The effect of extensive reading and paired-associate learning on long-term vocabulary retention: An event-related potential study

Chun, Eunjin; Choi, Sanghee; Kim, Junsoo

doi:10.1016/j.neulet.2012.05.069

Cited by 29 publications

(18 citation statements)

References 16 publications

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“…The findings of (Tan, 1998;Horst, 2005;Rosszell, 2007;Chun, Choi, & Kim, 2012& Chen et al, 2013 revealed that ER helps improving vocabulary learning. Pigada and Schmitt (2006) investigated a study aimed at exploring whether an extensive reading program can enhance lexical knowledge and also explores how vocabulary acquisition varies according to how often words are encountered in the texts.…”

Section: Discussion Of the Findings Related To The Second Questionmentioning

confidence: 99%

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

Alzu'bi

2013

ELT

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This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English was purposefully chosen from several universities in the academic year 2012 and the study continued for three semesters. To establish the validity for the instruments, the method of content validity was used; the instruments were given to a jury of specialists. In addition, the reliability of the test was established. Before carrying out the experiment, a pre-test for the general reading comprehension was administrated. By the end of the experiment, the researcher administrated the general reading comprehension post-test. The researcher used the t-test to detect any significant differences between the pre-test and post-test on the reading, grammar, and vocabulary. The findings show that ER improves university EFL students' reading, vocabulary and grammar achievement. Finally, the researcher suggested several recommendations.

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Section: Discussion Of the Findings Related To The Second Questionmentioning

confidence: 99%

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

Alzu'bi

2013

ELT

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“…In order to ensure that the reading material is neither too difficult nor too easy for the subjects, we use an article in New College English (Second Edition) Fast Reading (Book 2) published by Shanghai Foreign Language Education Press [13]. Featuring fluent narration and good storytelling, the 728-word article contains no professional knowledge that may hinder the subjects' understanding of the article.…”

Section: Empirical Research Methodsmentioning

confidence: 99%

Research on the Influence of Computer Hypermedia Annotations on Incidental Vocabulary Acquisition in English Reading

Mao¹,

Zhang²

2017

Int. J. Emerg. Technol. Learn.

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Abstract-This paper aims at disclosing the influence of computer hypermedia annotations on the incidental vocabulary acquisition of Chinese students in English reading. Firstly, the author defines and explains the basic concepts, and summarizes the development trend of English reading vocabulary teaching. Through several experimental cases, the author discusses the effect of different annotation modes, ranging from English mode, Chinese mode, image mode, noimage mode, to the combination of texts and images, on the students' incidental acquisition of English vocabularies, and analyzes the test results of the experimental cases in light of the characteristics of long-term memory. According to the empirical results, the combination of Chinese annotations and images has better effect than other modes, and plays a positive role in promoting students' incidental vocabulary acquisition.

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“…For instance, paired-associate learning (PAL), as one of the most popular methods of decontextualised vocabulary teaching, revolves around learning the translations and synonyms of foreign words. Although relevant findings indicate that PAL and similar strategies which eliminate the role of context, may lead to short-term vocabulary retention (Chun et al, 2012), it is believed that a constant keeping of the words in the short-term memory may facilitate their transfer to long term memory.…”

Section: Vocabulary Teachingmentioning

confidence: 99%

Emotioncy: a post-linguistic approach toward vocabulary learning and retention

Pishghadam

Shayesteh

2016

Sri Lanka J. Soc. Sci.

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Inspired by the Developmental Individual-difference Relationship-based (DIR) model of first language acquisition and Emotion-Based Language Instruction (EBLI) in bilingual education, the current study explores the function of emotioncy as an effective benchmark for vocabulary teaching. In particular, it attempts to empirically extend the earlier work on emotioncy, investigate learners' vocabulary development, and draw a link between learners' emotioncy and their diverse socio-economic backgrounds. In order to do this, 45 English language learners were selected from schools located within various regions of Mashhad, Iran with high, mid and low socio-economic status. Thereafter, a list of 21 vocabulary items was taught to them during 4 successive sessions. At each session, 7 words were presented to the learners and finally their retention was examined by means of immediate and delayed tests. To analyse the data, MANOVA was run to detect the likely influence of emotioncy on learners' ability of vocabulary learning and retention. Subsequently, ANOVA was employed to determine the probable discrepancies among the three groups of learners. Lastly, Pearson Product Moment Correlation was utilised to investigate possible correlations between learners' tests and their level of emotioncy, English score and overall GPA. The findings indicated that learners from the high socio-economic class outperformed their counterparts from the mid or low social class, concluding that learners' economic/social/cultural capital significantly determines their degree of emotioncy. Furthermore, the learners' emotional competencies surpassed their cognitive abilities in accounting for their general vocabulary learning success. Finally, some suggestions and implications were provided within the realms of vocabulary learning and language education.

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The effect of extensive reading and paired-associate learning on long-term vocabulary retention: An event-related potential study

Cited by 29 publications

References 16 publications

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

Research on the Influence of Computer Hypermedia Annotations on Incidental Vocabulary Acquisition in English Reading

Emotioncy: a post-linguistic approach toward vocabulary learning and retention

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