Unveiling the Pedagogical Potency of Quizlet:Enhancing Vocabulary Acquisition and Academic Performance Among Business English Major Students in China

The effectiveness of Quizlet,an online vocabulary learning tool,in enhancing vocabulary acquisition and academic performance among Business English major students in China was investigated in this study.With emphasis on the importance of vocabulary proficiency for English learners,especially those in English-related majors,this research aimed to understand the impact of Quizlet on vocabulary mastery and its connection to overall academic success.A one-academic-year longitudinal experiment was carried out involving two classes,utilizing quantitative methods for assessing vocabulary retention and academic progress.Improvement was seen in the final exam rankings and vocabulary retention rates in Quizlet-engaged classes.Hopefully,this study could provide valuable insights for educators,curriculum designers,and researchers,guiding the optimization of language acquisition strategies in the digital age.

A Study on Second Language Vocabulary Acquisition Under the Categorization Theory

In cognitive linguistics,debates on the status and functions of categorization have been a heated issue.In semantics and second language acquisition,scholars have discussed and achieved vocabulary acquisition from different perspectives and academic levels.Vocabulary learning exerts a fundamental role in second language vocabulary acquisition(SLVA),and it is closely related to learners’cognitive competence.However,studies on second language vocabulary acquisition under the categorization theory in cognitive linguistics have received less attention from linguists when compared with other studies.This paper employs two representative dimensions,the basic-level effect and the prototype effect,under the categorization theory to further delve into the implications on second language vocabulary acquisition.This article first provides a comprehensive introduction to the nature and the approaches of the categorization theory,and then analyzes the relations and implications for second language vocabulary acquisition under the categorization theory from the perspective of the basic-level and the prototype effects.The research results showed that the basic-level effect on SLVA is mainly on the classification of word categories distinguished from the superordinate and subordinate categories,while the prototype effect is more on understanding the complexity and use of word meaning.

Comparing the Effects of Different Post-Listening Output Tasks on Second Language Incidental Vocabulary Acquisition:Revisiting the Involvement Load Hypothesis

Based on the Involvement Load Hypothesis, the present study investigated the differential effects of three post-listening output tasks(gap-filling, translation, and sentence-making) on immediate acquisition and retention of such vocabulary dimensions as productive knowledge of orthography,receptive recall of meaning and form, and productive knowledge of grammatical functions. Ninety second-year English majors were divided into three groups to finish listening plus one of the postlistening tasks. The results showed that the post-listening output tasks had positive effects on immediate acquisition of productive vocabulary knowledge, partially in agreement with the Involvement Load Hypothesis. However, the effects on vocabulary knowledge retention were found to be largely inconsistent with the Involvement Load Hypothesis. The finding thus challenges this hypothesis in that involvement load is not the only determining factor and suggests that the theoretical construct of involvement load should be constructed with more caution.

Effects of Glosses and Involvement Loads on Incidental Vocabulary Acquisition

The present study aims at exploring the effects of different glosses and involvement loads on incidental vocabulary acquisition among non-English majors.It investigates whether glosses and involvement load would have an effect on the learners’immediate word gain and promote their word knowledge retention.The experiment chooses 96 non-English freshmen at a university in Si Chuan Province.Results indicate that Translation task with multiple-choice glosses is the most effective,and reading comprehension task with single glosses is the worst.

Incidental L2 Vocabulary Acquisition and Reading:Concerns,Progresses and Future Directions

There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

Pedagogical Strategies for Task-Based Vocabulary Acquisition

Vocabulary has been the most difficult part language learners encounter in the process of their language learning and their daily communication. Nevertheless vocabulary teaching and learning has not been given due importance and has become the bottleneck in college English instruction although it is central to language learning. Task-based Instruction Approach, noted for its advanced methodology in facilitating vocabulary learning and teaching, is introduced in the vocabulary teaching implementation in this paper. By analyzing the theoretical basis and features of Task-based Instruction Approach, the author puts forward strategies for vocabulary teaching and learning as well as principles in task design with the aim of improving leamers＇ vocabulary acquiring competence and language competence, fostering learners＇ emotional and cognitive development, and at the same time providing insights into culture of English language

The Contrary Effect of Collaborative Writing on ESL Students＇ Vocabulary Acquisition

Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.

The Effect of Input and Output on Second Language Vocabulary Acquisition and Implications for Vocabulary Teaching

Vocabulary is the basis of language learning. The study of vocabulary is an important part of second language acquisition research field. This article mainly reviews external factors that influence the second language vocabulary acquisition research at home in recent years. It emphatically summarizes the effect of input and output on vocabulary acquisition, vocabulary teaching,that will provide some suggestions for the future vocabulary acquisition.

The Effects of Reading Anxiety and Learning Motivation on EFL Stu⁃ dents’Incidental Vocabulary Acquisition During Reading

This study explores the effects of two affective factors,reading anxiety and learning motivation on incidental vocabulary acquisition(IVA)under Chinese context.Fifty-two sophomores form a comprehensive university in southern China were enrolled in this study;data were collected through questionnaires,IVA test,and semi-structured interviews.This study identified the signifi⁃cant relationship between IVA and learning motivation but reading anxiety was non-significant.The findings contributed empirical evidence to the effects of affective factors on Chinese students’incidental vocabulary acquisition.

