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İçerik İpuçlarını Kullanarak İkinci Dilde Kelime Öğrenme: Son On Yılda Yapılan Çalışmaların İncelenmesi ve Dijital Ortamdaki Uygulamaları

Year 2018, Volume: 1 Issue: 1, 1 - 12, 31.01.2018
https://doi.org/10.31681/jetol.375803

Abstract










Bu çalışmanın amacı, içerik ipuçlarını kullanarak ikinci dil (L2)
kelime öğrenme konusunda son on yıl içerisinde yapılmış deneysel çalışmaları
incelemektir. Alanyazında yapılmış çalışmalar incelendiğinde, içerik ipuçlarını
kullanarak bilinmeyen kelimeleri tahmin etmenin etkili bir kelime öğrenme
yöntemi olmadığı görülmüştür. Bu yöntemin tek başına kullanılmasının yerine
tamamlayıcı bir yaklaşım olarak kullanılması gerektiği söylenebilir. İncelenen
çalışmalarda yabancı dilde kelime öğrenmenin sadece içerik ipuçlarına
dayandırılmasının da etkili bir yöntem olmadığı sonucuna varılmıştır.
Öğrencilerin dil yeterliliği ile öğrenme faaliyetlerinin gerçekleşmesi arasındaki
ilişkinin yüksek olduğu alanyazında ifade edilmiştir. Bununla birlikte yapılan
araştırmalarda okuma etkinliklerinin tesadüfi kelime öğrenmede etkili olduğu
söylenebilir. Her geçen gün bu alanda çalışan araştırmacılar da içerikleri
kullanarak anlam çıkarmak için uygun kelime tiplerini ve etkili öğrenme
yöntemlerini keşfetmeye çalışmaktadırlar. Ayrıca bu çalışmada dijital
ortamlarda yabancı dil kelime öğretiminin pedagojik etkilerine de yer
verilmiştir. 

References

  • Cobb, T. (1999). Breadth and depth of vocabulary acquisition with hands-on concordancing. Computer Assisted Language Learning, 12(4), 345-360.
  • Davies, Mark. (2008-) The Corpus of Contemporary American English (COCA): 560 million words, 1990-present. Available online at https://corpus.byu.edu/coca/.
  • Ebrahimain, A. & Nabifar, N. (2015). The effect of three vocabulary learning strategies of word-part, word-card and context-clue on Iranian high school students’ immediate and delayed English vocabulary learning and retention. The Journal of Applied Linguistics, 8(17), 42-63.
  • Elgort, I. & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64(2), 365-414.
  • Folse, K. S. (2004). Vocabulary myth: Applying second language research to classroom teaching. Ann Arbor: The University of Michigan Press.
  • Golonka, E. et al. (2015). The Role of Context and Cognitive Effort in Vocabulary Learning: A Study of Intermediate‐Level Learners of Arabic. The Modern Language Journal, 99(1), 19-39.
  • Hamada, M. (2014). The role of morphological and contextual information in L2 lexical inference. The Modern Language Journal, 98(4), 992-1005.
  • Horst, M., Cobb, T. & Nicolae, I. (2005). Expanding academic vocabulary with an interactive on-line database. Language Learning & Technology, 9(2), 90-110.
  • Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. ELR Journal, 4, 1–16.
  • Karbalaei, A., Amoli, F. A. & Tavakoli, M. M. (2012). The effects of explicit teaching of context clues at undergraduate level in EFL and ESL context. European Online Journal of Natural and Social Sciences, 1(3), 68-77.
  • Ko, M. H. (2012). Glossing and second language vocabulary learning’. TESOL Quarterly, 46(1), 56-79.
  • Kondo‐Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts?. Language Learning, 56(1), 109-153.
  • Mestres-Missé, A., Münte, T. F. & Rodriguez-Fornells, A. (2014). Mapping concrete and abstract meanings to new words using verbal contexts. Second Language Research, 30(2), 191-223.
  • Mestres-Missé, A., Rodriguez-Fornells, A. & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
  • Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a foreign language, 18(1), 1-28.
  • Van Assche, E., Duyck, W. & Brysbaert, M. (2013). Verb processing by bilinguals in sentence contexts: The effect of cognate status and verb tense. Studies in Second Language Acquisition, 35(2), 237-259.
  • Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232-245.
  • Yoon, H. & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283

