Amber Scott Amber.Scott@matsuk12.us EDFN A621-201601- Instructor: Ira Ortega Spring 2016 Article 5 Khoshnoud, K., & Karbalaei, A. (2015). The effect of computer assisted language learning (CALL) program on learning vocabulary among EFL left and right hemispheric dominant learners.?European Online Journal of Natural and Social Sciences,?4(4), 761-777. The purpose of this study was to explore the use of Computer Assisted Language Learning (CALL) in the field of teaching and learning of a foreign language in Iran. This study examines two methods of vocabulary teaching/learning (CALL-based versus non-CALL based). CALL refers to the use of computer in the teaching and learning of a second or foreign language. CALL programs aims to teach students in aspects of the language learning process via the medium of computers. The article also explores the difference between using your left and right hemispheric domains for learning vocabulary using CALL instruction. Research Questions: 1. Does CALL program enhance learning English vocabulary in elementary EFL learners or not? 2. Is there any difference between left hemispheric and right hemispheric dominant learners in learning vocabulary using CALL instruction? Conclusions: Teaching vocabulary based on Computer-Assisted Language Learning (CALL) was found to be significantly effective in improving learners ' vocabulary knowledge. CALL was more effective in terms of right brained learners. Also, right brained experimental group who
People often feel embarrassed because they believe what they do are wrong. In The Things They Carried, the conflicts in emotions of the soldiers highlight the theme of embarrassment. For instance, O’Brien in “On the Rainy River” is ashamed because he decides to go to the Vietnam War and escapes his real ideals. In “Speaking of Courage,” Norman Bowker is embarrassed because he has saved himself instead of saving his friend Kiowa from death. Indeed, the theme of embarrassment plays an essential role in The Things They Carried because shame greatly affects the complexity of the soldiers’ decisions and emotions before and after the war.
The Christian view of capital punishment is believed that Jesus requires them to oppose capital punishment. Many Christians believe and argue that God commanded "Thou shalt not kill" (Exodus 21:13), and that this is a clear instruction with no exceptions that Christians should not support the death penalty. Mistreatment and torture of individuals by governments for any purpose violates Christian instruction and must be condemned by Christians and churches where and when it occurs. God intends for life to be fixed.
In this discussion, the research of the websites that align with Rite Aid and Walgreens Boots Alliance will be evaluated by its effectiveness of each website as it relates to their association with these organizations. In addition, we will identify specific areas where those websites could better serve your needs. In this discussion, we learn how Rite Aid brand Daylogic works well with Johnson and Johnson Neutrogena, and how Walgreens elicits a response from consumers (Nassar, 2007).
It will then present four key components of an effective vocabulary instruction program: word choice, direct instruction of strategies, multiple exposures to new vocabulary, and creating a word-rich environment. In conclusion the paper will present the authors reflection as well as implications for instructional practices.
9 Description of the Methodology...............................................................................9 Design of the Study................................................................................................. 10 Sample and Population............................................................................................10 Instrumentation and Data Collection.......................................................................10 References...................................................................................................................................... 13 CHAPTER ONE: INTRODUCTION Vocabulary instruction is an integral facet of language acquisition.
Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)
In comparing with L2 speakers, native speakers have the knowledge about which words go together and how to use the varied words. Having such knowledge is one of the vital abilities of native speakers. These mixtures of words are referred to as “lexical phrases”. The proper use of lexical phrases is important to sound like a native speaker (Ellis, 1996), yet this is not so stress-free for non-native speakers of a target language (Vasiljevic, 2008). Using lexical phrases exactly is essential in order to make language with native-like accuracy or near-native competency. However, even advanced EFL learners have suffered with lexical phrases. Learners in EFL settings typically have the problem of lacking experience to the target language and consequently, they are often not aware of the differences in lexical phrases restrictions between the L1 and the L2. The gap between L1 and L2 interferes with the acquisition of lexical phrases in the target language and might “even lead to lexical fossilization” (Vasiljevic, 2008, p.
