Lexical knowledge and L2 general language proficiency: collocational competence and vocabulary size as determinants of lexical knowledge

Masrai, Ahmed

doi:10.1007/s10339-022-01120-2

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…It was also reported in a study that corpora might be utilized to teach collocational competence (Masrai, 2022). All these findings support the utilization of YouGlish as a vast corpus for the teaching and learning of lexical items.…”

Section: Classroom Implementationssupporting

confidence: 66%

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

Topal

2023

Journal of Digital Educational Technology

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Manifold methods of applying technology for the teaching and learning of pronunciation have been advocated by scholars and researchers. With the advancement of technology, novel applications and software continue to be added to the list. In this regard, this paper deals with one of the recent websites primarily dedicated to pronunciation instruction through authentic and natural speech samples from various contexts. YouGlish is a web-sourced tool to access quick and unbiased answers to the colloquial use of foreign languages by real speakers across various contexts (Miller, 2019). Grounded on a number of theoretical rationales, YouGlish is a website that endorses data-driven learning, which fosters learner autonomy and discovery learning that hopefully contributes to the linguistic performances of its users. With this in mind, this review intended to explicate YouGlish along with its characteristics, specify the theoretical principles underlying it, outline its applications in language education settings and list some considerations for its use.

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Section: Classroom Implementationssupporting

confidence: 66%

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

Topal

2023

Journal of Digital Educational Technology

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“…Moreover, studies have consistently demonstrated a positive relationship between L2 proficiency and vocabulary knowledge. Studies by Masrai (2023) and Zareva et al (2005) have highlighted a strong correlation between vocabulary knowledge and overall language proficiency. Specifically, Milton et al (2010) revealed significant positive associations between written and aural vocabulary knowledge and the performance of L2 learners in various language skills such as writing, reading, listening, and speaking.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of EFL wordlist and proficiency on vocabulary knowledge

Bao,

Peng

2024

Front. Psychol.

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IntroductionThe Gaokao Word List (GWL) in China serves as a guideline for learning L2 vocabulary, but there are few studies verifying its effect on university EFL learners’ vocabulary knowledge.MethodThis study investigated the effects of the GWL and EFL proficiency on 66 Chinese university EFL learners’ vocabulary knowledge by administering word recognition tests.Results and discussionThe results showed that: (1) the GWL had significant effects on participants’ receptive vocabulary knowledge; (2) EFL proficiency had significant effects on participants’ word recognition, without interaction with the GWL. These findings were discussed through the lens of frequency of exposure, accounting for the overwhelming GWL effect on learners’ vocabulary knowledge. We suggest EFL proficiency be taken into consideration when the GWL is revised in the future, to smoothen the transition in vocabulary learning from high school to university, and improve vocabulary learning efficiency.

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Effects of Efl Vocabulary Instruction on Arab Learners’ Usage of Lexical Collocations in Speaking Performance

Abu Sneida,

Yahya,

Husain

2023

JLC

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For many decades, the role of the learner's mother tongue in foreign and second language classrooms has been a topic of debate. EFL teachers may present and explain vocabulary in student’s native language, they may do so in the target language, or they may keep switching between the two. The aim of the current study is to investigate how EFL vocabulary instruction affects EFL Arab learners' usage of English lexical collocations in their speaking performance through implementing several working memory strategies. A quasi-experimental, mixed method design was adopted comparing teacher code-switching and L2 explanations in teaching lexical collocations. Within twenty-six sessions of teaching intervention to teach lexical collocations to EFL learners, the study measured learners' responses to vocabulary instruction in the two experimental groups. The study also explored how working memory strategies used by learners in response to vocabulary instruction may enhance learning lexical collocations by EFL learners. For this purpose, 45 Arab elementary EFL learners in the English language centre in Kuala Lumpur were divided into three groups (code-switching, L2 explanation group, and control group); they completed three speaking tests, pre, and post-test and delayed post-test. The results indicated that both the code-switching group and the L2 explanation group were improving their vocabulary; however, the study showed an important role of L1 in learning lexical collocation. The findings revealed that working memory strategies assisted learners to retain collocations effectively. The study included several pedagogical suggestions and implications for future research to improve the standard for teaching, learning, and retention of lexical collocations in speaking performance.

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Lexical knowledge and L2 general language proficiency: collocational competence and vocabulary size as determinants of lexical knowledge

Cited by 3 publications

References 43 publications

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

YouGlish: A web-sourced corpus for bolstering L2 pronunciation in language education

The effects of EFL wordlist and proficiency on vocabulary knowledge

Effects of Efl Vocabulary Instruction on Arab Learners’ Usage of Lexical Collocations in Speaking Performance

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