Using vocabulary notebooks for vocabulary acquisition and teaching

Dubiner, Deborah

doi:10.1093/elt/ccx008

Cited by 14 publications

(18 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on Schmitt's (1997) taxonomy (Figure 1), vocabulary learning strategies are classified into two broad categories: Discovery strategies and consolidation strategies, which are then broken down further into specific clusters of strategies such as determination, social, metacognitive and cognitive strategies respectively. Though the taxonomy presents an array of strategies at the disposal of the learners as well as teachers, research has indicated that not many were aware of its presence and hence were unable to reap its benefits (Azadeh Asgari & Ghazali Bin Mustapha, 2011;Dubiner, 2017;Rupley & Nichols, 2005;Taveggia, 2013;Uzun, 2012).…”

Section: Schmitt's Taxonomy Of Vocabulary Learning Strategiesmentioning

confidence: 99%

Section: Vocabulary Notebooksmentioning

confidence: 99%

“…• Increased vocabulary acquisition and retention (Dubiner, 2017;Centenario, 2013;McCrostie, 2007;Uzun, 2012, Yung, 2008. • Development of language learning strategies (Dubiner, 2017;Loshuertos Centenario, 2013;McCrostie, 2007;Vela & Rushidi, 2016). • Increased learner motivation and autonomy (Dubiner, 2017;Centenario, 2013;McCrostie, 2007;Taveggia, 2013;Uzun, 2012;Vela & Rushidi, 2016;Walters and Bozkurt, 2009;Yung, 2008).…”

Section: Vocabulary Notebooksmentioning

confidence: 99%

See 2 more Smart Citations

Vocabulary Journaling To Improve Reading Comprehension

Nin¹

2019

ASSRJ

View full text Add to dashboard Cite

Although the importance of vocabulary in language input (listening and reading) and output (speaking and writing) has long been established, time constraints and examoriented instruction in the Malaysian secondary school classrooms force teachers to prioritize content breadth rather than depth. In 2017, the Malaysian Ministry of Education implemented nationwide the new Standard Based Curriculum for Secondary Schools (KSSM). The integration of the Vocabulary Journal in the new textbook demonstrates the importance of vocabulary in language learning. This paper aims to present and share the findings of an action research study with a selected class of Form One students (13 year olds) engaged in vocabulary journaling to determine its effectiveness in enhancing vocabulary knowledge as well as reading comprehension. Vocabulary journals are also known as personalised dictionaries for learners of English as a Second Language (ESL) which allows them the freedom to include any information they deem relevant to the target words. To ease the process of deciding which information to be included, the vocabulary journaling used Frayer's (1969) Vocabulary Four Square Model. This paper will share the findings from the study on enlisting the vocabulary journal approach to enhance the learners' vocabulary range, thereby leading to improved reading comprehension.

show abstract

Section: Schmitt's Taxonomy Of Vocabulary Learning Strategiesmentioning

confidence: 99%

Section: Vocabulary Notebooksmentioning

confidence: 99%

Section: Vocabulary Notebooksmentioning

confidence: 99%

See 1 more Smart Citation

Vocabulary Journaling To Improve Reading Comprehension

Nin¹

2019

ASSRJ

View full text Add to dashboard Cite

show abstract

“…Getting students to track their vocabulary learning using notebooks (e.g. Schmitt and Schmitt 1995;Dubiner 2017) or computer or phone apps, whereby they can add further information as they learn more about new words, may also be helpful. The quality of the peer review comments, and the fact that there were more positive than negative comments overall is similarly encouraging.…”

Section: Implications Of the Projectmentioning

confidence: 99%

Bridging the gap between university and upper secondary school English studies: The ULE project

Walker

Allan

2018

ICAME Journal

View full text Add to dashboard Cite

2The ULE project 2.1 The process After initial discussions between ourselves and the upper secondary school, it was decided to only involve one teacher and one class for the pilot project. The project was set up using the open access learning management system Moodle (see https://moodle.org). This learning platform allowed us to enrol secondary school students and teachers onto the specially-designed module, where instructions, lectures, two short assignments, and feedback could be given by university teachers, and where students could submit their work. This also reflects the mode of instruction for our online English courses at Mid-Sweden University.The content was designed to reflect first-term undergraduate university-level English language studies. The teacher then explained to the class about participating in the project as part of their classwork, and received a positive response.In the following lesson, students received two articles, together with a glossary for each, to read in class in advance of our meeting the students to introduce the project.To guide the students into the project, we met the students during their regular English class, and introduced the students to the aims and content of the project, the theme, topic and assignments (see 2.2), and the learning platform (including how to log-in and how to negotiate the platform). They also received information on how to log-in, and how to do the first assignment, on paper. The students were at this point asked to sign a permission form allowing us to use their work (which would of course be anonymised) for subject didactic and/or linguistic research and for teaching on the upper secondary school teacher education programme at Mid-Sweden University. It was explained to them that although the assignments were compulsory, as part of their school coursework, giving permission for us to use the material was entirely their choice. Happily, all students chose to sign the form, including a few students who were absent from the initial introductory session. For those who missed the session, a written instruction guide was uploaded in Moodle. Classwork and the assignmentsThe theme for the project, the US presidential election, was decided on in collaboration with the teacher, the idea being to select a topical issue from the English-speaking world. We based the classwork and written assignments on one of the assignments on our first-term undergraduate English course at Mid-Sweden University. The classwork was designed to take up as many as six of their scheduled English classes at upper secondary school (or part of these classes). The first class was when they were to read the two articles, the second

show abstract

“…According to Dubiner (2017), one way to encourage vocabulary development amongst language learners is keeping a vocabulary notebook. The participants in her research were 13 third-year students in Israel.…”

Section: Irena Darginavicienementioning

confidence: 99%

Preferred Techniques for Learning ESP Lexis by Generation Z

Darginavičienė¹

2018

kie

View full text Add to dashboard Cite

Vocabulary has long been taught and learned through single words. The traditional learning involved making lists of words with their translations into learner native language. Although words are the key blocks of language, they do not occur individually. To produce coherent texts, words are combined and integrated into various situations. Language practitioners, who are unaware of recent linguistic research, usually use commercial textbooks that rely on grammar syllabus. In 1993, M. Lewis introduced a lexical approach which claims that language consists of meaningful word combinations known as chunks. Corpus studies confirmed that chunks dominate all language structures. It is acknowledged that acquisition of lexis is a very complex and demanding process. Learners of each generation use different ways of learning. Recognition and recall are two key concepts that demonstrate how learners can cope with receptive and productive skills. Recognition implies understanding lexis while reading or listening, and recall refers to learners' ability to remember and use it in speaking or writing. This article aims at investigating how students of Klaipeda University, who represent Generation Z (2000-present), prefer to learn English for Specific Purposes (ESP) lexis, which is one of key difficulties they encounter in learning English. The data are obtained from the two surveys that have been administered to the respondents. The analysis of the responses reveals that Generation Z prefers traditional ways of mastering lexis.

show abstract

Using vocabulary notebooks for vocabulary acquisition and teaching

Cited by 14 publications

References 11 publications

Vocabulary Journaling To Improve Reading Comprehension

Vocabulary Journaling To Improve Reading Comprehension

Bridging the gap between university and upper secondary school English studies: The ULE project

Preferred Techniques for Learning ESP Lexis by Generation Z

Contact Info

Product

Resources

About