The Importance of Dictionary Use in Vocabulary Acquisition—A Research Based on the Junior Students of WICT

Vocabulary learning is very important in language learning, while dictionary use plays an obvious role in vocabulary acquisition. The author investigates dictionary use in vocabulary learning among the junior students in Wuxi Institute of Communications Technology(WICT)and reveals the significant differences between the good learners and the poor learners in their attitude and use of the dictionary. Accordingly, the author offers some suggestions on dictionary use to solve the problems found in vocabulary acquisition.

Review of Keeping Vocabulary Notebooks on Vocabulary Acquisition

Vocabulary notebooks relates to a notebook kept by each individual student with the aim of learning and expanding new vocabularies.Such vocabulary learning approach has been advocated for many years,and its advantages have been proved by many language teaching professionals.

A Review of Research on L2 Vocabulary Acquisition through Reading

The crucial role of lexis in both first and second language acquisition has long been acknowledged by researchers.With that notion, many researchers and instructors has paid much attention to L2 vocabulary acquisition. The paper here attempts to give a brief review of some related research and is supposed to spark some ideas about L2 vocabulary acquisition on a theoretical and pedagogical basis.

Application of Information Processing Theory in Second Language Vocabulary Acquisition

Vocabulary acquisition is an intricate process,which has a close relationship with memory.In cognitive psychology,a large number of studies on memory system have been conducted based on the information processing theory,placing great value on second language learners’cognitive process.This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.

Learner Autonomy and EFL Vocabulary Acquisition in Hainan University

This paper explored EFL learners’perceptions of learner autonomy(LA)in Hainan University.Two findings have been found in the research.Firstly,the third-year students were found to be the least autonomous learners.Secondly,the learners were exceedingly dependent on their teachers for explanation and guidance for in-class learning.The teacher’s role is dominant to the learners.In this sense,it is not that the learners lack the ability to learn independently.Rather it is likely to be due to their traditional beliefs about the superior dominance of their teachers’role that make them become more dependent in learning.Relevant implications were discussed.

A Cognitive Psychological Study on the Acquisition of Chinese Word’s Coloring Meaning--Chinese as a Second Language

Lexical meaning mainly includes rational meaning,grammatical meaning,and coloring meaning.Mastering the coloring meaning of vocabulary is of great significance for foreign students to use Chinese vocabulary correctly.This study mainly examines the psychological mechanism of Chinese second language learners mastering the coloring meaning of words,examines the psychological characteristics of students mastering the color meaning of words from the perspectives of second language learning theory and cognitive theory,establishes a cognitive schema for coloring meaning learning,and proposes corresponding learning models and teaching strategies.

INCIDENTAL VOCABULARY ACQUISITION AND FOREIGN LANGUAGE VOCABULARY TEACHING

In recent years, the research of incidental vocabulary learning takes the cognitive processing approach to explore lexical development and has become a hot issue in the field of second language vocabulary acquisition. In terms of its origin, the concept was greatly influenced by and develops from linguistics and cognitive psychology of the 1970s and 1980s. The present paper reviews and analyzes the recent results of the research on incidental vocabulary acquisition. Some implications for L2 vocabulary teaching are also discussed.

THE EFFECTS OF CAPTIONS ON CHINESE EFL STUDENTS' INCIDENTAL VOCABULARY ACQUISITION

This research investigated the effects of captions on Chinese EFL students' incidental vocabulary acquisition. The results are: 1) Captions contribute a lot to students' incidental vocabulary acquisition. In particular, English captions more greatly enhanced students' mastery of word-spelling and listening word recognition. Chinese captions better improved students' mastery of word-meaning. 2) The effects of both L1 and L2 captions on vocabulary acquisition are conspicuous for students of both high and low L2 proficiency. But in terms of word meaning, students with low L2 proficiency benefit tremendously more from the L1 captions than from the L2 subtitles while the differences between the effects of L1 and L2 captions are not so great for the students of high L2 proficiency. The study suggested that captioned authentic video materials could be a good method to teach L2 vocabulary, but the teachers have to be careful in deciding when and how to use the captions.

L2 Vocabulary Acquisition Through Reading——Incidental Learning and Intentional Learning

二语词汇习得过程中主要涉及到两种不同的方法:直接学习和间接学习。本文通过调查中国非英语专业学习者在阅读语境中词汇习得现象,发现在间接学习的基础上增加直接学习对学习者不同知识层面(从认知到运用)的词汇习得能力的提高和词汇记忆有很大帮助。英语学习者的水平在产出性词汇附带习的得中起到很大作用。

AN EMPIRICAL STUDY ON THE DEVELOPMENT OF L2 VOCABULARY ACQUISITION BY NON-ENGLISH MAJORS

词汇是语言学习者的主要障碍之一,也是二语习得研究领域中的一个重大课题。作者通过对沈阳师范大学的60名非英语专业学生的消极词汇、半积极词汇和积极词汇进行两次不同时间的测试,随后用SPSS软件对所采集的数据进行分析,得出结论:通过一年的英语学习,受试者的消极词汇量和半积极词汇量均有显著提高,而积极词汇量却无显著变化,说明学习者的积极词汇在二语词汇习得过程中出现了停滞和僵化现象,很难继续发展。作者由此对二语词汇教学与学习提出了一些建议。