Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

Namaziandost, Ehsan; Tavakoli, Mona; Izadpanah, Siros

doi:10.24815/siele.v8i3.22543

Cited by 4 publications

(10 citation statements)

References 19 publications

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“…While the students seemed to struggle in memorizing the vocabularies before because in the preliminary interview they stated the learning method from their teacher was quite monotonous, after the implementation of local culture-based material they could easily remember and maintain the vocabulary longer in their brain. This is in accordance with the theory from previous researchers which stated that implementing local culture-based material through CAR could improve students' vocabulary development and motivation in learning because students no longer thought that the learning material was monotonous (Ismail, 2019;Kristiawan et al, 2022;Namaziandost et al, 2021). Furthermore, after the treatment, the students could also easily relate the vocabulary to the local folktale story used whenever they felt like they forgot the vocabulary.…”

Section: B Discussionsupporting

confidence: 88%

“…Therefore, CAR is conducted to solve this problem. Previous studies have stated that using local culture-based material through CAR could improve students' vocabulary development and students' vocabulary learning motivation (Ismail, 2019;Kristiawan et al, 2022;Namaziandost et al, 2021). However, previous studies did not specify the area which the study was conducted.…”

Section: Introductionmentioning

confidence: 99%

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Improving Students’ Vocabulary Retention by Local Culture-Based Material

Raihana¹,

Nurkhamidah²

2022

JL3T

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The objective of the study is to find out how the local culture-based material is being implemented in the class as well as the effect of implementing local culture-based material in improving the rural coastal area of Riau students’ vocabulary retention. This study was conducted using Classroom Action Research (CAR) method which utilized four phases according to Kemmis and McTaggart model which included planning, action, observation, and reflection. The subject of the study was 27 students from a second-grade classroom in Sains Tahfizh Islamic Center Siak Elementary School. For the data analysis, the researcher used interview guidelines, observation checklists, field notes, and tests to gain the data. The findings discovered that the implementation of local culture-based material successfully improved students’ vocabulary retention based on all of the subject's scores that reached the minimum criteria standard of 80 in the last post-test compared to the pre-test where a lot of students did not reach the minimum standard of criteria. The study also found that the implementation of local culture-based material brought positive impacts on students’ behavior in the classroom. It developed students’ enthusiasm in learning, increased students’ motivation in vocabulary learning, and improved students’ engagement during the learning activity. This study contributed on finding the impact of local culture-based material which benefited the teachers especially in the rural coastal area of Riau, students, and also future researchers.

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Section: B Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Improving Students’ Vocabulary Retention by Local Culture-Based Material

Raihana¹,

Nurkhamidah²

2022

JL3T

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“…The fishery vocabulary in the Hulu dialect of Banjarese depicts the cultural wealth of these people. Cultural knowledge through the richness of distinctive vocabulary is in line with the findings of Namaziandost et al (2021). They found that cultural knowledge has a positive impact on vocabulary knowledge.…”

Section: Nosupporting

confidence: 76%

A semantic analysis of the fishery vocabulary of the Hulu dialect of Banjarese

Rafiek

Effendi

2022

SiELE

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This study aimed to examine the fishery vocabulary in the Hulu dialect of Banjarese (upper river dialect) at the Central and North Hulu Sungai Regencies, Kalimantan, Indonesia. Data collection techniques were carried out by observation, interviews, and recording with 23 native speakers of the Banjarese language. They were permanent residents in the study locations, male and female residents aged 25-70, and they knew about their traditional fishing activities. Semantic analysis was used in scrutinizing the data. The initial vocabulary data from the informants was first identified and described. Each lexeme of the fishery vocabulary in the Hulu dialect of Banjarese was analyzed based on its lexical meaning, grammatical meaning, and semantic function. The words were then explained, paraphrased, and further categorized based on their types of meaning and function. The results showed that the fishery vocabulary of the Hulu dialect of Banjarese has 30 lexical meanings, comprising 28 nouns and two verbs. They are categorized into five types: (1) fishing gear, traps, and net, (2) fish containers, (3) fishing bait, (4) fish species, and (5) fishing activities. The fishery vocabulary in the Hulu dialect of Banjarese depicts the cultural wealth of these people. These lexemes can be maintained if the people continue to preserve the use of environment-friendly fishing gear that depicts their environmental and local wisdom.

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“…Locally generated books are typically designed by non-native speakers in accordance with the local curricula made available via a particular nation's Ministry of Education. These textbooks attempt to acquaint EFL and ESL students with the cultural background of the foreign language to support them in developing a cross-cultural recognition taking into account the cultures of both the mother tongue and the foreign language by providing cultural knowledge about L1 and the L2 (Namaziandost, Tavakoli, & Izadpanah, 2021).…”

mentioning

confidence: 99%

“…There is a perception that most EFL textbooks, which are typically thought of as globally produced publications, focus mostly on American and English cultural elements (Shin, Eslami, & Chen, 2011;Yuen, 2011). This means that several textbooks available in colleges and bookstores are designed only from the views of English native writers, who are monocultural; non-native speakers and their local cultures have really been neglected (Roshan, 2014;Chen, 2011;Yuen, 2011;Namaziandost, Tavakoli, & Izadpanah, 2021).…”

mentioning

confidence: 99%

Examining the Vocabulary Knowledge and Idiomatic Structures of EFL Learners in a Culturally - Oriented Learning Context

Abdulaal,

Alenazi

2023

WJEL

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This study looked into how cultural background knowledge affected the vocabulary and idiomatic phrases of Saudi pre-intermediate EFL students. Only 60 out of 100 EFL students who conducted the Oxford Quick Placement Test for this reason were chosen. Group 1 (American Culture; AC), Group 2 (Saudi Culture; SC), and Group 3 (Culture-Free; CF) were created by randomly selecting the responses. After that, each group was pre-tested on vocabulary and idioms. The groups' respondents were then given three different treatments. For the treatment, the SC group received instruction on 10 texts related to Saudi traditions and culture; the AC group received instruction on 10 texts containing vocabulary and idiomatic structures pertinent to the American culture; and the CF group received instruction on 10 texts that were culture-free but still contained some phrases and idiomatic structures. The data collected were examined and analyzed employing one-way ANOVA in addition to paired sample t-test following the instruction, which was broken up into 10 sessions of 60 minutes each. According to the findings, the AC and SC groups outperformed the CF group. Further, there was a significant difference between the pre-test and post-test of the SC, with Sig (.00) < 0.05, suggesting that teaching English vocabulary and idioms from the Saudi culture had a substantial impact. Finally, the results also showed that there was a significant difference between the pre-test and post-test of the AC group as Sig (.00) < 0.05, suggesting that teaching English vocabulary and idioms from the American culture had an influential impact on the participants. There are several ramifications of this study for instructors, and curriculum designers.

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Investigating EFL learners’ knowledge of vocabulary and idiomatic expressions in a culture-based instructional environment

Cited by 4 publications

References 19 publications

Improving Students’ Vocabulary Retention by Local Culture-Based Material

Improving Students’ Vocabulary Retention by Local Culture-Based Material

A semantic analysis of the fishery vocabulary of the Hulu dialect of Banjarese

Examining the Vocabulary Knowledge and Idiomatic Structures of EFL Learners in a Culturally - Oriented Learning Context

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