Citation:

Vaibhav Kulkarni, Prachi Chaturvedi, Dr. Caral D’Cunha. "The Retention Capacity of B-School Students while Learning New Words of Different Specializations" International Research Journal of Economics and Management Studies, Vol. 3, No. 4, pp. 303-307, 2024.

Abstract:

Expanding one’s vocabulary can aid in the acquisition of skills and knowledge across a range of language and literacy domains. This involves aiding with understanding, fluency, and decoding (phonemic awareness and phonics). Without question, expanding one’s vocabulary involves more than just picking up new terms; it also entails understanding how they work and when to use them. Therefore, the ability to comprehend and use the English language rests on the difficult task of identifying, comprehending, and producing messages using the proper word combinations at the appropriate time and location. This paper brings out the need to expand the vocabulary of B-school students by introducing them to words of different specializations and fields. It also highlights the retention capacity of the students with relation to the words learnt and used in classroom assignments. The study shows the difference in remembering words which are familiar in terms of the professional specialization chosen by the students, and words from other fields (e.g. Science) and specializations.

References:

[1] Brown, R., Waring, R., and Donkaewbua, S. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136-163 (2008).
[2] Meara, P., and Jones, G. Eurocentres Vocabulary Size Test, 10KA (Zurich: Eurocentres).TESL Canadian Journal, 3 (1), 69-79 (1990).
[3] Schmitt, N., Wun-Ching, J., and Garras, J. The word associates format: Validation evidence. Language Testing, 28(1), 105-126, (2011).
[4] Nation (2017) Nation K. Nurturing a lexical legacy: reading experience is critical for the development of word reading skills. Npj Science of Learning.
[5] Tseng, Wen-Ta & Schmitt, Norbert. (2008). Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach. Language Learning. 58. 357 - 400. 10.1111/j.1467-9922.2008.00444.x.
[6] Grabe, W., & Stoller, F.L. (2019). Teaching and Researching Reading (3rd ed.). Routledge. https://doi.org/10.4324/9781315726274.
[7] Armstrong et al. (2017) Armstrong R, Arnott W, Copland DA, McMahon K, Khan A, Najman JM, Scott JG. Change in receptive vocabulary from childhood to adulthood: associated mental health, education and employment outcomes. International Journal of Language & Communication Disorders.
[8] Beck, Isabel & Mckeown, Margaret & Kucan, Linda. (2002). Bringing Words to Life: Robust Vocabulary Instruction.
[9] Van den Broek et al. (2013) Van den Broek GSE, Takashima A, Segers E, Fernández G, Verhoeven L. Neural correlates of testing effects in vocabulary learning. NeuroImage. 2013;78:94–102. doi: 10.1016/j.neuroimage.2013.03.071.
[10] Cook, V. (2013). Second Language Learning and Language Teaching (4th ed.). London: Routledge.https://doi.org/10.4324/9780203770511
[11] Kayi-Aydar, Hayriye. (2018). Scaffolding Vocabulary Development. 10.1002/9781118784235.eelt0733.
[12] Hulme, Barsky, and Rodd Incidental Learning of Word Meanings From StoriesFang, X., & Perfetti, C. A. (2017). Perturbation of old knowledge precedes the integration of new knowledge. Neuropsychologia,99, 270–278.
[13] Rodd, J. M., Berriman, R., Landau, M., Lee, T., Ho, C., Gaskell, M. G., et al. (2012).Learning new meanings for old words: Effects of semantic relatedness. Memory &Cognition,40, 1095–1108.
[14] Batterink, L., & Neville, H. (2011). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience,23, 3181–3196.
[15] Hulstijn (1992) Hulstijn JH. Retention of inferred and given word meanings: experiments in incidental vocabulary learning. In: Arnaud PJL, Béjoint H, editors. Vocabulary and Applied Linguistics. New York: Macmillan; 1992. pp. 113–125.
[16] Hulstijn (2003) Hulstijn JH. Incidental and intentional learning. In: Doughty CJ, Long MH, editors. The Handbook of Second Language Acquisition. Oxford: Blackwell; 2003. pp. 349–381.
[17] Developmental Psychology,51, 406–417. https://doi.org/10.1037/a0038786m Horst, J. S., Parsons, K. L., & Bryan, N. M. (2011).
[18] Pellicer-Sánchez (2016) Pellicer-Sánchez A. Incidental L2 vocabulary acquisition from and while reading. Studies in Second Language Acquisition. 2016;38(1):97–130. doi: 10.1017/S0272263115000224.
[19] Psychological Science,17, 249–255.https://doi.org/10.1111/j.1467-9280.2006.01693.xRott, S. (1999).
[20] At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language,15,130–163.Webb, S. (2007).
[21] The Cambridge handbook of Bilingual Processing (pp. 108–132).Cambridge, UK: Cambridge University Press.Storkel, H. L., & Maekawa, J. (2005).
[22] Ozgula, B. & Abdulkadir, C. (2012). Teaching vocabulary through collocations in EFL classes: The case of Turkey.1(1), 21-32.
[23] Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of Experimental Child Psychology, 104(2), 156–178.
[24] The Study of Second Language Acquisition Oxford applied linguistics, Rod Ellis, illustrated, reprint, Oxford University Press, 1994 ISBN 0194371891, 9780194371896
[25] Fang, Perfetti & Stafura (2016) Fang X, Perfetti C, Stafura J. Learning new meanings for known words: biphasic effects of prior knowledge. Language, Cognition and Neuroscience. 2016;32(5):637–649. doi: 10.1080/23273798.2016.1252050.
[26] What the “Good Language Learner” Can Teach Us, Joan Rubin, TESOL Quarterly, Vol. 9, No. 1 (Mar., 1975), pp. 41-51 (11 pages).
[27] O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
[28] Toppino & Cohen (2009) Toppino TC, Cohen MS. The testing effect and the retention interval: questions and answers. Experimental Psychology. 2009;56(4):252–257. doi: 10.1027/1618-3169.56.4.252.
[29] Wenden, A. L., & Rubin, J. (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
[30] Russell, B. (1961). An Outline of Philosophy (p. 45). London: George Allen & Unwind Ltd.
[31] Richards, J. C. (1976). The Role of Vocabulary Teaching. TESOL Quarterly, 10, 77-89.
[32] https://doi.org/10.2307/3585941
[33] SECOND LANGUAGE VOCABULARY ACQUISITION.James Coady& Thomas Huckin (Eds.). New York: Cambridge University Press, 1997.
[34] Rivers, W.M. (1981) Teaching Foreign-Language Skills. The University of Chicago Press, Chicago.
[35] Atkinson, E. and F.W. Judd, 1978. Comparative hematology of Lepomis microlophus and Cichlasoma cyanoguttatum. Copeia 1978(2):230-237.
[36] Nunan, D. (2009) Second Language Teaching and Learning. Cengage Learning Asia, Pte. Ltd., Vancouver.
[37] Self-regulated learning and academic achievement: Theoretical perspectives BJ Zimmerman, DH Schunk - 2001

Keywords:

Vocabulary, English, B-School, Specialization.