The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading

Sánchez‐Gutiérrez, Claudia; Serrano, Mercedes Pérez; García, Pablo Robles

doi:10.1080/23247797.2019.1590000

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…Learning HFW also allows learners to improve their pronunciation and enjoy interactive and fun activities (Coyle, 2013). It is shown that words with an occurrence rate of 10 times are more memorable than words that appear 5 times (Gutierrez et al, 2019). Cultivating HFW in language classrooms also supports successful language learning.…”

Section: Words Preferences For Ilf-1 Learningmentioning

confidence: 99%

A need analysis of the high-frequency words (HFW) dictionary for the Indonesian language for foreigners (ILF)-1 learning

Siagian,

Muliastuti,

Boeriswati

2024

Forum Linguist. Stud.

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This is a preliminary study of research development for creating a dictionary of high-frequency words (HFW). Thus, this study tries to analyze the need of the ILF learners as the users of a dictionary of HFW for their ILF learning. A list of high-frequency words should be used in ILF learning so that the learning objectives can be achieved effectively. Unfortunately, the word list is not yet available. The ILF learners, especially those at the beginner level, still have difficulty using the Great Dictionary of the Indonesian Language (KBBI). They prefer using translation apps to obtain the meaning of a word, even though these apps do not always help. Employing a descriptive survey, this study involved a total of 183 ILF teachers and learners. The data were gathered through Google-form questionnaires. In addition, interviews were administered with selected ILF teachers who had a teaching experience of more than 15 years. The findings revealed that the teachers and learners had different beliefs on the vocabulary forms needed for making a dictionary of HFW. The learners still did not understand the concepts of high-frequency words. According to the teachers, HFW was more needed for ILF learning. Meanwhile, for the learners, general words were more needed. Besides, digital dictionaries were more in demand than printed dictionaries. Bilingual dictionaries were more needed than monolingual dictionaries. Both the teachers and learners believed that the dictionary of HFW should comprise sentence examples. They both agreed that the dictionary of HFW should provide information about the use of words in sentence examples, affixes, synonymous phrases, antonyms, word classes, and phonetics. Therefore, the results of this research analysis can be used as a basis for developing a dictionary that fits the needs of ILF-1 learners.

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Section: Words Preferences For Ilf-1 Learningmentioning

confidence: 99%

A need analysis of the high-frequency words (HFW) dictionary for the Indonesian language for foreigners (ILF)-1 learning

Siagian,

Muliastuti,

Boeriswati

2024

Forum Linguist. Stud.

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“…Moreover, after interviewing the participating students, the researcher found out that both groups had noticed most of the target word items regardless of them being enhanced or not. More recently, Gutiérrez, Serrano and García (2019) investigated the influence of typographical enhancement and word frequency on the vocabulary acquisition of Spanish L2 learners during reading tasks. To this end, the target words which were typed in bold appeared with a frequency of one, five or ten times in the text.…”

Section: Input Modification and L2 Vocabulary Acquisitionmentioning

confidence: 99%

Lexical Elaboration and Typographical Enhancement: Their Discrete and Combined Impact on Incidental Vocabulary Learning

Sohbati

Boroumand

Esfahlan

2021

International E-Journal of Educational Studies

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The present study examined two input modification techniques, namely lexical elaboration (LE) and typographical enhancement (TE), and the combination of these two (LE & TE) to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety-six Iranian EFL students whose reading proficiency was at intermediate level were divided into four groups and respectively read texts which were (a) lexically elaborated, (b) typographically enhanced, (c) both lexically elaborated and typographically enhanced, or (d) unmodified baseline. Right after reading, their incidental vocabulary learning was assessed by means of a modified version of Paribakht and Wesche's (1997) Vocabulary Knowledge Scale (VKS). Results of the ANOVA demonstrated a significant difference among the four groups. In order to pinpoint where the differences exactly lay, a multiple comparison was done through the application of a post-hoc Scheffe Test. The results suggested that students performed significantly better on a text that had undergone both modification techniques (i.e. double-treatment). However, lexical elaboration alone did not have a statistically significant effect on incidental vocabulary learning through reading. More interestingly, there was no significant difference between the double-treatment and typographical enhancement groups although their mean scores were different.

