Seamless Learning: Elevating Vocabulary Growth and Lexical Richness in Chinese Language Writing | Book publisher International

Second language learners often struggle with writing due to limited vocabulary and exposure to authentic language input. Thus, it is crucial to research and adopt a useful learning model that promotes vocabulary growth and lexical richness to improve learners’ writing performance. This makes it essential to explore the seamless learning of Chinese as a foreign language (CFL), which has been shown to enhance language teaching and learning practices. The research aims to investigate the efficacy of seamless Chinese vocabulary learning (SCVL) through a “sentence-paragraph-essay” artifact-making writing process to enhance vocabulary growth and lexical richness in CFL learners' writing. Using a design-based research (DBR) approach, a 16-week intervention was conducted with 32 international students across three universities in China, representing varying proficiency levels. Learners engaged in a “sentence-paragraph-essay” artifact-making process on the DingTalk platform, showcasing their vocabulary knowledge. Quantitative and qualitative data were collected through questionnaires, artifacts created by learners, interviews, and feedback. Results show a significant increase in SCVL adoption over time, improving vocabulary growth and lexical richness in writing. Learners reported positive experiences and perceptions of SCVL, believing it improved their Chinese writing skills. Despite initial skepticism and unfamiliarity, qualitative findings revealed that learners ultimately found the SCVL experience valuable and rewarding. Overall, this study underscores the potential of SCVL to enhance CFL learners’ writing skills, contributing to the field by advancing a model of seamless Chinese vocabulary learning for promoting vocabulary growth and lexical richness in writing.

 

Author (s) Details

Zhou Xiaosheng
College of International Cooperation, Xi'an International University, Xi'an 710077, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48119-88-9

Review of the Trikirion of Communication: Symboleracy, Numeracy and Techneracy | Chapter 4 | Progress in Language, Literature and Education Research Vol. 7

 The starting point is the phylogeny of communication because the educational topic I am going to address cannot even exist if there is no communication. We have to understand that all Hominins were communicating. Probably all Hominins after Homo Erectus included had some command of some articulated language, but only Homo Sapiens reached the comprehensive and sustainable command of the fully-articulated language, probably around 200,000 BCE. The next great stage is the development of representational and symbolic inscriptions and paintings or engravings on all durable media available, rockface in caves, stone, bone, ivory, and tusks. This symbolic transcription of stories and experience, maybe some spiritual language accompanying some rituals, is the first form of writing seen as symbolic transcription and going back to 300,000 BCE with Homo Naledi, 100,000 BCE with Homo Neanderthalensis, and 50,000 with Homo Sapiens. Syllabic and alphabetical writing only came around 3,500 BCE for Homo Sapiens. There might have been older cases, but archaeology has not yet covered the whole world for all types of symbolic inscriptions that could have led to symbolic phonetic writing. The next stage was the printing press which enabled mass education and mass communication. The next stage is the digital age as the most advanced form of the mechanical development of oral and written communication, the latest development being Generative Artificial Intelligence. In this modern age, education has to shift completely from teacher-centered education to guided self-learning which is based on 1- The self-learner’s desires; 2- The self-learner’s choices; 3- Teamwork; 4- The freedom of expression, tolerance, and discussion, and the freedom of emotional intelligence; 5- Motivation; 6- No disruptive self-learners, only disruptive treatment of self-learners; 7- All tools available to all self-learners with NO restrictions; 8- Flexibility: top self-learners, average midway self-learners, students with special needs and differently-abled students, Vygotsky’s Zone of Proximal Development, Guide-Coach-Teacher’s flexible self-learning; 9- Systematic recap and discussion of achieved self-learning at the end of each phase; 10- Multi-ism and Pluri-ism. This article presents a globalizing vision of about 65 years of experience in education in many countries and many circumstances. The main methodological procedure is to capture the phylogeny of what I am studying, meaning the inner logic and processing that makes all these phenomena sustainable: at every step in the development, the phenomena themselves produce the means and energy that enable the next step to emerge. Language is a self-developing communicational tool, and communication itself is a self-developing behavioral competence.