There have been differences found in how adults retrieve information in the stages of second language learning such as how adults are faster to produce language two (L2) words from language
Rebecca Oxford (1990) classified vocabulary strategies into direct and indirect strategies with six categories. These categories contain 19 strategies and 62 sub-strategies. Direct strategies consist of 'memory ', 'cognitive ' and 'compensation ' strategies. Indirect strategies support and manage language learning without directly involving the target language hence, they strengthen the role of language learning and include 'metacognitive ', 'affective ' and 'social ' strategies. With the development of the concept of language learning strategies scholars have attempted to link these strategies to other aspects of language such as vocabulary as well. Studies such as O 'Malley and Chamot (1990) emphasized that most language learning techniques are used for vocabulary learning too. In line of this, the use of the memory strategies based on Oxford taxonomy is useful for vocabulary learning, and has a positive effect ,as a motivation to conduct the present research on increasing EFL learners ' vocabulary retention (Nemati, 2013).
Vocabulary plays a vital role in learning any language. Vocabulary is “the knowledge of words and their meanings (Nash & Snowling as cited by Hansen, 2009).” With vocabulary knowledge, a person can enhance his/her understanding of the written and listening inputs that he/she encounters. Learning words entails reading and listening, yet, this becomes unattainable without knowing the meaning of the words. As Hazzlitt (1993) says, “if you do not know the word, you can hardly know the thing (p.51).” Also, vocabulary aids in conveying ideas, thoughts and emotions, may it be written or spoken. Hence, vocabulary is an indispensable tool in every language.
Incidental vocabulary acquisition is learning in nature that provides three benefits for language learners: First, a stronger grasp on contextual meaning and use of the words, second, the ability to learn vocabulary through the concurrency of two activities, such as reading or listening and vocabulary learning, and third, a learner centered learning process (Shahrokni, 2009). In Shahrokni’s study (2009) 90 Iranian adult learners were divided into three groups depending on results from a standardized English placement test. Each group was given three sessions of instruction on five computerized reading texts including 25 target vocabulary words. The first session focused on becoming familiar with the computer program and provided a demonstration of the program. In the second and
Ponniah, R. (2011). Incidental Acquisition of Vocabulary by Reading. The Reading Matrix, 11(2), 135-139. Retrieved from https://s3.amazonaws.com/academia.edu.documents/3631574/ponniah.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1511604216&Signature=AkKYgu5CqWE%2Bv8lDjD6CgjWYouc%3D&response-content-disposition=inline%3B%20filename%3DIncidental_acquisition_of_vocabulary_by.pdf
I will start the analysis by presenting mean scores and standard deviations of vocabulary learning strategies used by Tuareg EFL students in Libya. Besides this, I will calculate and compare mean scores to show the most and least frequently used vocabulary strategies among students. I will then conclude the analysis by comparing mean scores and standard deviations of strategies to investigate whether or not there are any significant differences between male and female students.
However, learning vocabulary is not a purpose in itself, it is a medium to help language learners to speak, listen, read and write. . Vocabulary knowledge is essential for fluent language use. With a good vocabulary knowledge, we can comprehend others' thoughts and be able to communicate easily (Nation, 2006). Knowing a word has been classified by Nation (2001) into three main categories: knowledge of Form(i.e., written, spoken and word parts), meaning (i.e., meaning and form, concept and referents, and associations), and use (i.e., grammatical functions and collocations,), with each category having both productive and receptive distinction. Some researches shed light on the relationship between vocabulary knowledge and learners' performance. Overall agreement that the more words learners know, the better comprehension and communication they get.
Teachers have also expressed concern that content area classroom materials are not adapted to teach ESL students since the information, written text and vocabulary are too wordy and hard to comprehend. The survey result show that at least 83% of the ESL teachers expressed that there is not enough technology resources for the entire student. Teachers wants their classroom to student-centered and integration of technology is essential since it helps student to be independent of learning. Beginner ESL students need to be structured on basic English learning software such as Starfall, ABC mouse, ABCya learning website that are simple for students to comprehend. Students can log in and use headphones to