ARTICLE | doi:10.20944/preprints201811.0193.v2
Subject: Arts & Humanities, Linguistics Keywords: translation equivalence (TE); translation equivalents (TEs); vocabulary knowledge; receptive vocabulary; word learnability
Online: 12 November 2018 (05:29:18 CET)
One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.
ARTICLE | doi:10.20944/preprints202106.0046.v1
Subject: Mathematics & Computer Science, Algebra & Number Theory Keywords: English vocabulary learning; Incidental vocabulary acquisition,; Context-aware ubiquitous learning,; Ubiquitous Computing; Open-source software
Online: 1 June 2021 (15:24:35 CEST)
Language learners often face communication problems when they need to express themselves and do not have this ability. On the other hand, continuous advances in technology create new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents the ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate the proposal, 15 learners used the system developed, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the use of the learner context to assist them in their learning. The ULearnEnglish achieved an acceptance of 78.66% for the perception of the utility, 96% for the perception of ease of use, 86% for user context assessment, and 88% for ubiquity. This study presented a positive response in using the location of users to assist their learning. Among the main contributions, this study demonstrates an opportunity for ubiquity use in future research in language learning. Also, furthers studies can use the source available to evolve the model and system.
ARTICLE | doi:10.20944/preprints201811.0205.v1
Subject: Social Sciences, Education Studies Keywords: cognates; kindergarten children; recall; recognition; vocabulary retention
Online: 8 November 2018 (10:49:05 CET)
This study investigates five-year-old learners’ vocabulary retention through case studies, on a one week, one month, three months, and five months basis. It concerns the vocabulary learning of kindergarten children learning English as a second language (L2). This study attempts to seek answers to the questions of to what extent the presentation of the three different sets of words more effective than the other two is, both on recall and recognition and whether the recall and recognition levels showed differences in the three sets of words in course of time. In the literature, some studies have favoured semantic mapping in which new words are presented and organized in terms of associated lexical meanings. Some other studies have disfavoured semantic mapping. This study has administered three different sets of vocabulary: semantically related, cognates and semantically unrelated words. This study indicated that all participants were more successful with semantically related words on word recall and with cognates on word recognition. The results of this study do not support those which claim that making semantic associations may cause interference and hinder vocabulary learning. This study further suggests that semantically related words should be taught thematically to facilitate vocabulary teaching, particularly on word recall.
ARTICLE | doi:10.20944/preprints202208.0325.v1
Subject: Arts & Humanities, Linguistics Keywords: Hallyu; Korean Wave; Korean language; Tagalog language; Second Language Acquisition; Vocabulary Acquisition; Proto-Lexicon
Online: 17 August 2022 (12:42:10 CEST)
Hallyu or the Korean wave has sweeped through nations especially the Philippines. This exploratory study offers a dip into the effects of the Hallyu wave on a Filipino speaker through ambient exposure, consequently on the development of a Korean proto-lexicon through indirect vocabulary acquisition. Finally, a focus group discussion and a preliminary assessment tested out the waters of the effects of Hallyu on casual Filipino speakers. A thorough statistically comprehensive qualitative study on the acquisition framework is recommended to provide substantial evidence to support the framework.