Comparisons of Word Lists on New Word Level Checker
Atsushi Mizumoto a, Geoffrey G. Pinchbeck b, and Stuart McLean c
aKansai University; bCarleton University; aMomoyama Gakuin University
doi: https://doi.org/10.7820/vli.v10.2.mizumoto
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VLI 10(1): Ishii et al. (2021)
Challenges in the Assumptions of Using a Flemma-based Word Counting Unit
Tomoko Ishii a, Phil Bennett b, and Tim Stoeckel b
aMeiji Gakuin University; bUniversity of Niigata Prefecture
doi: https://doi.org/10.7820/vli.v10.1.Ishii
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VLI 10(1): Kanayama (2021)
Predicting Japanese Primary Schoolchildren’s English Vocabulary Knowledge from a Sound-Meaning Recognition Test
Kohei Kanayama
Hokkaido University of Education
doi: https://doi.org/10.7820/vli.v10.1.kanayama
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VLI 10(1): Sato (2021)
Longitudinal Measurement of the Vocabulary Size of Japanese Junior High School Students: Developing a Vocabulary Size Test for Beginner Learners
Tsuyoshi Sato
Hirosaki University Faculty of Education
doi: https://doi.org/10.7820/vli.v10.1.sato
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VLI 10(1): Northbrook & Conklin (2021)
“That Sounds About Right”—Lexical Bundle Naturalness Intuitions in Japanese Learners of English
Julian Northbrook and Kathy Conklin
School of English, University of Nottingham
doi: https://doi.org/10.7820/vli.v10.1.northbrook.conklin
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VLI (10)1: Nushi et al. (2021)
WordUp: An App that Teaches English Words through Extensive Exposure to Authentic Materials
Musa Nushi a, Alireza Aghaei a, and Maryam Roshanbin b
aShahid Beheshti University; bIran University of Science and Technology
doi: https://doi.org/10.7820/vli.v10.1.nushi
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VLI: Issue 10(1)

Vocabulary Learning and Instruction
Volume 10, Number 1 December 2021
Full issue: VLI_10_1 Download
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JALT Vocab SIG: 2021 Symposium
VLI 9(2): Elgort (2020)
Vocabulary Learning and Assessment: A Commentary on Four Studies for JALT Vocabulary SIG
Irina Elgort
Victoria University of Wellington
doi: http://dx.doi.org/10.7820/vli.v09.2.elgort
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Abstract
Four papers by Chie Ogawa, Haidee Thomson, Michael Holsworthm and Darrell Wilkinson were presented in the Vocabulary Learning and Assessment session at the Eighth Annual Japan Association for Language Teaching (JALT) Vocabulary Special Interest Group (SIG) Symposium, at the University of Niigata, Japan, in May 2020. The papers raised methodological questions, proposed approaches to assessing spoken and written word knowledge and fluency, and presented some experimental findings. It is my pleasure to discuss these papers in terms of the ideas proposed by the four researchers, their implementation and potential future directions.
Citation
Elgort, I. (2020). Vocabulary learning and assessment: A commentary on four studies for JALT Vocabulary SIG. Vocabulary Learning and Instruction, 9 (2), 75–88. https://doi.org/10.7820/vli.v09.2.elgort
VLI 9(2): Wilkinson (2020)
Deliberate Vocabulary Learning from Word Cards
Darrell Wilkinson
Tampere University, Tampere, Finland
doi: http://dx.doi.org/10.7820/vli.v09.2.wilkinson
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Abstract
While word cards are a widely supported method of deliberately studying foreign language vocabulary, there is a surprising lack of research-based evidence supporting them. This paper first reviews some of the key literature on word cards and then briefly describes two experiments concerning word card methodology. The first experiment described in this paper examined the learning outcomes of making word cards while the second experiment compared the use of self-made word cards with premade cards. The results of the first study indicated that the simple process of making word cards results in significant short-term vocabulary learning, but this new knowledge is sensitive to attrition if no further study is carried out soon after making the cards. The results of the second experiment indicated that while both methods are effective in the short and long-term, learners may be better studying from premade cards. Taken together, the results offer support for the use of word cards for foreign language vocabulary learning.
Citation
Wilkinson, D. (2020). Deliberate vocabulary learning from word cards. Vocabulary Learning and Instruction, 9 (2), 69–74. https://doi.org/10.7820/vli.v09.2.wilkinson
VLI 9(2): Thomson (2020)
The Challenges of Measuring Multi-Word Expression Use in Conversation
Haidee Thomson
Hokusei Gakuen University and Victoria University of Wellington
doi: https://doi.org/10.7820/vli.v09.2.thomson
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Abstract
This article introduces three important challenges and possible solutions when using spoken dialogue to measure the use of specific multi-word expressions. The first challenge is deciding whether to count precise and accurate use of target expressions only or whether to extend the count to include variation. The second challenge requires addressing the indirect nature of dialogue as a testing method. The third challenge is organizing data and preparing ways to clearly identify speakers within the dialogue. These challenges are illustrated with examples and potential solutions from my recent research investigating spoken use of multi-word expressions.
Keywords
three dimensions of vocabulary knowledge: size, depth, and lexical accessibility; passive/receptive vocabulary knowledge; active/productive vocabulary knowledge.
Citation
Thomson, H. (2020). The challenges of measuring multi-word expression use in conversation. Vocabulary Learning and Instruction, 9 (2), 63–68. https://doi.org/10.7820/vli.v09.2.thomson