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Vocabulary is the backbone of a language, making it a vital component in successful language acquisition. However, vocabulary teaching and learning remains one of the challenges in the language classrooms due to mechanical and monotonous teaching methods employed and lack of authentic supplementary materials, among other reasons. Meanwhile, many studies have reported the benefits of inserting humour in teaching in these recent years. Hence, one suggestion to address the challenge in developing learners' word knowledge is by introducing humour in this study. This paper aimed to present short narrative jokes as one example of such material and explore their effects on word comprehension of ESL learners with low proficiency levels. The study involved an experiment with two intact groups of tertiary level students. Prior to the exposure to the materials, the participants were asked to answer a vocabulary test (pre-test) to assess vocabulary recognition of the target words. The experimental group was then exposed to humorous texts while the control group received comparable non-humorous texts, followed by another vocabulary test (post-test) to measure vocabulary comprehension. Their pre-test and post-test scores were later compared as gain scores. Further analysis was also done using the t test. The findings of this study revealed that humour could indeed assist in word comprehension as a statistically significant difference was detected between the experimental and control groups. One of its significant implications is for language instructors to include humour as an example of authentic supplementary material in vocabulary teaching and learning, especially for learners with low proficiency levels. [ABSTRACT FROM AUTHOR]

This research advances the scrutiny of the Yes/No test's (Meara: 1990) efficacy in evaluating vocabulary proficiency among language learners of high, middle, and low proficiency levels, focusing on its capability to mitigate the frustration commonly encountered by this demographic. As highlighted in the recent investigation (Goetz, 2023), the Yes/No test prompted respondents to signify their word familiarity through binary choices. Yes, they know a word, and No, they don't. Involving a paltry 56 English language learners of lower proficiency to determine if the test's impact on enhancing vocabulary skills had merit, it was found that contrary to the anticipated outcomes, the test did not yield significant advancements in students' performance on subsequent unit tests compared to their counterparts who were not subjected to the Yes/No test. This absence of tangible benefits, combined with the test's failure to deliver a contextualized and nuanced comprehension of vocabulary, raises questions regarding its efficacy as a pedagogical tool for vocabulary enhancement. Nevertheless, the results did not dismiss the Yes/No test's potential utility. For this study, a second look will address two critical shortcomings: the limited sample size and the absence of a diverse range of proficiency levels among participants. This inquiry reevaluates the Yes/No test's capacity to effectively navigate the intricacies of language acquisition, proposing a more in-depth investigation into whether this binary and straightforward approach could indeed be beneficial or whether it underscores the imperative for a more holistic and contextually aware method in language instruction by expanding the sample size and including more proficiency levels. Questions remain regarding the efficacy of the Yes/No test. Is it optimally utilized as a straightforward, standalone tool, or should it be considered within the broader spectrum of comprehensive, contextsensitive learning strategies? This inquiry invites a nuanced evaluation of the test's role in language acquisition. It challenges researchers and practitioners to contemplate whether its simplicity is a virtue in isolation or if its true value emerges when integrated with a holistic approach to learning. [ABSTRACT FROM AUTHOR]

This paper attempts to seek the effectiveness of integrating metacognitive components (Planning, Monitoring and Evaluation) in learning vocabulary of Malaysian university students through an eight-week intervention program. This experiment intent to response the following question: Can metacognitive components increase amount of students French's vocabularies? Three classes interventions embedded with metacognitive components lessons and the vocabulary tests were applied in this study. Forty-five students involved in this study: A total of 21 students who applied metacognitive components during the interventions involving the experimental group; the other of 24 students of the control group and taught by conventional method of learning without metacognitive components. The metacognitive components which applied to these students demonstrated the effectiveness. The experimental group defeated the control group in the post vocabulary tests. The data was analysed by one-way ANCOVA and T-test. [ABSTRACT FROM AUTHOR]

