vocabulary knowledge

This paper reports a study which investigated if there was a match between students’ English vocabulary size and the vocabulary load of a locally produced textbook. The analysis of the passages of the pre-university English textbook currently in use in Iran’s education system using RANGE program indicated that in order to comprehend the texts, students need to know not only words from 2000 high frequency word list, but also words from academic and low frequency lists. On the other hand, results of the 2000 vocabulary level test administered to 464 Iranian pre-university students, male and female, showed that students did not possess sufficient vocabulary knowledge in order to comprehend the texts and that their vocabulary knowledge was limited far below 2000 words. Other analyses of the textbook, including exercises and word glosses provided more evidence for the inadequacy of the textbook. The paper concludes that the pre-university textbook is flawed in terms of the required principles and standards in materials development which results in students’ frustration and disappointment in learning English. The findings of the study are discussed, which should be of much interest to local and international ELT stakeholders, especially textbook writers.

Although previous studies have shown the benefits of graphic organizers in improving learners' vocabulary knowledge, scant attention has been paid to the possible differences in the effect of individually-developed, cooperatively-developed, and teacher-developed graphic organizers on intermediate L2 learners' vocabulary knowledge. The present study addressed this topic by examining 80 intermediate language learners. The participants were selected based on convenience sampling procedure and studied English in four classes. The learners in the conventional group received the translation/definition of the lexical items. Those in the teacher-generated were provided with the graphic organizers prepared by their teacher, and the participants in the other two groups made the graphic organizers either individually or cooperatively. The researchers employed Vocabulary Knowledge Scale as the pre-test, immediate post-test, and delayed post-test to examine the participants' vocabulary knowledge. The findings of this study indicated that the mean scores of the control group in the immediate and delayed post-tests were significantly lower than those of all graphic organizer groups. In addition, the cooperatively-generated graphic organizer group was significantly more successful than learner and teacher-generated graphic organizer groups, but there was no difference between the learner and teacher-generated groups.

How easily people are able to initially learn foreign language vocabulary depends on a number of different factors including effective variables such as motivation, anxiety, the cognitive processes involved in utilizing different strategies, and most relevant to the present study, linguistic features of the words themselves which is also known as mental lexicon. Thus, one of the major problems learners face in language learning either in EFL or ESL settings is the issue of vocabulary or the mental lexicon that has been changing constantly over time. Therefore, the current study aimed to find out if EFL learners’ crystallized intelligence can significantly correlate with their mental lexicon. To this aim, 80 EFL learners were asked to fill out a C-test which is a reliable instrument to measure crystallized intelligence, and the Lex30 word association test to measure their mental lexicon. Moreover, the study aimed at finding any significant differences between male and female EFL learners concerning their mental lexicon and crystallized intelligence. To analyze the data, Pearson Correlation and Independent sample T-Test were run. The results showed that there is a significant positive relationship between crystallized intelligence and mental lexicon with no significant differences between males and females. This research has some implications for teachers, supervisors, as well as syllabus designers in a way to achieve better language acquisition.

 Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, 2016; Schmitt & Schmitt, 2020) , besides the importance of considering learners’ attributes and needs (Taghizadeh, 2019) while developing a mobile vocabulary application (app), necessitates analyzing the relationship and impact of all these elements in a single structural model. To tackle the issue, first, via a mixed-methods design, the researcher developed a bespoke mobile application using the task model and the principles of agile methodology. and then investigated the impact of using the app on a sample of 62 Iranian EFL university students’ vocabulary recognition and recall, the results of which were published in two other articles. In this study, the researcher integrated the obtained data within a proposed structural model and assessed the model's fitness to investigate the interaction and interrelationship among the latent variables mentioned above. The results obtained from SEM-PLS analyses revealed that within the unified structural model, the learners’ preferences and needs were favorably influenced by their learning style orientation and technology savviness. Similarly, the findings verified the positive impact of considering learners’ preferences and needs during the agile app development lifecycle on the target participants’ vocabulary knowledge, encompassing vocabulary recognition and recall. Finally, the fitness of the proposed structural model was verified based on the criteria for model assessment mentioned by Sparks and Alamer (2022) . The SEM-PLS data analyses and the implications of the study are presented and discussed.

The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: administering the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.