A comparative analysis of teaching vocabulary in context and by definition

Çiftçi, Hatime; Üster, Sema

doi:10.1016/j.sbspro.2009.01.275

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…Results revealed a similar learning effect across the two learning situations. These findings are consistent with Çiftçi and Üster’s [ 62 ], Mondria’s [ 63 ] and Zaid’s [ 18 ] outcomes, in which lexical inferencing produced similar levels of retention as dictionary consultation. It seems that both VLS play similar roles in building learners’ vocabulary knowledge.…”

Section: Discussionsupporting

confidence: 89%

“…Still other studies found that both strategies similarly assisted learners’ vocabulary acquisition (e.g. [ 18 , 62 ]). Participants in Mondria [ 63 ] either looked up the translation of target words in a provided word list or guessed the meaning of target words from context and then verified their guess through the provided words list (to prevent learning incorrect meanings for target words).…”

Section: Introductionmentioning

confidence: 87%

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Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Alahmadi

Foltz

2020

PLoS ONE

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This study compares how lexical inferencing and dictionary consultation affect L2 vocabulary acquisition. Sixty-one L1 Arabic undergraduates majoring in English language read target words in semi-authentic English reading materials and were either asked to guess their meaning or look it up in a dictionary. A pre- and delayed post-test measured participants’ knowledge of target words and overall vocabulary size. The results show a significant and comparable learning effect for both vocabulary learning strategies (VLS), with a higher pre-test vocabulary size related to a larger learning effect for both VLS. In addition, the better participants were at guessing correctly, the better they learned words through inferencing. The results suggest that both VLS are equally effective for our learner group and that learners’ overall vocabulary size influences the amount of learning that occurs when using these VLS.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 87%

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Alahmadi

Foltz

2020

PLoS ONE

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“…Although many attempts have recently been made to introduce a more practical and effective way for teaching and learning vocabulary (Atay & Ozbulgan, 2007;Baleghizadeh & Nasrollahy Shahry, 2011;Bruton, 2007;Christ, Wang & Chiu, 2011;Çiftçi & Üster, 2009;Eckerth & Tavakoli, 2012;Erten & Tekin, 2008;Foil & Alber, 2002;Hoai Huong, 2006;Kasahara, 2010Kasahara, , 2011Milton, 2009;Webb, 2007Webb, , 2008Webb, , 2009, learners still find it a challenging task to acquire new vocabulary items. Therefore, vocabulary knowledge has always remained a complex and multidimensional construct to master in need of more research in terms of how it can be properly developed.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the existence of different methods, and researchers" and methodologists" effort to find and introduce a more practical and useful way for teaching new vocabulary items (Atay & Ozbulgan, 2007;Baleghizadeh & Moladust, 2012;Bruton, 2007;Çiftçi & Üster, 2009;Eckerth & Tavakoli, 2012;Hoai Huong, 2006;Milton, 2009;Webb, 2007Webb, , 2008Webb, , 2009, the question of which method of introducing vocabulary is more practical still remains a controversial issue in the field of L2 acquisition and has not been answered properly (Doosti, 2012). Many teachers still do not know which method is more effective for students, and also many students cannot learn and retain new vocabulary items because of the same problem.…”

Section: Introductionmentioning

confidence: 99%

“…Although there are studies which investigated the link between context and vocabulary (Atay & Ozbulgan, 2007;Baleghizadeh & Nasrollahy Shahry, 2011;Çiftçi & Üster, 2009;Erten & Tekin, 2008;Kasahara, 2010Kasahara, , 2011Rodriguez & Sadowski, 2000;Sadeghi & Abdollahzadeh, 2012;Webb, 2007Webb, , 2008Webb, , 2009), these studies focused on presenting new vocabulary items in isolation or sentence-level context, and few studies have investigated the amount of surrounding context in a systematic manner. Furthermore, in most of the studies on contextual conditions (i.e., sentence level), attention has not been taken to identify whether other words accompanying new word are known or unknown to the students.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Linguistic Context on EFL Vocabulary Learning

Sadeghi

Nobakht

2014

GEMA Online

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There is limited literature on the role of linguistic context in learning and remembering new vocabulary items by EFL learners. To fill this gap in literature and to further explore the relationship between surrounding linguistic context and learning, and retention of new words, this study was set out to investigate whether systematically changing the amount of surrounding context has any significant effect on learning and retention of new vocabulary items. Forty-seven Iranian female advanced EFL learners within the age range of 18-24 were employed in this study and were taught 100 new vocabulary items (unknown words) in ten sessions and in three different contextual conditions (i.e., 1. one known word, one unknown/new word; 2. two known words, one unknown/new word; and 3. three known words, one unknown/new word). Known words for contextual conditions were selected from the previous units of World Pass which the participants had covered before. Furthermore, Oxford Advanced Learner's Dictionary was used for some of the contexts. The researchers made an attempt to use simple and high-frequency words from the units covered and/or from the dictionary. The results of one-way ANOVA for both immediate and delayed post-tests revealed that extending the number of known words (that is, adding to the amount of surrounding linguistic context) does not have any significant effect on learning and retention of new vocabulary items. It can be claimed that two or three known words context is still as small as one word context and they do not have differing contextual roles. Further results and implications are discussed in the paper.

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Improvisation with the Lexical Approach

Saygili

Saygılı²

2016

Procedia - Social and Behavioral Sciences

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A comparative analysis of teaching vocabulary in context and by definition

Cited by 9 publications

References 4 publications

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

Exploring the effect of lexical inferencing and dictionary consultation on undergraduate EFL students’ vocabulary acquisition

The Effect of Linguistic Context on EFL Vocabulary Learning

Improvisation with the Lexical Approach

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