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Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of...
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This study aims to determine the factors that influence participation to speaking English. This research is conducted at Universitas Sintuwu Maroso Poso. This research is qualitative in nature. The subjects are 36 students of English Education Department who enrolled in Speaking course in academic year 2017/2018. Data are taken through interview, q...
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... To study English linguistics, the literature [13] investigated the relationship between cognitive control and the acquisition of second language vocabulary by dual language learners, analyzing an experiment with a Spanish-English immersion program in the United States as an example, and the results showed that language vocabulary is determined by phonological awareness. Literature [14] argues that phonological working memory contributes to the development of both native and foreign languages, and by assessing phonological working memory training as a controlled experiment, the results confirm that there is a significant relationship between phonological working memory and English vocabulary and that English vocabulary development can be effectively promoted through PM training. Literature [15] explored the relationship between vocabulary, morphological awareness, and reading comprehension among adult second language learners by taking 523 college freshmen in Taiwan as the research subjects to study how they develop different types of English vocabulary, morphological awareness, and reading comprehension during one academic year. ...
This paper first analyzes the causes of phonological and lexical changes in English linguistics and discusses the main manifestations of English phonological changes and phonological and lexical changes. Then, it constructs the evaluation model of English linguistics using the dominant correlation method based on the entropy value, approximation ideal, and gray correlation methods. Finally, data on phonological and lexical changes are analyzed about the development of English linguistics in the past sixty years. From the analysis of factors affecting English vocabulary change, the historical factor responsible for vocabulary change is the development of human society, and the factor value currently stands at 0.428. In comparison, the social, psychological, cultural and foreign language factor values reach 0.654, 0.458, 0.512 and 0.461, respectively.
... Kaplan-Rakowski and Loranc-Paszylk [67] suggested that improving pronunciation through audio recordings enhances the retrieval and delivery of words for EFL learners, given that they can learn the words more easily by perceiving the acoustic and orthographic similarities. Similarly, Karousou and Nerantzaki [68] demonstrated that students who listened to audio materials and learned phonology were more adept at recalling and retrieving the lexical items. ...
This article intends to investigate the effects of using a mobile app on the vocabulary learning achievement and memory of Chinese tertiary EFL learners. 108 non-English majors took part in the study. Moreover, their perceptions of the app were investigated. By analyzing data from a quasi-experiment, the results show that the experimental group (EG) learned vocabulary at an increased rate of 129.65%, while the control group (CG) did so at an increased rate of 68.4%. In addition, a significant difference was found in vocabulary learning achievement between the two groups, indicating that the app effectively improved students’ vocabulary learning. As for remembering the new words, it was discovered that retention of words declined by 11.11% in EG and 27.89% in CG, suggesting that the app was effective in preventing the EG students from rapid memory loss of the words. Among the participants, 72% held a positive attitude toward the app, and 82% expressed that they liked the app in their diaries. Results of this study indicate the usefulness of mobile technology-enhanced L2 vocabulary learning.
... Not surprisingly, reading and speaking become increasingly difficult as they proceed to higher grades. New words become extremely difficult to remember, and old ones are often forgotten (Karousou and Nerantzaki, 2020). ...
The formation and research of Constructivism theory is another understanding in developing educational psychology. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students’ English Vocabulary Memorization (EVM). In order to solve these problems, this work studies college Students’ EVM from the perspective of Constructivism. Firstly, the literature review and observation method understand the Students’ EVM performance and teaching behavior. Secondly, it analyzes the current situation, problems, and reasons for Students’ poor EVM abilities. Finally, combined with relevant theories, a college Students’ EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. Then, the SPSS21.0 is used in the independent-samples t-test, finding no significant difference (P < 0.05). Thus, the experimental group’s comprehensive English Proficiency Level (EPL) has not been negatively affected. The proposed teaching model can improve Students’ EVM efficiency and consolidate their memory. The proposal has important guiding significance for stimulating Students’ interest in English vocabulary learning and the quality of vocabulary teaching.
... Put differently, given that learning a second or foreign language could result in far transfer effects in non-linguistic cognitive skills, it could also be expected that specific non-linguistic cognitive training could improve not only the cognitive skills that underlie language control [see Liu et al. (2016Liu et al. ( , 2019], but also boost language learning and linguistic skills. While this is a very incipient line of research that is still in its infancy, a handful of studies already bring hope to this approach (e.g., Hayashi, 2019;Karousou and Nerantzaki, 2020). ...
This report presents the findings of a rapid assessment of the available evidence
about effective approaches and methods in immersion education. The purpose of the research was to assist the Welsh Government (WG) in offering guidance on how to provide effective immersion education for 3 to 16-year-olds in Wales
This chapter presents how working memory influences vocabulary learning and retention. First, it critically reviews the literature on working memory. To provide the grounding for detailed discussion, the definition, components, and processes working memory are presented. Different models of working memory in the current literature are discussed with implications for vocabulary teaching and learning. Second, the impacts of working memory, as an individual learner variable, on second language vocabulary acquisition and development are discussed. Relevant proposals and studies are reviewed to demonstrate how different components of working memory affect vocabulary learning, including processes, outcomes, and retention. To conclude, the authors discuss implications for second language vocabulary teaching and learning and suggest directions for further studies.
The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.
For some time now, psycholinguistic research has involved the study of sex differences in language development. Overall, girls seem to have an early advantage over boys, mainly in regard to vocabulary, which appears to decrease and, eventually, vanish with age. While there are numerous studies on sex differences in the acquisition of vocabulary as well as grammar, early sex differences in phonological short-term memory (PSTM) have been mostly neglected, or if research was conducted, it resulted in null findings, for the most part. In the present study, we examined sex differences in language competence (in a wide array of linguistic domains) of German children 4 years of age. Several tests were administered to assess articulation, vocabulary, grammar, speech comprehension, and, most importantly, PSTM (by means of the repetition of non-words and sentences). Girls performed better than boys in all domains, although some effect sizes were small. Most importantly, we found evidence for a female advantage in PSTM performance. Furthermore, mediation analyses revealed that the obtained sex differences in articulation, vocabulary, grammar, and comprehension were partially or fully mediated by (sex differences in) PSTM.
Students of junior schools that have never studied Arabic language in elementary schools get more difficulties than the students that have studied it before. They are called novice students and must learn basic things of a new language such as mufradat because they must master, memorize, understand, and use it in order to have a good grip of mufradat, translate it, and able to use it in correct phrases and sentences. This research aimed to investigate the effectiveness of using mimicry memorization method for learning mufradat in Junior High School of Muhammadiyah and to investigate the extent which students improve memorization skills after using mimicry memorization method. The research was a quantitative method with a type of experimental research techniques. The data research was collected from observation, documentation, and oral tests techniques. The population of the study included 7th grade students of Junior High School Muhammadiyah 8 Batu and the samples were 7C students as experimental class and 7D students as control class. The results of research contributed that there was an increase 0.825 (large level) point in students’ memorizing ability after using mimicry memorization method. This method was effective to use for novice students in learning mufradat. A language teacher needs to consider this method for novice students. The study provides further support for the use mimicry memorization method for novice students in mastering new vocabularies.
