Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance vocabulary acquisition. Subsequently, the current reserch was an attempt to investigate the effectiveness of implementing direct versus indirect vocabulary learning strategies on vocabulary acquisition of pre-intermediate language learners. To fulfill the aim of the study, sixty students were selected and assigned into two experimental groups (A & B) based on a vocabulary pre-test. During the study, group A was taught vocabulary through direct strategies (i.e., Structured reviewing, Using mechanical techniques) while group B was taught vocabulary through indirect strategies (i.e., Organizing, Discussing your feelings with someone Else) for developing their vocabulary storage in reading comprehension. At the end of the research, all the participants were given another vocabulary test. The results indicated that the direct group (A) outperformed the indirect group (B). The results showed that direct strategies at pre-intermediate level can lead to higher achievement of vocabulary storage in reading comprehension.

<p>This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no glosses Control group (n = 15) with a pretest, immediate, and delayed posttests design. The scores obtained from the fill-in-the-blank and translation test confirmed the homogeneity of the three participating groups in the pretest. During three treatment sessions, participants in the giver group were required to perform the three reading comprehension tasks and consult the bilingual dictionary to look up the targeted lexical items, which were highlighted, and write down their L1 equivalents in the spaces given. The participants in the receiver group were asked to carry out the same reading comprehension tasks which included L1 equivalents of the targeted words. The participants in no marginal glosses group took the same procedure while they had no access to marginal glosses. Two days and four weeks after treatment sessions, all participants took the posttests using the same testing package applied in the pretest. Results of one-way ANOVAs revealed that both the giver and receiver group had an influence on L2 vocabulary learning, the giver group made the most favorable progress over time.</p>

Vocabulary learning and assessment are considered as the key basis for the training of English as a foreign language. However, it is time-consuming, uncertain and repetitious for the teachers to assess the proficiency of the students' vocabulary storage. This paper reports the results of a study which aimed to investigate the effect of Repeating as a direct vocabulary learning strategy versus Cooperating with Peers as an indirect vocabulary learning strategy teaching on the improvement of word knowledge on reading comprehension skill of Iranian undergraduate students. In order to attain the aim of the research, a vocabulary test was administrated to one hundred and forty-six male and female pre-intermediate EFL university students. Ultimately, seventy-eight pre-intermediate language learners were elected and appointed into two experimental groups (A and B) based on a vocabulary pre-test. The group (A) was taught vocabulary through Using Repeating vocabulary learning strategy and the group (B) was taught Cooperating with Peers vocabulary learning strategy for the aim of improving their lexical knowledge in reading comprehension skill. In the end of the treatment period, another vocabulary test (post-test) was implemented to all the students of two groups. After analyzing the data of the study that administered through using Independent samples t-test statistics, the results showed that there was a considerable difference between the two experimental groups under analysis in terms of their vocabulary improvements. The outcomes revealed that Repeating as a direct vocabulary learning strategy can cause to higher accomplishments of word storage in reading comprehension skill of Iranian pre-intermediate EFL undergraduate learners.

This experimental study investigated the relationship between noticing of corrective feedback and L2 development considering the learners' perspective on error correction. Specifically, it aimed to uncover the noticeability and effectiveness of recasts, prompts, a combination of the two, to determine a relationship between noticing of CF and learning of the past tense. The participants were four groups of college ESL learners (n = 40). Each group was assigned to a treatment condition, but the researcher taught the control group. CF was provided to learners in response to their mistakes in forming the past tense. While noticing of CF was assessed through immediate recall and questionnaire responses, learning outcomes were measured through picture description administered via pre-test, post-test, and delayed post-test design. Learner beliefs about CF were probed by means of a 40-item questionnaire. The results indicated that the noticeability of CF is dependent on the grammatical target it addresses and that the feedback techniques that push learners to self-correct alone or in combination with target exemplars are more effective in. In relation to the learning outcomes, the overall past tense accuracy increased more than that for questions, but there were no significant differences between the groups. Finally, in relation to the beliefs about CF, the participants' responses centered on the importance of oral CF, recasts as CF technique, prompts as CF technique, and affective consequences of CF, two of which mediated the noticeability of the supplied CF, but none impacted the learning outcomes.

Purpose -The aim of this study is to examine the German language needs of employees in multinational companies in Malaysia and the expectations of employers in the teaching of German in their companies. As an additional variable, training for sustainable development (ESD) is included. The language learning needs are described and worked as a basis for the development of language programs for adults. A special main focus is on the local situation in Malaysia and the situations that may arise in Germany during the posting to the headquarters of the respective company.Design / methodology / approach -The mixed-mode research method is chosen in order to obtain a spectrum of ideas about the teaching of German in German Companies in Malaysia International Journal of Linguistics ISSN 1948-5425 2015 www.macrothink.org/ijl 95 (qualitative research) and to conduct a review of the German education (quantitative research). The needs analysis addressed the employers, employees and teachers in a survey period of about four weeks using a questionnaire.Results -The results of the needs assessment show a discrepancy between supply and demand in terms of the required skills in the German language as well as other skills that are regarded by employers as extremely important. In particular, skills that are necessary in key competencies and techniques are clearly required, but hardly included in class. Thus, the results of this needs assessment provide concrete starting points for the improvement of teaching German and with this, the improvement of communicative competence in the workplace.Originality / Benefits -This study contributes to the current issues concerning the German mediation requirements: How can the demand for German at the workplace be detected and exactly described? What methods are available, which studies at home and abroad already exist?