A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition

Liu, Chen L.

doi:10.5539/hes.v5n5p56

Cited by 4 publications

(6 citation statements)

References 23 publications

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“…Other previous researchers also find that the vocabulary acquisition of the children can be seen from the way they are speaking, writing, and translating, even though they are not as much as reading (Liu, 2015). The children who learn second languages also acquire new vocabularies unconsciously or without a conscious learning.…”

Section: Theoretical Supportmentioning

confidence: 80%

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Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

Mariyam

Musfiroh

2019

Tadris

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Nowadays, English has become one of the subjects that must be mastered. Thus, English learning should be done from an early age. This research aimed to describe how Total Physical Response (TPR) method can improve English vocabulary achievement in 5-6 years old children. TPR is the language learning approach which stimulates the children in acquiring their mother language which implemented in teaching foreign languages. The samples of this research were 5-6 years students of TK (Kindergarten) An-Nisa, Rokan Hilir, Riau Province, Indonesia with the total samples 15 students. This research used qualitative research. The data was analyzed by using descriptive statistics, analyzing the scores of English vocabularies. The results showed that noun categories had the highest percentage in vocabulary acquisition (97.78 %), then followed by verbs (86.67 %) and adjectives (62.22 %). Meanwhile, the percentages of vocabularies that used by children were verbs (24.44 %), nouns (11.11 %), while the children were still not capable in using adjectives (0 %). The results of this research is expected to contribute to the development of English learning for young learners.

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Section: Theoretical Supportmentioning

confidence: 80%

“…The vocabularies mastery is related to the language mastery. It can be acquired by doing reading (Liu, 2015;Takach, V, 2008) or listening (Takach, V, 2008) the target languages.…”

Section: Theoretical Supportmentioning

confidence: 99%

Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

Mariyam

Musfiroh

2019

Tadris

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“…The first form is structural processing which refers to encoding the appearance of something that resembles typescript of the word (orthographic skill when acquired and imitated). This is also referred to as formative processing which is at shallow level (Liu, 2015). The second form is phonemic processing which associates the sound (pronunciation skill when acquired and imitated).…”

Section: Introductionmentioning

confidence: 99%

“…These two forms are both 'shallow processing'. The last form is semantic processing which happens when learners encode and analyze the meaning of a word and then relate it to similar words with similar meaning (vocabulary skill and comprehension skill) (Liu, 2015). This study focuses on both 'shallow' and 'deep processing' of the lexical items mediated through digital media which involve meaningful and complex analyses (sound, text, image, thinking, association) of information that would lead to longer retention time and enhance easy access from memory (Liu, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition

Arabiana

Malifer

Betonio

2020

Engl. Lang. Teach. Educational. Journal

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While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.

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Pupils’ Perceptions on Collaborative Writing Intervention

Khairul’Azam¹,

Yamat²

2019

HSSR

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Purpose of the study: The purpose of this study is to identify students’ perceptions of the effect of collaborative writing intervention on Form 1 pupils’ writing skills. Methodology: A quasi-experimental design was employed involving30 Form 1 pupil from a secondary school in Pasir Gudang, Johor, Malaysia. All participants responded to a survey prior to the collaborative writing intervention and after the intervention. Main Findings: The findings showed an increase in the scores for perception on the effectiveness of collaborative writing intervention; indicating that through collaborative writing practices, students’ writing could be improved. Implications of this study: The study implies that teachers should incorporate collaborative writing in teaching students to write as students perceived it positively. It implies that it may be an effective way to improve students’ writing. Novelty/Originality of this study: Most studies have focused on the use of technology in collaborative writing. This study, however, focuses on the collaborative intervention cycle in the classroom that supports the process of learning to write.

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A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition

Cited by 4 publications

References 23 publications

Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition

Pupils’ Perceptions on Collaborative Writing Intervention

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