The primary objective of this study is to investigate the relationship between undergraduate English language students' vocabulary knowledge and proficiency. population was department students at University Lahore. sample taken from fifth eighth semesters using cluster sampling. Through a test, size productive vocabulary, receptive depth were all found significantly correlate with speaking perf...

Two experiments explore children's spontaneous labeling of novel objects as a method to study early lexical access. The experiments also provide new evidence on children's attention to object shape when labeling objects. In Experiment 1, the spontaneous productions of 21 23- to 28-month-olds (mean 26;28) shown a set of novel, unnamed objects were analyzed both in terms of the specific words sai...

There is a lack of stability in language difficulties across early childhood: most late talkers (LTs) resolve their difficulties by pre-school; and a significant number of children who were not LTs subsequently manifest language difficulties. Greater reliability in predicting individual outcomes is needed, which might be achieved by waiting until later in development when language is more stabl...

This study investigates 12 prespeech vocal behaviors which are taken to reflect children's phonological, communicative and early symbolic development. It explores their development (onset, duration and extinction) and their relation to early lexical development. A structured parental questionnaire on prespeech vocalizations was developed, validated and used for the evaluation of 1005 Spanish ch...

In previous studies, we found that the social interactions infants experience in their everyday lives at 11- and 14-months of age affect language ability at 24 months of age. These studies investigated relationships between the speech style (i.e., parentese speech vs. standard speech) and social context [i.e., one-on-one (1:1) vs. group] of language input in infancy and later speech development...

The importance of vocabulary learning has been underlined in the field of English for Academic Purposes (EAP) because non-English majors who require reading English texts in their fields of study have to expand their English vocabulary knowledge much more efficiently than ordinary ESL/EFL learners. Since academic vocabulary instruction in Iranian universities is realized through the use of Gene...

The specificity of the bilingual advantage in memory was examined by testing groups of monolingual, bilingual, and trilingual 24-month-olds on tasks tapping cued recall, memory generalization and working memory. For the cued recall and memory generalization conditions, there was a 24-h delay between time of encoding and time of retrieval. In addition to the memory tasks, parent-toddler dyads co...

This study compared language development in 30-month-old toddlers on the autism spectrum and 25- month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semant...

The objectives of this study were to investigate Engineering students’ attitudes and problems in academic reading comprehension and to determine the contribution of academic reading attitude, breadth and depth of vocabulary knowledge to academic reading comprehension. The participants were 122 undergraduate students of Engineering at Iran University of Science and Technology. The Vocabulary Lev...

negotiation, as an interactional strategy and proactive focus on form (fof) have received increased attention in second language research. the combination of negotiation and proactive fof, however, has not been examined in relation to l2 vocabulary learning. to address this gap, the present study investigated how the amount of negotiation and proactive fof impacted learners’ vocabulary knowledg...