The effects of presenting different types of vocabulary clusters on very young learners’ foreign language learning

Karabulut, Aslihan; Dollar, Yeşim Keşli

doi:10.1080/03004279.2014.904391

Cited by 6 publications

(4 citation statements)

References 15 publications

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“…These effects include learners needing more time to acquire (Tinkham, 1993, 1997; Waring, 1997) and translate (Finkbeiner & Nicol, 2003) first (L1)–L2 word combinations that were grouped according to semantic categories than ones that were not. Similar difficulties have been observed in classroom studies (Erten & Tekin, 2008; Karabulut & Dollar, 2016). The influence of semantic clustering may also in part depend on the extent to which visual (physical) features are shared between the referents of semantically similar words.…”

Section: Background Literaturesupporting

confidence: 77%

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed

Marsden,

Dudley,

Hawkes

2023

The Modern Language Journal

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The awarding organizations that create and administer high‐stakes assessments for beginner‐to‐low‐intermediate 16‐year‐old learners of French, German, and Spanish in England provide optional topic‐driven word lists as guides for teachers and textbook writers. Given that these lists are developed by the awarding organizations, they exert a powerful washback effect on teaching and learning. However, we do not know how much of these lists have actually been used in exams. We therefore analyzed the extent to which these lists have been used when developing the General Certificate of Secondary Education listening and reading exams, a corpus totaling 116,647 words. One key finding showed that approximately half of the awarding organizations’ lists had never been used in any of the exams to date. Given recent changes to curriculum policy, we also investigated how word list type—frequency‐informed versus the awarding organizations’ topic‐driven lists—affected lexical coverage of the exams. Overall, our findings suggested that using the topic‐driven lists was likely to be a suboptimal use of lesson time, as they did not provide learners with enough words to understand any given text with ease. Frequency‐informed word lists, however, seemed to better prepare learners for the exams.

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Section: Background Literaturesupporting

confidence: 77%

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed

Marsden,

Dudley,

Hawkes

2023

The Modern Language Journal

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show abstract

“…Classroom studies have shown similar problems with semantically related lists. Students showed poorer test accuracy on words learned in related sets than on those in unrelated sets (Erten & Tekin, 2008; Karabulut & Dollar, 2016; Marashi & Azarmi, 2012; Papathanasiou—adult data, 2009) and were also slower to translate the related words (Erten & Tekin, 2008).…”

Section: Background Literaturementioning

confidence: 99%

Second Language Vocabulary Acquisition: The Effects of Semantic Relatedness, Form Similarity, and Translation Direction

Kemp

McDonald

2021

Language Learning

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Characteristics of vocabulary lists as well as study and test translation direction may affect the ease of learning second language (L2) vocabulary. We examined immediate and delayed test performance of first language (L1) English speakers learning a fixed set of L2 vocabulary placed on lists formed by crossing semantic relatedness (unrelated vs. related) with L2 orthographic form similarity (not similar vs. similar). During the study phase, half the participants translated from L2 to L1 and half from L1 to L2; tests were then taken in both directions. Semantic relatedness in the absence of form similarity improved accuracy when the first test taken translated from L2 to L1, and tended to hurt accuracy when the first test taken translated from L1 to L2; it sometimes increased confusion errors. Form similarity usually hurt accuracy and always increased confusion errors. The combination of the L1‐to‐L2 study direction with the optimal semantic and form conditions yielded the best long‐term performance.

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“…Analisis data yang digunakan dalam penelitian melalui beberapa tahapan anlisis, mulai dari analisis uji instrument melalui uji validitas dan reabilitas, uji normalitas (Harahap, 2021), uji homogenitas, uji T, uji F, uji koefisien determinasi (Hogenes, Van Oers, Diekstra, & Sklad, 2016;Karabulut & Kesli Dollar, 2016;Yakut & Aydın, 2017). Dalam teknik analisis menggunakan program statistik SPSS version 22.0 for Windows.…”

Section: Metode Penelitianunclassified

Meningkatkan Motivasi Belajar Siswa Melalui Pemanfaatan Media Audio Visual : Studi Eksperimen Dalam Pembelajaran Tari

Mariyah

Budiman

Rohayani

et al. 2021

j.Educ.hum.soc.sciences

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This study aims to see the influence of audio-visual media in dance learning to increase the learning motivation of class VII-A students at SMPN 1 Mangunjaya. The research method used is the pre-experimental method with the design of The One Group Pretest-Posttest. Data collection techniques using observation techniques, literature studies, interviews and documentation studies. The results showed that there was no significant effect of audio-visual media in increasing the motivation of class VII-A students at SMPN 1 Mangunjaya, seen from the analysis results showed that the t value was 0.015˃0.05 and the t value was 2,600˂ t table 2.042, the results of this analysis showed that dance learning with the application of audio-visual media has no effect in increasing student learning motivation, so the hypothesis decision is that it can be concluded that H1 does not have a significant effect on the variable X1 on Y. Accepting H1 or which means there is no significant difference between the pretest and posttest scores. The conclusion is that the audio-visual media applied in dance learning does not have a significant effect on increasing the motivation of class VII-A students at SMPN 1 Mangunjaya

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The effects of presenting different types of vocabulary clusters on very young learners’ foreign language learning

Cited by 6 publications

References 15 publications

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed

Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed

Second Language Vocabulary Acquisition: The Effects of Semantic Relatedness, Form Similarity, and Translation Direction

Meningkatkan Motivasi Belajar Siswa Melalui Pemanfaatan Media Audio Visual : Studi Eksperimen Dalam Pembelajaran Tari

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