Sustained silent reading is a weekly routine activity meant to enhance students’ interest in extended reading of authentic texts, meant to improve their critical thinking abilities, socio-cultural knowledge, attention, reading skills and vocabulary. Hence, in our ESP course, SSR is used as a weekly activity both in class and at home, introducing our students to the topic under focus, but also keeping them engaged with the topic for the entire week. Our SSR project represents a continuation of a pilot project initiated in the academic year 2017-2018 and involves the students at the Faculty of Psychology and Educational Sciences. The SSR project 2018-2019 involves nine steps: 1. students familiarisation with the SSR concepts and requirements’ announcement; 2. texts sharing using google drive; 3. Weekly Facebook posts; 4. SSR performance during class time; 5. SSR homework; 6. analogue entry; 7. Optional delivery of presentations; 8. Online entry; 9. end of semester vocabulary test. As such, for ten minutes, at the beginning of each course, students have to read a text which focuses on the topic discussed in that course and selected by the teacher. The texts chosen are longer texts that the students have to finish at home. Students also receive the assignment to select three concepts from all the texts chosen for the SSR activity and three other concepts that they encountered in other courses and which are linked to their fields in general. They have to introduce them in a survey at the end of the semester, mentioning for each of them a definition, a context/a situation that reflects the usage of the concept and a translation. In order to prepare the students for this survey, during several courses, after SSR, the language instructor collects specialised concepts from the students, by involving them in various collaborative and interactive classroom activities. At the end of semester, students have the option to deliver presentations based on the SSR texts and the end of semester exam also contains concepts from the SSR. The SSR is an activity that helps our students improve their ESP skills, but at the same time, it has as an end result a collection of specialised texts and terminology, using a crowdsourcing technique which involves our students and gives them the role of experts in their fields. [ABSTRACT FROM AUTHOR]

The evaluation methods of English for Specific Purposes have been debated over the last decades by all the professors and researchers involved in teaching English for law, medicine, engineering etc. The tests evolved from theoretical questions with ample answers, to multiple-choice tests with one or more correct answers, due to the fact that the university students need to learn specialty vocabulary mainly in English, as an international language and one of the most frequently used languages within European Union. At the same time the evaluation evolved from pen and paper to modern means of testing using computers. Nowadays computers with internet connection are used in the process of teaching and they are, or should be used for evaluation. A useful method of evaluating students' knowledge both for English language and specialty may be by using real images of objects or short documentaries or even real images of activities being performed by people in a certain domain, with multiple choice test items following them, or several images to choose from which should correspond to a term, in order to connect more closely the academic education to the reality of our students' future jobs. The method may be related to other types of evaluation and might include a listening part and perhaps, even a writing part. Designing such a test can be time consuming, but, in our opinion, the results may give the ESP teacher a real picture of students' knowledge. [ABSTRACT FROM AUTHOR]

One of the most difficult aspects of learning a foreign language, particularly in an EFL context, is the retention of vocabulary. Vocabulary learning plays a major role in English language leaner's success. The standard method of presenting up to 20 or more new vocabulary words that students are expected to learn at a given time is not an effective way to help the learners develop vocabulary (Gresten and Baker, 2000). To this end, most ESL/EFL specialists often justify the use of games with reference to the motivation that they can provide for the students. Scholars suggest that many techniques, and word game is one of them. The impact of word game as a reinforcing device on improving student's vocabulary knowledge is a topic which needs to be investigated. This study attempted to investigate the role of using word games in expanding the learner's vocabulary. In so doing, an experiment using five word games, named Twenty Questions, Charades, Definition Game's, Passwords, and Crossword Puzzles respectively was conducted. The participants were selected randomly from a male/ female group of third- grade junior high school students studying at a private school. First, a standardized test was administered to 100 students out of which 60 almost homogeneous students were selected and randomly divided into two groups: experimental and control. Both groups were taught words using traditional methods, however, the experimental group received word games as a treatment at the end of each session. Finally, a vocabulary test was administered to both groups to determine the differences between them. The score obtained from the groups were compared through independent t-test. The calculated t exceeded the tcritical value, confirming the positive effect of word games on expanding learners' vocabulary. [ABSTRACT FROM AUTHOR]

The article presents a study which identifies the contents and number items to be placed in a communication aid for children with disabilities. It uses a systematic literature review and search words such as PsychInfo, Social SciSearch, and Biosis Previews. It concludes the need to consider an individual and personalized vocabulary when teaching children with disabilities about communication aids.

