The Role of Context and Cognitive Effort in Vocabulary Learning: A Study of Intermediate‐Level Learners of Arabic

Golonka, Ewa M.; Bowles, Anita R.; Silbert, Noah H.; Kramasz, Debra; Blake, Charles; Buckwalter, Tim

doi:10.1111/modl.12191

Cited by 42 publications

(12 citation statements)

References 27 publications

(28 reference statements)

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“…The results suggested that learning the words in isolation was better than with context. Similar results were found by Golonka et al (2015). Their learners were presented with 60 target words learned across six sessions.…”

Section: Contextualized Learning Of Wordssupporting

confidence: 76%

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

Le-Thi¹,

Rodgers²,

Pellicer‐Sánchez³

2018

TESL Canada

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Section: Contextualized Learning Of Wordssupporting

confidence: 76%

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

Le-Thi¹,

Rodgers²,

Pellicer‐Sánchez³

2018

TESL Canada

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“…Notes 1. The term semi-contextualized is used to describe a task providing short written contexts, rather than a vocabulary task embedded in a longer passage (Golonka et al, 2015). 2.…”

Section: Discussionmentioning

confidence: 99%

Relationship Between L2 Vocabulary Learning Strategies and Semi-Contextualized Word Meaning Test Scores

Hasegawa

2019

JLTA Journal

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This study aims to reveal whether any specific type of vocabulary learning strategy (VLS) leads to higher scores on semi-contextualized word meaning tests-a multiple-choice gap-filling format in which short written contexts are provided. A total of 132 first-year university students learning English as a foreign language completed a VLS questionnaire and a semi-contextualized word meaning test. The relationship between these two variables was examined using Pearson's correlation analysis, confirmatory factor analysis, and exploratory factor analysis. The results demonstrated that the relationships between VLS use and test scores were very weak (rs < .20), regardless of the strategy type. The smaller correlations compared to those reported in previous studies using vocabulary size tests may be caused by the more complicated constructs involved in the semi-contextualized word meaning test, which requires not only receptive knowledge about word meanings, but also reading comprehension skills and knowledge about word forms and usage in a sentence. However, imagery strategies, such as creating a mental image of word forms, had a very weak but significant positive correlation with the test scores. Based on these results, this study further discusses how Japanese high school students who will take examinations that employ the semi-contextualized word meaning test format should learn vocabulary.

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“…Elgort and Warren's (2014) study supported the findings, revealing that chances of robust learning were higher for more concrete lexical items. Golonka, et al (2015) discussed the role of lexical context for native English speakers in learning Arabic L2 vocabulary. Overall, the study suggested learning vocabulary from reading for comprehension was less effective than learning from vocabulary-focused decontextualized or semi-contextualized tasks.…”

Section: What Types Of Vocabulary Are Easier To Be Inferred Through Cmentioning

confidence: 99%

“…Mestres-Missé, et al, 2014 1) Concrete word meanings were discovered and learned faster than abstract word meanings even when matched on context availability; 2) Chances of robust learning were higher for more concrete lexical items. Golonka, et al, (2015), The Modern Language Journal.…”

Section: What Types Of Vocabulary Are Easier To Be Inferred Through Cmentioning

confidence: 99%

İçerik İpuçlarını Kullanarak İkinci Dilde Kelime Öğrenme: Son On Yılda Yapılan Çalışmaların İncelenmesi ve Dijital Ortamdaki Uygulamaları

Altunel²

2018

Journal of Educational Technology and Online Learning

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This article reviews empirical studies from the past decade in learning second language (L2) vocabulary from context clues. Previous studies conclude that guessing unknown words from context clues is not an effective vocabulary learning strategy. Rather, it should be employed as a complementary approach. In alignment with this standpoint, review of the most recent empirical studies reveals that merely relying on context clues does not lead to the most effective L2 vocabulary learning. The learning result highly correlates with the learners' language proficiency. However, recent studies did not downplay the role of incidental vocabulary learning from reading. More researchers explore the appropriate types of vocabulary for inferring from the contexts and the corresponding pedagogical strategies. This article concludes with pedagogical implications of teaching L2 vocabulary in digital environment.

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The Role of Context and Cognitive Effort in Vocabulary Learning: A Study of Intermediate‐Level Learners of Arabic

Cited by 42 publications

References 27 publications

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction

Relationship Between L2 Vocabulary Learning Strategies and Semi-Contextualized Word Meaning Test Scores

İçerik İpuçlarını Kullanarak İkinci Dilde Kelime Öğrenme: Son On Yılda Yapılan Çalışmaların İncelenmesi ve Dijital Ortamdaki Uygulamaları

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