The Effects of Explicit Vocabulary Instructions on Secondary ESL Students’ Vocabulary Learning

Tahir, Mohd Haniff Mohd; Albakri, Intan Safinas Mohd Ariff; Adnan, Airil Haimi Mohd; Karim, Rafidah Abd

doi:10.17576/3l-2020-2602-12

Cited by 12 publications

(13 citation statements)

References 21 publications

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“…Finally, the practice of teaching English grammar at the sentence level may not guarantee ESL/EFL learners' success in producing highly cohesive texts. Instruction on text organisation and development in which ideas are cohesively woven is therefore necessary (Hirvela, 2004;Srisang & Everatt, 2021;Tahir et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers

Hung

Nguyen

et al. 2021

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Recent research has shown that cohesive devices contribute substantially to writing quality and reveal L2 writers' information, such as first or native language. This quantitative study adopted a cross-linguistic approach to investigating the use of cohesive devices in expository writing by Asian EFL teachers compared to native English teachers. The study involved 80 participants from three different L1 backgrounds, including 28 Vietnamese, 26 Filipino, and 26 native English teachers. The Vietnamese and Filipino teachers were at a comparable level of English proficiency. Around 800 words were randomly selected from each participant's reports for analysis. Results from One-Way ANOVA showed that the Vietnamese and Filipino teachers used a similar pattern of cohesion with lexical cohesion being used most frequently, followed by reference and conjunction. In contrast, the cohesive devices used by the native English teachers dispersed more widely across five main categories. The results further showed that the native English teachers used more cohesive devices in writing than the Vietnamese and Filipino teachers separately. Results from the Independent-Samples T-test showed omission and redundancy to be the two most common error types by both the Vietnamese and Filipino teachers. The study has implications for L2 writing and pedagogy.

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Section: Discussionmentioning

confidence: 99%

A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers

Hung

Nguyen

et al. 2021

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“…Numerous studies have sought to explore whether there is a relationship between L2 proficiency and language learners' cognitive skills, such as general language skills, intelligence, and aptitude (Pratama, Nurkamto, Rustono, & Marmanto, 2017;Tahir, Albakri, Adnan, & Abd Karim, 2020). Language proficiency is defined as the language ability, or ability in language use (Bachmann, 1990;Yazdeli et al, 2016).…”

Section: Relationship Between Achievement and L2 Proficiencymentioning

confidence: 99%

Determining L2 Proficiency in the Production and Perception of Consonant Clusters

Park¹

2020

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In recent years, EFL teachers and linguists have evaluated the results of test materials to assess learners' proficiency in languages. However, these approaches have several limitations, such as inappropriate test locations, lack of cost effectiveness, and insufficient test time. To address this issue, in the present study, the author proposes a novel and alternative method of determining L2 proficiency. Specifically, among 6 types of consonant clusters produced by Korean adult L2 learners, specific consonant clusters (e.g., voiceless stop+liquid) related to L2 proficiency were found, through which a series of equations were derived using discriminant analysis; furthermore, the participants' scores in the onset clusters were applied to these discriminant equations to demonstrate the effectiveness of the method; the hit ratio of these equations for categorising L2 level was also examined. In addition, the results of the perception test revealed that the voiced/voiceless stop+glide clusters are related to learners' L2 proficiency. Depending on these induced equations, EFL teachers or researchers can assign a learner to an appropriate proficiency group. In future research, based on different data of EFL learners, the proposed approach can be meaningfully used to derive other useful discriminant equations.

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“…Research has demonstrated that it takes a large pool of vocabulary to understand a text. In Malaysian schools, although vocabulary is one of the components in the English lessons, language skills receive more attention than the teaching of vocabulary (Tahir, Albakri, Adnan, & Karim, 2020). The next sections delineate vocabulary and critical reading in the ELL contexts.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

Lee

Wong

2020

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The Effects of Explicit Vocabulary Instructions on Secondary ESL Students’ Vocabulary Learning

Cited by 12 publications

References 21 publications

A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers

A Cross-Linguistic Approach to Analysing Cohesive Devices in Expository Writing by Asian EFL Teachers

Determining L2 Proficiency in the Production and Perception of Consonant Clusters

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

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