In our previous work, we developed a database system to share learning materials for vocabulary acquirement based on iPods. In this paper, we report on a new vocabulary test manager function on 'PodBase', which is one of the subsystems of the online educational system that we have developed. The functions are test generation, test management and score management. The manager enables the users to create, share and evaluate the vocabulary tests. From the functions, the teachers are released from the burden of test creation, and the learners are able to make use of the tests efficiently. In this paper, we report on the design of the vocabulary test manager. We also describe an implementation of a prototype system and the effectiveness of the proposed functions. [ABSTRACT FROM AUTHOR]

Reading efficiency is a major accomplishment that has an enormous impact on the child's academic and personal life. The purpose of the present study was to identify the potential contribution of language skills to the development of fluent reading and comprehension. In the present study, children in grades 2-4 (representing a random sample of 587 students in 17 Greek schools) were tested on measures of phonological decoding, expressive and receptive vocabulary, reading speed, spelling, and reading comprehension. The contribution of scores on receptive and expressive vocabulary tests to systematic variability in reading comprehension was examined in a series of hierarchical multiple regression analyses. It was established that vocabulary measures accounted for a significant proportion of variance in reading comprehension (12%) above and beyond the amount of variance accounted for by reading accuracy, reading speed (for both words and pseudowords), and performance IQ. The predictive value of vocabulary measures was independent of grade and decoding ability. The results are discussed with respect to educational implications for vocabulary development in middle elementary grades. [ABSTRACT FROM AUTHOR]

Standardized tests are widely used in speech and language assessment. Norm-referenced tests could be valuable in the assessment of physically disabled individuals. However, normative data specific to these populations have not been collected3. Adapted test versions are often used, yet the effects of modified test versions have not been investigated. The present investigation evaluated the reliability and criterion validity of two adapted, microcomputerized formats of the Poabody Picture Vocabulary Test - Revised. The investigation provides a foundation and methodology for establishing norms for speech and language assessment with physically disabled individuals. [ABSTRACT FROM AUTHOR]

The article focuses on the training needed in learning to take non-obligatory turns at camp and everywhere. According to J. Light and C. Binger, competence is the strategy for achieving social closeness in the use of non-obligatory turns. Thus a training for special vocabulary sets and role-play as an important training technique for caregivers and their children are needed. The results reveal that non-obligatory turn appears to be critical component of a perceived competence.

The article presents a research study which uses core vocabulary to facilitate transitions between different environments. Since previous researches were conducted at core vocabularies used by children enrolled in preschool and elementary school classrooms, researchers at this time explores the core vocabulary for toddlers. The observation of language used by typically developing toddlers shows the use of a core vocabulary or same words across all environments.

Self-service cohort discovery tools strive to provide intuitive interfaces to large Clinical Data Warehouses that contain extensive historic information. In those tools, controlled vocabulary (e.g., ICD-9-CM, CPT) coded clinical information is often the main search criteria used because of its ubiquity in billing processes. These tools generally require a researcher to pick specific terms from the controlled vocabulary. However, controlled vocabularies evolve over time as medical knowledge changes and can even be replaced with new versions (e.g., ICD-9 to ICD-10). These tools generally only display the current version of the controlled vocabulary. Researchers should not be expected to understand the underlying controlled vocabulary versioning issues. We propose a computable controlled vocabulary versioning system that allows cohort discovery tools to automatically expand queries to account for terminology changes. [ABSTRACT FROM AUTHOR]