This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

Aim/Purpose: The purpose of this study is to determine the impact of pre-listening activities on Arabic-speaking EFL learners’ comprehension of spoken texts. Background: This study aims to contribute to the current research and to increase our understanding about the effectiveness of pre-listening activities. Specifically, this study seeks to clarify some of the research in this area that seems to be incongruent. Methodology: The study investigates two widely implemented activities in second language (L2) classrooms: vocabulary preteaching and content previewing. Ninety-three native-Arabic speaking EFL learners, whose proficiently levels were beginner, intermediate, or advanced, were randomly assigned to a control group or one of three experimental groups: the vocabulary-only (VO) group, content-only (CO) group, or vocabulary + content (VC) group. Each of the experimental groups received one of the treatments to determine which pre-listening activity was more effective and whether additional pre-listening activities yield additional comprehension. Listening comprehension of the aural text was measured by a test comprising 13 multiple-choice and true-false questions. Contribution: The present study provided additional explanations regarding the long-standing contradicting results about vocabulary preteaching and content previewing. Findings: The results showed that pre-listening activities had a positive impact on Arabic-speaking EFL learners’ listening comprehension, with the VO group significantly increasing their scores on the posttest compared to those of the control or other groups. Vocabulary preteaching was particularly beneficial for more advanced learners. With regard to which pre-listening activity contributed the most to better listening comprehension, vocabulary preteaching was the most effective. Content previewing did not increase comprehension for the CO group and had no additional benefit for the VC group. Recommendation for Researchers: This paper recommends that researchers explore new pre-listening activities that have never studied. Future research should be extended to include other nations and contextual situations to extend our knowledge about the effect of pre-listening activities. As far as listening comprehension can only be achieved when listeners are attentive and engaged, the listening text should be interesting and the lexical coverage of the listening text should be appropriate for all participants. Future Research: The results are to be interpreted carefully because they are limited by the students’ L2 proficiency, demographic, and cultural backgrounds (i.e., first language (L1) proficiency, age, gender, Middle Eastern culture). Results might be quite different if the study was conducted with different populations who have different life and language learning experiences (Vandergrift & Baker, 2015). Therefore, the results of this study indicate there is much room for improvement and a need for further research.

Lexxica provides resources to determine how much vocabulary a student knows and find gaps in their knowledge. They also claim to be able to accurately assess which words a student already knows.

The site is difficult to navigate and prone to crash. If all goes well, try the V-Check to find out how vocabulary you know (works for native speakers, too) and V-Admin to process your data. There are also flash games, free graded texts and flash cards.

I would be interested if other members here tried it and posted comments.

Lexxica: URL - http://www.lexxica.com/
 

New Lesson Plans Entry: 'Financial vocabulary pronunciation the same or different' has just been added to the Lesson Plans area of UsingEnglish.com.

New Articles Entry: '12 learning vocabulary challenges' has just been added to the Articles area of UsingEnglish.com.

New Lesson Plans Entry: 'Relationships vocabulary bluffing game' has just been added to the Lesson Plans area of UsingEnglish.com.

Resolution 67 - (Rev. Geneva, 2022) - Use in the ITU Telecommunication Standardization Sector of the languages of the Union on an equal footing and the Standardization Committee for Vocabulary

Vocabulary for performance, quality of service and quality of experience

Teachers can use evidence-based strategies for delivering vocabulary instruction to improve reading comprehension and vice versa by integrating literacy across content areas. These should engage students in active processing, which is essential to student learning and retention.

Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children's programs and interactive games, to build children's knowledge of and semantic connections for 128 words across 18 weeks of daily lessons.

Chris discovers the truth about butt-type Pokémon. TAM chooses to outfit his battle-leotard with option 3 -- pants. Kelley thinks all the games look amazing, she doesn't want to play it. And Josh claims that, "God gave me a H.O.T.A.S., and I'm going to use it!"

The post RPG Cast – Episode 682: “Hodor With a Full Vocabulary” appeared first on RPGamer.

The English language has over 500,000 words! Imagine knowing all these words – what a vibrant vocabulary that person would have! Anyway, it is not possible for a person to know every...

The English language has over 500,000 words! Imagine knowing all these words – what a vibrant vocabulary that person would have! Anyway, it is not possible for a person to know every...

Archives, Room Use Only - HE7673.S65 1845

Archives, Room Use Only - UG590.S54 1838

Editor’s note: The Gazette sports staff has compiled lists of its top 15 favorite sports movies. Each day, a different staffer will share some insight into one of their favorites. Some of them...

The disclosed embodiments describe a method, an apparatus, an application specific integrated circuit, and a server that provides a fast and efficient look up for data analysis. The apparatus and server may be configured to obtain data segments from a plurality of input devices. The data segments may be individual unique subsets of the entire data set obtained by a plurality input devices. A hash function may be applied to an aggregated set of the data segments. A result of the hash function may be stored in a data structure. A codebook may be generated from the hash function results.

The border collie achieved international fame for her remarkable grasp on vocabulary and sentence structure.

London : Macmillan, 1896.

The 'Total Physical Response' method to learning vocabulary is beneficial for students, especially English-language learners, to break down and analyze the roots and endings of vocabulary words.

Sibship size has been negatively associated with children’s language, cognitive, and academic outcomes. This phenomenon is often explained in terms of resource dilution, wherein more children in the home is associated with fewer parental resources allocated to each child.

The current study identifies a moderator of this relationship. Specifically, if children’s next-in-age older siblings exhibit high levels of cognitive sensitivity then sibship size is not significantly related to children’s vocabulary. (Read the full article)

There are words I use daily now that simply did not exist — even a month ago

Hayden Library - GV1469.34.A97 A58 2014