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“…Berdasarkan beberapa hasil penelitian tentang peranan kosatakata dalam pembelajaran bahasa asing menunjukkan bahwa pemanfaatan kosakata berfrekuensi tinggi (HFW) berperan penting dalam menentukan keberhasilan pembelajaran bahasa asing. Menurut Serrano dan Garcia, hasil tes menunjukkan bahwa kosakata dengan tingkat kemunculan 10 kali, lebih diingat dari kata yang muncul 5 kali (Sánchez Gutiérrez, Serrano, & García, 2019). Bahkan kosakata yang ditandai dengan huruf tebal untuk membantu pengenalan kata tidak memberi efek.…”

Section: Pendahuluanunclassified

Kata Berfrekuensi Tinggi dalam Pembelajaran BIPA Pemula

Siagian

2020

RNH

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Vocabulary plays an important role in foreign language learning, but teachers are often confused about what vocabulary should be taught or targeted so that learners can communicate well according to their level. This study aims to produce a list of the most frequently used vocabulary, knows as High Frequency Words-HFW, in Beginner Indonesian as Foreign Language (ILF) level. The results of this research will be great used for IFL students, teachers, writers, and observers, as well as parties related to IFL. The use of HFW in foreign language learning is proven to have positive effects, such as increasing learning motivation, increasing self-confidence to produce one's own sentences, helping to understand texts, and using repeated words that will make the vocabulary familiar to learners. This qualitative research used corpus of BIPA books for the beginner level based on the level one and two IFL Competency Standards according to the regulation of education ministry Number 27 of 2017 then processed using the AntCont application. The results showed that 1) HFW for IFL is different from Indonesian HFW in general; 2) the form of word classes taught varies; and 3) limited of affix used. AbstrakKosakata memegang peranan penting dalam pembelajaran bahasa asing, tetapi pengajar sering bingung menentukan kosakata apa saja yang harus diajarkan atau dijadikan target agar pemelajar dapat berkomunikasi dengan baik sesuai dengan tingkatannya. Penelitian ini bertujuan menghasilkan daftar kosakata yang paling sering digunakan, High Frequency Words-HFW, pada pembelajaran BIPA pemula. Hasil penelitian ini akan sangat bermanfaat bagi para pemelajar, pengajar, penulis, dan pengamat BIPA, serta pihak-pihak yang berkaitan dengan kebipaan. Pemanfaatan HFW dalam pembelajaran bahasa asing terbukti memberi efek positif, seperti meningkatkan motivasi belajar, meningkatkan rasa percaya diri untuk memproduksi kalimat sendiri, membantu memahami teks, dan pemanfaatan kata berulang-ulang akan membuat kosakata tersebut familiar bagi pemelajar. Penelitian kualitatif ini menggunakan korpus data buku-buku BIPA untuk level pemula dengan berbasis Standar Kompetensi Lulusan BIPA level satu dan dua sesuai Permendikbud Nomor 27 Tahun 2017 kemudian diolah menggunakan aplikasi AntCont. Hasil penelitian menunjukkan bahwa 1) HFW bahasa Indonesia untuk pemelajar BIPA berbeda dengan HFW bahasa Indonesia secara umum; 2) bentuk kelas kata yang diajarkan bervariasi; dan 3) bentuk imbuhan yang digunakan terbatas

show abstract

The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading

Cited by 9 publications

References 19 publications

A need analysis of the high-frequency words (HFW) dictionary for the Indonesian language for foreigners (ILF)-1 learning

A need analysis of the high-frequency words (HFW) dictionary for the Indonesian language for foreigners (ILF)-1 learning

Lexical Elaboration and Typographical Enhancement: Their Discrete and Combined Impact on Incidental Vocabulary Learning

Kata Berfrekuensi Tinggi dalam Pembelajaran BIPA Pemula

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