in English. When students have opportunities to learn and practice different vocabulary routines, they are then able to take ownership of those that work best for them in their own student-led learning. A variety of such vocabulary activities that can be applied to diverse English language teaching contexts are shared in this presentation. Participants should expect to engage digitally during the presentation, using platforms including PollEv, BINGO Baker, and Kahoot!
Independent and incidental acquisition of vocabulary through film is a life-long learning skill. This research project examines a two-day, face-to-face, film-based speaking course. It investigates how the use of intentional vocabulary-learning activities and production through contextual cues were effective in converting passive mastery into active production. The qualitative approach consists of recorded conversations, instructor observations, and pre- and post-course surveys. The participants were mixed-level businesspeople and public servants who used English at work. Observations and recordings highlighted a greater understanding and active application of the vocabulary introduced. Surveys showed that student confidence in their ability to express themselves in general conversation decreased by 16.4% from "I can do it (easily)" to "I need more practice," while confidence in work-related English use decreased by 17.3%. It can be concluded that pre-course level-assessment, confidence-building, and maximizing output time can improve active use of language acquired through film.
** Part of the Pecha Kucha Extravaganza; each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide).
The question of how words are organized in language learners’ minds has become increasingly relevant as acknowledgement of the importance of vocabulary has increased. The concept of the mental lexicon attempts to model the connections between those words and to provide a map for how learners organize those associations. This presentation will look at common word relationships that comprise the mental lexicon using a small-scale word association task (WAT) as a method of graphing these connections in Japanese non-native speakers (NNSs) of English and native speakers. Also of interest to other graduate students, I will be discussing the process of preparing, conducting, coding and analyzing the WAT results and some pitfalls I hope to help you avoid, should you wish to run your own small-scale WAT.
*** Part of the Graduate Student Showcase; this presentation, itself, is ~25 minutes long. ***