Author(s) Details:

Jacques Coulardeau,
Université Paris 1 Panthéon-Sorbonne, Paris, France.

Please see the link here: https://stm.bookpi.org/PLLER-V7/article/view/13937

Dictogloss for Teaching English in an Integrated Framework of Skills (Listening, Speaking, Reading, and Writing) and Language | Chapter 7 | Research Highlights in Language, Literature and Education Vol. 6

 The aim concerning this chapter or study search out outline the principles of the pedagogical method called dictogloss, and to share me's results from an experimental communication using this method. While English Language Teaching (ELT) frequently focuses on established education approaches like Presentation, Production, and Practice (PPP) or Test-Teach-Test (TTT), many EFL professionals do infrequently experiment with less accepted methods such as Dictogloss, Silent Way, or Task-Based Language Teaching (TBLT). While an general approach to teaching English can help obtain lesson aims better, having a more in-depth understanding of distinguishing approaches and techniques can better teachers' professional abilities. Dictogloss is one such approach that can merge all skills and various linguistic articles in planning and delivering ELT communication. In fact, dictogloss is a constructive knowledge method that blends terminology skills to a degree listening, speaking, study, and writing and word systems permissive students listen to assortment of topics, take outline, interact, collude, draft, re-draft and present their work, and the method enhances learners’ practical learning through an best classroom date. The writer’s/ the teacher’s experiment with the approach of dictogloss and reflections are compiled in this member. This chapter, thus, condenses the author's experience of utilizing dictogloss in English Language Teaching and Learning (ELTL), a brief review of relevant biography, the objectives of the exploratory lesson, verdicts and analysis, recommendations, and judgment. Overall, this qualitative study on the exploratory dictogloss lesson and allure reflections conclude at a helpful note and provides ELT artists, researchers, and scholars with valuable insights into this design of dictogloss.

Author(s) Details:

Jayaron Jose,
University of Technology and Applied Sciences, AlMusannah (UTASA), Oman.

Please see the link here: https://stm.bookpi.org/RHLLE-V6/article/view/10803

Study on Reading and Writing Abilities of Thai and Migrant Students on the Use of Phonics Method | Chapter 5 | New Ideas Concerning Science and Technology Vol. 12

 Using the phonics approach, this study looked at the reading and writing abilities of Thai and immigrant students. The students in this study were from Wat Sirimongkol School in Samut Sakorn Province, and they were in Grade 1 Thai and immigrant students. Purposive sampling was used to pick the students who were sampled. Pre- and post-test reading and writing skill assessment forms were used as testing methods in this report. Multivariate analysis of variance, or MANOVA, was used to interpret the collected data. The study discovered that Grade 1 Thai and migrant students who had received Phonics training performed better on the first and second post-tests than on the pre-tests, with a statistical significance of.01. The phonics approach allows students to practise reading and writing from beginning to end, giving them more opportunities to rehearse of sound and practise reading and writing, and thus has a huge positive effect on their learning.

Author (s) Details

Rungarun Rojrattanadamrong Chaisri
Faculty of Education, Srinakharinwirot University, Bangkok, Thailand.

View Book :- https://stm.bookpi.org/NICST-V12/article/view/775

Investigating if Reading can be Used as a Predictor of Literacy Outcomes? A Literature Review| Chapter 9 | New Horizons in Education and Social Studies Vol. 5

 

Consequently, this article reviews and examines the importance of the use of reading indicators in language subjects as measures of progress. Interventions in literacy have arisen in many countries aimed at enhancing the standard of education. Most of these measures, however, have centred on reading as a part of literacy at the cost of listening , speaking and writing, which are other literacy measures. The paper explores the relationship in language subjects between reading and improved results. The analysis of literature found that reading can not be taught in isolation from the other three literacy components and that reading is a strong literacy measure proxy. This article aims to add to the body of information by exploring the relation between literacy and early grade learners' success in English and Kiswahili in a multi-grade context. Context in several languages. However, the paper suggests that the proportionate contribution of each of the four components of literacy to improved performance in language subjects should be established for further empirical study. Therefore, speaking, listening , reading and writing appear to play a key role in children's language performance through languages. However, this paper does not provide clear proof of the proportion of literacy outcomes accounted for by each of these four elements.

