Efficiency in Second Language Vocabulary Learning

Schuetze, Ulf

doi:10.1111/tger.12019

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…We revealed that some scientific papers dedicated to the study of foreign language for special purposes (LSP) teaching methods provide descriptions of their main characteristics and proved their effectiveness from the authors' subjective point of view [2,3]. Many articles on the problem of LSP teaching methods' effectiveness highlight only one of the methods, such as the interval repetition method "spaced repetition technique" [4][5][6] or individual information and communication technologies (ICT) techniques [7][8][9][10]. We suppose that a good theoretical study of a scientific problem does not always mean its highly effective implementation in practice.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

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Section: Introductionmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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“…Raiche ( 2011) proposed waiting at least 24 hours or ideally a few days to test long-term retention but only a proportion of research into second language vocabulary learning administered multiple post-tests. Barcroft (2007) conducted two post-tests, two days later and one week later to check if the effect was maintained over time, and in a related study by Schuetze (2017), three retention tests were carried out: one day after the last practice, four weeks after the last practice, and eight weeks after the last practice. This kind of tracking is also supported by language instructors (Oxford, 1990).…”

Section: Discussionmentioning

confidence: 99%

A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children

Cerezo

Calderón

Romero

2019

International Journal of Human-Computer Studies

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“…I especially liked Duolingo because it uses spaced repetition (Settles & Meeder, 2016), where content is shown less frequently if it is answered correctly and more frequently if it is answered incorrectly. This leads to better retention (Mondria & Mondria-De Vries, 1994;Pimsleur, 1967;Roediger & Butler, 2011;Schuetze, 2017;Seibert Hanson & Brown, 2020). With its colorful display and game-like play, such as leveling up, and getting coins to 'buy' things (Duolingo, 2020), I…”

Section: Is the Vocabulary In A Song Enough?mentioning

confidence: 99%

‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French

Werner

2020

SISAL

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This is the second part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-access English class, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course of writing it up, I was making comparisons and identifying connections between my learning and that of my students. This installment covers the second and third weeks of the project, and part of the fourth. First, it discusses vocabulary, describes how I adjusted a strategy, ways I enlisted help from native French speakers, and a problem that arose with using new words (the second step of SURE). Next, it details how I reviewed grammar through Duolingo, a language learning app, and the unexpected benefits I derived from using this app. Finally, this paper examines fluctuations in motivation and affect, which many learners experience at some point, and this initially led to anxiety and self-doubts about my purpose in conducting this project. Stepping into the learner’s experience was valuable, however, in helping me to rediscover intrinsic motivation and regain my self-confidence as I headed into the final weeks of the project.

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Efficiency in Second Language Vocabulary Learning

Cited by 7 publications

References 24 publications

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

A holographic mobile-based application for practicing pronunciation of basic English vocabulary for Spanish speaking children

‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French

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