Second Language Vocabulary Learning From Context Clues: A Review of Research in the Past Decade and Implementation in Digital Environment

Year 2018, Volume: 1 Issue: 1, 1 - 12, 31.01.2018
https://doi.org/10.31681/jetol.375803

Abstract

This
article reviews empirical studies from the past decade in learning second
language (L2) vocabulary from context clues. Previous studies conclude that
guessing unknown words from context clues is not an effective vocabulary
learning strategy. Rather, it should be employed as a complementary approach.
In alignment with this standpoint, review of the most recent empirical studies
reveals that merely relying on context clues does not lead to the most
effective L2 vocabulary learning. The learning result highly correlates with
the learners’ language proficiency. However, recent studies did not downplay
the role of incidental vocabulary learning from reading. More researchers
explore the appropriate types of vocabulary for inferring from the contexts and
the corresponding pedagogical strategies. This article concludes with
pedagogical implications of teaching L2 vocabulary in digital environment.

References

  • Cobb, T. (1999). Breadth and depth of vocabulary acquisition with hands-on concordancing. Computer Assisted Language Learning, 12(4), 345-360.
  • Davies, Mark. (2008-) The Corpus of Contemporary American English (COCA): 560 million words, 1990-present. Available online at https://corpus.byu.edu/coca/.
  • Ebrahimain, A. & Nabifar, N. (2015). The effect of three vocabulary learning strategies of word-part, word-card and context-clue on Iranian high school students’ immediate and delayed English vocabulary learning and retention. The Journal of Applied Linguistics, 8(17), 42-63.
  • Elgort, I. & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning, 64(2), 365-414.
  • Folse, K. S. (2004). Vocabulary myth: Applying second language research to classroom teaching. Ann Arbor: The University of Michigan Press.
  • Golonka, E. et al. (2015). The Role of Context and Cognitive Effort in Vocabulary Learning: A Study of Intermediate‐Level Learners of Arabic. The Modern Language Journal, 99(1), 19-39.
  • Hamada, M. (2014). The role of morphological and contextual information in L2 lexical inference. The Modern Language Journal, 98(4), 992-1005.
  • Horst, M., Cobb, T. & Nicolae, I. (2005). Expanding academic vocabulary with an interactive on-line database. Language Learning & Technology, 9(2), 90-110.
  • Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. ELR Journal, 4, 1–16.
  • Karbalaei, A., Amoli, F. A. & Tavakoli, M. M. (2012). The effects of explicit teaching of context clues at undergraduate level in EFL and ESL context. European Online Journal of Natural and Social Sciences, 1(3), 68-77.
  • Ko, M. H. (2012). Glossing and second language vocabulary learning’. TESOL Quarterly, 46(1), 56-79.
  • Kondo‐Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts?. Language Learning, 56(1), 109-153.
  • Mestres-Missé, A., Münte, T. F. & Rodriguez-Fornells, A. (2014). Mapping concrete and abstract meanings to new words using verbal contexts. Second Language Research, 30(2), 191-223.
  • Mestres-Missé, A., Rodriguez-Fornells, A. & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
  • Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a foreign language, 18(1), 1-28.
  • Van Assche, E., Duyck, W. & Brysbaert, M. (2013). Verb processing by bilinguals in sentence contexts: The effect of cognate status and verb tense. Studies in Second Language Acquisition, 35(2), 237-259.
  • Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232-245.
  • Yoon, H. & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257-283
There are 18 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Xiaoli Yu 0000-0002-8643-1084

Veysel Altunel 0000-0002-4562-1594

Publication Date January 31, 2018
Published in Issue Year 2018 Volume: 1 Issue: 1

Cite

APA Yu, X., & Altunel, V. (2018). Second Language Vocabulary Learning From Context Clues: A Review of Research in the Past Decade and Implementation in Digital Environment. Journal of Educational Technology and Online Learning, 1(1), 1-12. https://doi.org/10.31681/jetol.375803


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