The Categorical Facilitation Effects on L2 Vocabulary Learning in a Classroom Setting

Hoshino, Yuko

doi:10.1177/0033688210380558

Cited by 29 publications

(35 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the findings of this study were in line with the obtained results by the below research studies: According to Hoshino (2010) or Hashemi and Gowdasiaei (2005), introducing new vocabularies through categorical lists or lexical set of words aided learners foster their vocabulary learning. In the case of Cairns et al (2004), they investigated the first-grade students in order to detect homonyms.…”

Section: Discussionsupporting

confidence: 91%

See 1 more Smart Citation

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

Safataj

Amiryousefi

2016

TPLS

View full text Add to dashboard Cite

Abstract-Vocabulary learning is indispensable in the process of second language (L2) learning and plays a pivotal role in this regard. At the heart of this issue is the homonymous conflict, which is more problematic and very difficult to deal with. Therefore, the current study was undertaken to cast a little bit of light on homonyms instruction in the area of learners' L2 vocabulary development and retention. In this vein, four intact classes of Iran Language Institute (ILI) comprised of 46 young female EFL learners aged from 9-10 years old enrolled in the present study whose English proficiency level was elementary. Signing the Assent form, the participants were given a proficiency test for homogenizing. They were divided into two groups of experimental and control. The former group favored the explicit, simultaneous and concurrent homonymous set of words instruction; however, the latter one encountered the accidental and incidental homonyms instruction through various texts. The results obtained from vocabulary achievement test indicated that in the vocabulary development phase, both methods appeared to be significantly effective in the short run, but the participants in the experimental group revealed a better performance. Moreover, after administrating the delayed post-test, the analysis elicited that homonyms instruction significantly hindered the vocabulary recovery and retention of the learners just in the Experimental group three weeks later. Hence, the outcome of this piece of study provided various remarkable implications for teachers to reinforce learners' vocabulary repertoire through context, and led to give some insights into homonyms instruction via metalinguistic awareness.

show abstract

Section: Discussionsupporting

confidence: 91%

“…In this respect, Hoshino (2010) examined the relative effect of five set of word lists such as synonymous, antonymous, categorical, thematic, and arbitrary word lists on learners' L2 vocabulary learning. Based on the findings, he concluded that presenting new vocabularies through categorical lists promoted learners' vocabulary learning.…”

Section: Introductionmentioning

confidence: 99%

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

Safataj

Amiryousefi

2016

TPLS

View full text Add to dashboard Cite

show abstract

“…It is also considered as a necessary component for improving competency in all areas of communication among users of a language (Celik & Toptas, 2010;Hoshino, 2010). It is a unique constituent that connects the four language skills of speaking, listening, reading and writing together.…”

Section: Background To the Studymentioning

confidence: 99%

Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning

Khodary¹

2017

ELT

View full text Add to dashboard Cite

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, KSA. They formed two groups: an experimental group (n = 40) and a control one (n = 40). Both groups were pre-tested by using the pre Vocabulary Achievement Test (VAT) for equivalence in vocabulary prior to the treatment. The researcher taught the experimental group throughout the sessions that based on using the VSSPlus in vocabulary learning and she taught vocabulary to the control group by using the Vocabulary Self-Collection Strategy (VSS). Then, the researcher post tested the two groups by using the post VAT and she used the t-test to calculate the differences between the mean scores of the pre and post VAT. The results revealed that a statistically significant difference was found between the mean scores of the experimental group and the control group on the post VAT in favor of the experimental group. The results also showed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post VAT in favor of the post VAT. Therefore, it was concluded that the experimental group outperformed the control group on the post VAT as a result of receiving training on the VSSPlus. It was also concluded that the experimental group performed better on the post VAT than the pre VAT because the VSSPlus helped them develop vocabulary. Some recommendations and suggestions for further research were provided.

show abstract

“…L1-L2) which suggests that the impact of semantic clustering was only partial. Another study which gives more evidence in favor of semantic clustering is that of Hoshino (2010). Hoshino compared and contrasted five different types of lexical clustering: synonyms, antonyms, category, thematic, and unrelated.…”

Section: Empirical Research On Semantic Clusteringmentioning

confidence: 99%

The Effect of Semantic Clustering on the Acquisition of Quantitative and Qualitative Knowledge of Vocabulary

Heidari‐Shahreza

2015

ILSHS

View full text Add to dashboard Cite

The present study explored the effects of semantic clustering on the acquisition of vocabulary knowledge. Two methods of vocabulary presentation (and instruction) were taken into account: a) Semantically-related presentation (SRP) which was based on the idea of presenting words in semantic clusters; and b) Semantically-unrelated presentation (SUP) which referred to presenting target words in unrelated sets. The results showed that the learners in the SRP class significantly outperformed their peers in the SUP class in both quantitative and qualitative measures of vocabulary knowledge.In-depth analysis of participants' score variations across levels of vocabulary knowledge also revealed that the SRP method of vocabulary presentation was probably a better facilitator in the learners' progress from a basic familiarity with the target words, to vocabulary knowledge at both reception and production level.The findings of the study are fully discussed and its pedagogical implications for language teachers are drawn upon.

show abstract

The Categorical Facilitation Effects on L2 Vocabulary Learning in a Classroom Setting

Cited by 29 publications

References 20 publications

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning

The Effect of Semantic Clustering on the Acquisition of Quantitative and Qualitative Knowledge of Vocabulary

Contact Info

Product

Resources

About