Vocabulary

Nation, Paul; Meara, Paul

doi:10.4324/9780429424465-3

Cited by 12 publications

(17 citation statements)

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“…Spontaneous communication imposes greater short‐term working memory demands on speaking than writing. Corpus linguists have discovered that fluency in speaking, or natural language, is related to the use of recurrent multiword expressions, such as phrasal verbs, collocations, compound nouns, and formulaic expressions, at high frequency and in a variety of forms (Meunier, ; Nation & Meara, ; Szudarski & Conklin, ). Short‐term repetition and the rehearsal of multiword expressions allow the development of multiword sequencing in long‐term memory, which consequently compensates for limited working memory and ultimately expedites the pathway from language processing to production.…”

Section: Discussionmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

120

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In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction (EMI) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language (EFL) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as first aid devices used for interaction and communication, to address problems or breakdowns, and to remain active in communication. The purpose of this article is to investigate university students’ anxiety, strategy use, and difficulties when speaking English in full and partial EMI contexts. This research involved a large‐scale questionnaire survey of 638 students. The quantitative analyses were conducted through a multivariate analysis of variance, a hierarchical multiple regression, and chi‐square tests of independence. The results indicated that students receiving partial EMI exhibited high speech anxiety, a lack of confidence, and negative feelings toward English learning. Additionally, students in the partial EMI context were found to use rehearsal and paraphrasing strategies less frequently than those in full EMI contexts. Furthermore, a relationship was observed between the EMI context and difficulties in speaking reported by students.

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Section: Discussionmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

120

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“…In their study, Huang and Yang [41] stressed the significance of incidental vocabulary learning as the main source of learner-centered vocabulary acquisition in authentic situations. On the other hand, there are several empirical studies which favor intentional acquisition over incidental acquisition [42], even though, when it comes to determining the effectiveness of specific methods within the context of intentional vocabulary learning, limited research exists [43].…”

Section: Teaching Vocabulary Through Multimedia; Film Subtitles As a mentioning

confidence: 99%

The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

2019

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The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.The dual-coding theory (DCT) is a general cognition theory that has been directly applied to literacy and language learning. The theory was proposed by Allan Paivio in 1971 and explains the powerful effects of mental imagery on the mind and memory. In his theory, Paivio originally accounted for verbal and nonverbal influences in memory, but researchers soon started applying it in other areas of cognition [8][9][10]. According to this theory, a person can learn new materials using verbal associations or visual imagery but the combination of both is more successful in learning [11]. The dual-coding theory states that the brain uses both visual and verbal information to represent information [12], but this information is processed differently along two distinct channels in the human mind, creating different representations for information that each channel processes. The existing two coding systems are the verbal system and the nonverbal/visual system. These two coding systems interact, and this interaction results in better recall [10,13]. The verbal system stores linguistic information/units (such as text, sound, or even motor experience such as sign language) in sequential units called "logogens." The non-verbal/visual system processes visual information/units (such as symbols, pictures, or videos) and keeps them in units called "imagens." The terms "logogen" and "imagen" refer respectively to representational units of verbal and nonverbal information that produce already existing mental words and images and can function unconsciously to improve cognitive performance [14]. According to Paivio [9] and Clark and Paivio [15], there are three different processing levels that take place within or between verbal and nonverbal/visual systems: representational, referential, and associative processing. The two systems are linked together through referential connections (Figure 1).