Author(s) Details

Dunston L. Kwayumba
Catholic University of Eastern Africa, P.O.Box, 100185, 00101 Nairobi, Kenya.

Pascal Wambiya
Mwenge Catholic University, P.O.Box 1226, Moshi, Tanzania.

Clement Majawa
Catholic University of Eastern Africa, P.O.Box, 62157, 00200 Nairobi, Kenya.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/311

A Critical Study on How Non-Native English Writers Indicate the Research Gap in Research Article Introductions | Chapter 10 | Arts and Social Studies Research Vol. 2

Writing research  article  to  a  peer  reviewed  publication  is  a  complex  process  and  involves  daunting communication with the referees, co-authors and editors. Publication writing is more challenging than the usual communicative expression yet; prolific writers often pass through the processes without too much difficulty. Prolific writers draw on many writing strategies and one of the strategies is by highlighting the research gap. Most of the time, the research gaps highlighted are those related to the intended research niche and the intended study. While the strategy has been used and taught in many research writing instances, the strategy has been reported to be unpopular amongst the non-native English research writers. Although many non-native English writers are aware of the importance of the research gap, not much is known on how this strategy is being practiced. In view of the underutilization of this strategy and limited studies on the strategy in non-native context, this paper investigates the use of this strategy in 150 research articles introductions in Computer Science disciplines written by academicians in Malaysian Universities.  The finding of this study confirmed that indicating research gap as a strategy is underutilized by the research articles written in the corpus. In addition, this paper also described four various ways on how this strategy is commonly used by the non-native writers. The confirmation and authentic examples may be useful in the teaching and learning of research article writing.

Author (s)  Details

 Ina Suryani,
Centre for Liberal Sciences, Universiti Malaysia Perlis, Malaysia. 

Norkhairi Ahmad,
Universiti Kuala Lumpur Malaysia France Institute, Malaysia

Azlan Abdul
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Melaka, Malaysia

Badrul Hisham Ahmad
Academy of Language Studies, Universiti Teknologi MARA, Perlis, Malaysia.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/202

Enriching Second Language Skills through Cognitive Aspects | Chapter 7 | Arts and Social Studies Research Vol. 1

Language plays a main role in human civilization. The importance of foreign language is stressed in educational field. In the field of foreign language acquisition, cognitive function is given priority. Psychological perspective is the theoretical study about cognitive functioning in acquiring the language. This paper focuses on components and skills of language. Moreover, psychological problems in attaining the second language skills are discussed. In learning second language skills, the LSRW play the prominent role. Listening is preliminary to all other skills. Reading is a complex mechanism of decoding the messages in print. Speaking is natural expression in language, which is not always consciously regulated. Speaking implies, speaking with appropriateness to the social context. Writing is the most difficult and demanding of skills. Listening and speaking are considered to be the receptive skills and speaking and writing are the productive skills. For second language learners, all the skills are necessary in proportion of learner’s requirement. The leaner of second language needs to give more attention on language skills as well as the components of the language. Phonology, Lexis, grammar and pragmatics are also needed in accomplishing the communicative competence. The correct direction may help the learners to get success in their goal. The teachers have to play the main role in language acquisition, because the learners get reinforced by them. The teacher can follow some techniques to improve the communicative competence of the students. Some of the techniques are discussed in this paper. This paper also brings out the importance of language skills and the need of components of language to overcome the barriers in acquiring the second language.  

Author(s) Details

Ms. A. Delbio  
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India.

Dr. M. Ilankumaran  
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India

Dr. R. Abilasha 
Department of English, Holy Cross College (Autonomous), Nagercoil, Tamilnadu, India.

View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166