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Showing 1 to 15 of 19 results Save | Export
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Dilenschneider, Robert Francis – ReCALL, 2018
This study investigated three look-up conditions for language learners to learn unknown target words and comprehend a reading passage when their attention is transferred away to an on-line dictionary. The research questions focused on how each look-up condition impacted the recall and recognition of word forms, word meanings, and passage…
Descriptors: Dictionaries, Reading Comprehension, Spelling, Definitions
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Saito, Kazuya; Hanzawa, Keiko – Language Teaching Research, 2018
The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically…
Descriptors: Role, Linguistic Input, Second Language Learning, Phonemes
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Sakurai, Nobuko – Reading Matrix: An International Online Journal, 2017
This paper explored the effects of the amount of extensive reading (ER) on writing ability. Participants were 157 first and second-year non-English majors at a private university in Japan who took a writing test in class. Some of them were reading extensively, while others had no experience in ER. The outcomes of Pearson's correlation indicated…
Descriptors: Correlation, Reading Writing Relationship, Scores, Vocabulary Development
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Bower, Jack Victor; Rutson-Griffiths, Arthur – Computer Assisted Language Learning, 2016
A strong relationship between L2 vocabulary knowledge and L2 reading and listening comprehension is well established. However, less research has been conducted to explore correlations between pedagogic interventions to increase vocabulary knowledge and score gains on standardized L2 proficiency tests. This study addresses this gap in the research…
Descriptors: Correlation, Computer Software, Scores, Language Tests
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Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi – English Language Teaching, 2016
In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…
Descriptors: Computational Linguistics, Accuracy, Language Fluency, Linguistic Competence
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Sato, Takeshi – The EUROCALL Review, 2016
This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it…
Descriptors: Second Language Learning, Second Language Instruction, Multimedia Materials, Reading Processes
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Aotani, Noriko; Sugino, Naoki; Fraser, Simon; Koga, Yuya; Shojima, Kojiro – Journal of Pan-Pacific Association of Applied Linguistics, 2016
The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be…
Descriptors: English (Second Language), Second Language Learning, Language Processing, Psycholinguistics
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Rogers, James; Webb, Stuart; Nakata, Tatsuya – Language Teaching Research, 2015
This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English-Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated…
Descriptors: Vocabulary Development, Second Language Learning, Scoring, Recall (Psychology)
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Nakata, Tatsuya – Studies in Second Language Acquisition, 2015
Although expanding spacing is often regarded as the most effective practice schedule, studies comparing equal and expanding spacing have yielded mixed results. The present study set out to examine whether the amount of spacing and the retention interval may influence the effects of expanding and equal spacing on second language (L2) vocabulary…
Descriptors: Second Language Learning, Vocabulary Development, Statistical Analysis, Effect Size
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Mihara, Kei – TESL-EJ, 2015
The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two…
Descriptors: Phonology, Linguistic Input, Vocabulary Development, Language Tests
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Ishii, Tomoko – Language Teaching Research, 2015
It has been repeatedly argued among vocabulary researchers that semantically related words should not be taught simultaneously because they can interfere with each other. However, the question of what types of relatedness cause interference has rarely been examined carefully. In addition, there are disagreements among the past studies that have…
Descriptors: Semantics, Memory, Vocabulary Development, Interference (Language)
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Nakata, Tatsuya – Language Teaching Research, 2015
Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provided immediately or after a delay) may affect learning. The purpose of the present study was to identify the optimal feedback timing for L2 vocabulary…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, Vocabulary Development
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Horiba, Yukie; Fukaya, Keiko – Reading in a Foreign Language, 2015
This study examined the effect of reading goal, topic-familiarity, and language proficiency on text comprehension and learning. English-as-a-foreign-language (EFL) students with high and low topic-familiarity read and recalled a text. Some were told in advance to expect a recall task in a particular language--the first language (L1) or second…
Descriptors: Language Proficiency, Familiarity, Second Language Learning, Goal Orientation
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Yomo, Minoru; Uni, Kazuhito; Moore, Danièle; Kiyose, Takashi – Language Learning in Higher Education, 2014
Recently, the use of children's picture books to teach English has been increasing in Japan. An advantage of these books is the high proportion of basic vocabulary they include. Can picture books also be useful for teaching Japanese students Italian and increasing their motivation? The present study analyses the effectiveness of employing a…
Descriptors: Second Language Learning, Second Language Instruction, Picture Books, Childrens Literature
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McLean, Stuart; Hogg, Nicholas; Rush, Thomas W. – JALT CALL Journal, 2013
Recent research has shown that paired-associate learning is an effective way to acquire second language vocabulary. However, much research in the field has measured small-scale vocabulary learning. This is due to the methods which learners used to conduct paired-associate learning: paper flash cards. This project sought to measure vocabulary…
Descriptors: Teaching Methods, Vocabulary Development, Computer Uses in Education, Educational Technology
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