Video viewing as a mediation of learning content-based vocabulary: Assisting students in understanding disciplinary vocabulary in context

Abstract

Although much research in the area of second language (L2) vocabulary development has extensively been researched, video text viewing as a strategy for understanding disciplinary vocabulary in context is rarely reported in the literature. To fill this void, the present action research reports the findings of vocabulary self-collection strategy (VSS) along with the use of video as a multi-semiotic medium of understanding disciplinary vocabulary in content-based EFL instruction. Informed by students’ reflective journal, observation, and interview data, students recounted that the VSS encouraged them to learn disciplinary vocabulary in different discourse contexts. Through role scaffolding by a teacher and peer support, they were engaged in the discovery of vocabulary by documenting unfamiliar or interesting words from their readings and by exploring different meanings of vocabulary using e-dictionaries and corpora. The other research findings showed that the students had enhanced their awareness of word classes, word orders, and word meanings. This empirical evidence suggests that VSS can be a catalyst for engaging students in such post-listening tasks as writing a summary of the video text and creating new vocabulary mapping or profiling.

Developing morphological knowledge with online corpora in an ESL vocabulary classroom

“…The vocabulary classroom action is taken according to the following procedure adapted from Yanto and Nugraha ( 2018 ):…”

An Evaluation of Extensive Reading Program : Principle Conformity and Increasing of Students Reading Habit

“…With the use of dictionaries, students were able to expand both the breadth (number of words they already know) and depth (contextual knowledge) of their vocabulary. As a result, the range and depth of vocabulary improve reading comprehension, which in turn helps readers make sense of what they read (Yanto & Nugraha, 2018). Then, reading challenging texts enhanced both intentional and unintentional daydreaming, which helped to partially account for the inverse relationship between text difficulty and comprehension.…”