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“…La ANOVA de medidas repetidas (F(3, 59) = 0,461, p = 0,711), pese a no ser significativa genéricamente, apuntó que las diferencias temporales fueron estadísticamente significativas solo en el olvido derivado del uso de la Lista para los preuniversitarios (p = 0,021) y en el aumento de la calidad del recuerdo para ambos grupos a través de la Inferencia (p = 0,029 en la etapa universitaria y p = 0,009 en la secundaria). Hulstijn (2001Hulstijn ( , 2003, Nation y Meara (2002) o Barcroft (2009).…”

Section: Resultados Del Postest Por Método Y Constructounclassified

“…Ante esta realidad procesal, debemos hacer referencia al Modelo de Procesamiento del Input (VanPatten y Cadierno, 1993;VanPatten, 1996;VanPatten, 2004), pues su influencia es notable en las aproximaciones didácticas de tipo intencional. Se trata de una teoría que estudia "the strategies and mechanisms learners use to link linguistic form with its meaning and/or form" (VanPatten, 2004, p. 1) De todo esto se desprende uno de los grandes debates en la enseñanza del vocabulario: aprendizaje incidental vs. aprendizaje intencional (Nation, 1990;Nation y Meara, 2002;Hulstijn, 2001Hulstijn, , 2003Barcroft, 2009;Agustín-Llach, 2009). El primer tipo −el que se produce derivado de otra actividad comunicativa, como la lectura−, se apoya principalmente en la hipótesis del input (Krashen, 1985); mientras que el segundo tipo de aprendizaje −el que ha lugar cuando se tiene la intención expresa de aprender léxico− encuentra su sustento teórico en el marco de la atención a la forma (Long, 1991;Ellis, 2001), marco que bebe de la hipótesis de la captación (Schmidt, 1990), del procesamiento del input (VanPatten, 1996;VanPatten, 2004) y del output forzado (Swain, 1985).…”

Section: Marco Teórico ______________________________________________unclassified

“…116-141), por su parte, señala que el aprendizaje explícito demanda una gran dedicación temporal dentro del aula, lo que hace imposible aprender así todas las palabras necesarias. Sin embargo, a la luz de la mayoría de investigaciones que contraponen ambos tipos de instrucción, todo apunta a una mayor eficacia del aprendizaje intencional (Hulstijn, 2001(Hulstijn, , 2003Nation y Meara, 2002;Barcroft, 2009), pues, de lo contrario, existe riesgo de inferir erróneamente y, por ende, de un aprendizaje equivocado (Kelly, 1990, p. 205;Laufer, 1997, p. 27 (Laufer y Shmueli, 1997, p. 91;Schmidt, 1990Schmidt, y 1993. Dado este complejo contexto, son varios los autores que, en consonancia con el parecer de muchos docentes, recomiendan el aprendizaje incidental del vocabulario como un complemento al intencional (Nation, 2001;Pigada y Schmitt, 2006;Agustín-Llach, 2009, Barcroft, 2012.…”

Section: Marco Teórico ______________________________________________unclassified

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Efectos del método de presentación léxica en la recuperación y el reconocimiento del vocabulario en español LE/L2 para italófonos

Gallardo¹

2020

RILEX

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Este estudio compara la efectividad de un aprendizaje intencional frente a uno incidental y el impacto de distintos grados de contextualización en la presentación del vocabulario. Para ello, se miden los efectos a corto y medio plazo de tres métodos directos de presentación léxica (lista de palabras, ejemplos y texto glosado) y uno indirecto (inferencia por contexto) en la recuperación y el reconocimiento de vocabulario en español L2 por parte de estudiantes italianos (universitarios y preuniversitarios). Los resultados revelan beneficios significativamente mayores para el aprendizaje intencional y, dentro de este aprendizaje directo, para el método de texto glosado. Se observa, además, mayor facilidad en la adquisición del conocimiento receptivo (frente al productivo) y del significado (frente a la forma). Se constata una leve disminución general en la retención léxica entre el test inmediato y el postest a medio plazo, con mayor propensión al olvido mediante el trabajo con listas, mientras que el método de inferencia por contexto mejora los resultados en el postest. Asimismo, los universitarios parecen beneficiarse más del listado y los ejemplos, mientras que los preuniversitarios lo hacen del texto con glosas.

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Vocabulary

Cited by 12 publications

References 1 publication

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

Efectos del método de presentación léxica en la recuperación y el reconocimiento del vocabulario en español LE/L2 para italófonos

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