Conceptualization as a Technique to Develop Mental Lexicon of ESL Learners at Primary Level

Khalida  Sharif; Bushra   Shoukat; Qazi Muhammad saeed  Ullah; Rabia  Jabeen

doi:10.47067/jlcc.v1i1.1

Authors

Khalida Sharif
Bushra Shoukat
Qazi Muhammad saeed Ullah
Rabia Jabeen

DOI:

https://doi.org/10.47067/jlcc.v1i1.1

Keywords:

ESL Learners, Language Teaching, Learning Process, Mental Lexicon, Primary Level

Abstract

Language teaching and learning process at its early stage of development includes, words or in simple vocabulary. ESL learners always suffers a lot having less vocabulary while speaking or writing. Mentioned by Henriksen (1999) the three dimensions of vocabulary learning which have positive influence on lexical development. Three dimensions of lexical development are having partial knowledge, having deep knowledge, ability to have actual use of knowledge. In this research article researcher conducted an experimental research work to get the better understanding and evidence how conceptualization have positive impact on ESL learners lexical development at the early stage of their academic career. Researcher selected sample randomly to generalize the findings of the research. After conducting the experiment data analyzed by using the paired sample T test which is scientifically and systematic approved way to analyze data. Findings show that conceptualization having positive impact on ESL learners lexical development and through conceptualization ESL learners enable to minimize vocabulary related issues.

References

Thornbury, S. (2002). How to Teach Vocabulary Longman.

He, H., & Deng, Y. (2015). The Mental Lexicon and English Vocabulary Teaching. English Language Teaching, 8(7), 40-45.

Xiao, L.-M. (2002). English-Chinese Comparative Studies & Translation. Shanghai: Shanghai Foreign Language Education Press.

Laufer, B., & Nation, P. (2001). Passive vocabulary size and speed of meaning recognition: Are they related?. Eurosla Yearbook, 1(1), 7-28.

He, H. Q., and Wen-cun CHEN. "Investigation of the acquisition of English high-frequency words by Chinese non-English-major college students." Journal of China West Normal University (Philosophy & Social Sciences) 2 (2008): 43-47.

Ministry of Education (2006) National curriculum for General Science, grade IV- VIII. Islamabad: Government of Pakistan.

Stahl, S. A. (2005). Four problems with teaching word meanings. Teaching and learning vocabulary: Bringing research to practice, 95.

Beck, I. L., McKeown, M. G., &Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.

Ard, L., & Beverly, B. (2004, September 1). Preschool word learning during joint book reading: Effect of adult

Stahl, S. A., &Kapinus, B. (2001).Word power: What every educator needs to know about teaching vocabulary.

David ,P.(2000) the Acquisition and retention of knowledge :A cognitive view

Bilesanmi-Awoderu, J. B. (2002). Concept-mapping, students' locus of control and gender as determinants of Nigerian high school students' achievement in Biology. IFE PsychologIA: An International Journal, 10(2), 145-161.

Hall, R. H., & O'Donnell, A. M. (1996). Cognitive and Affective Outcomes of Learning from Knowledge Maps. Contemporary Educational Psychology. 21(1), 94-101

Khawaldeh, S.A & Al-Olaimat, A.M. (2010). The contributionof conceptual change text accompanied by concept mapping to eleventh grade students understanding of cellular respiration concepts. Journal ofScience EducationalTechnology. 19:115-125.

Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in second language acquisition, 303-317.