RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS

This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tes...
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Autor*in:	Frankie SUBON [verfasserIn] Norseha UNIN [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Malaysisch

Erschienen:	2023

Schlagwörter:	vocabulary learning; vocabulary acquisition; vocabulary size; explicit vocabulary instruction; individual differences

Übergeordnetes Werk:	In: Issues in Language Studies - Universiti Malaysia Sarawak, 2013, 12(2023), 2
Übergeordnetes Werk:	volume:12 ; year:2023 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.33736/ils.5531.2023

Katalog-ID:	DOAJ098940236

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spelling	10.33736/ils.5531.2023 doi (DE-627)DOAJ098940236 (DE-599)DOAJb0aa1550f26843eb8c2cec6e2bdddc6e DE-627 ger DE-627 rakwb eng may Frankie SUBON verfasserin aut RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with no significant difference based on gender, a very weak negative correlation with attitudes towards vocabulary learning, and mostly weak positive but significant relationships with three of the learners’ perceived problems faced in vocabulary learning. This study provides some important pedagogical implications for teacher practice and recommendations for future research. vocabulary learning; vocabulary acquisition; vocabulary size; explicit vocabulary instruction; individual differences Language and Literature P Norseha UNIN verfasserin aut In Issues in Language Studies Universiti Malaysia Sarawak, 2013 12(2023), 2 (DE-627)770400825 (DE-600)2738218-7 21802726 nnns volume:12 year:2023 number:2 https://doi.org/10.33736/ils.5531.2023 kostenfrei https://doaj.org/article/b0aa1550f26843eb8c2cec6e2bdddc6e kostenfrei https://publisher.unimas.my/ojs/index.php/ILS/article/view/5531 kostenfrei https://doaj.org/toc/2180-2726 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 12 2023 2
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author	Frankie SUBON
spellingShingle	Frankie SUBON misc vocabulary learning; vocabulary acquisition; vocabulary size; explicit vocabulary instruction; individual differences misc Language and Literature misc P RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS
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topic_title	RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS vocabulary learning; vocabulary acquisition; vocabulary size; explicit vocabulary instruction; individual differences
topic	misc vocabulary learning; vocabulary acquisition; vocabulary size; explicit vocabulary instruction; individual differences misc Language and Literature misc P
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title	RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS
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title_sort	relationship between vocabulary acquisition and individual differences among middle school students
title_auth	RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS
abstract	This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with no significant difference based on gender, a very weak negative correlation with attitudes towards vocabulary learning, and mostly weak positive but significant relationships with three of the learners’ perceived problems faced in vocabulary learning. This study provides some important pedagogical implications for teacher practice and recommendations for future research.
abstractGer	This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with no significant difference based on gender, a very weak negative correlation with attitudes towards vocabulary learning, and mostly weak positive but significant relationships with three of the learners’ perceived problems faced in vocabulary learning. This study provides some important pedagogical implications for teacher practice and recommendations for future research.
abstract_unstemmed	This paper explores the vocabulary acquisition of 143 middle school students from an East Malaysian school, examining its correlation with gender, attitudes, and perceived problems faced in vocabulary learning. Using the Contextualised Word Family (CONTEXTUALISED WORD FAMILY) model, the study tested the effectiveness of explicit vocabulary instruction over 30 sessions. The study utilised a one-group pretest-posttest design, measuring the learners’ vocabulary size through the Productive Vocabulary Levels Test (PVLT) and a questionnaire. The results showed an increase in vocabulary size with no significant difference based on gender, a very weak negative correlation with attitudes towards vocabulary learning, and mostly weak positive but significant relationships with three of the learners’ perceived problems faced in vocabulary learning. This study provides some important pedagogical implications for teacher practice and recommendations for future research.
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title_short	RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS
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