English Vocabulary Acquisition in Bilingual Students

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Table of Contents

Abstract
Research Question
Investigated Population
Methodology
Findings
Practical Implications
Personal Evaluation
Reference List

Abstract

The analyzed article describes a study carried out by Thai researchers to evaluate the English vocabulary acquisition in bilingual students. The researchers use a fifteen-minute interview and a five-point scale to assess the learners performance. The principal emphasis is put on the lexical side of the language; thus, the researchers carry out a detailed analysis of the vocabulary units that the students employ. The researchers come to a conclusion that the length of studying plays a critical role in vocabulary acquisition. They assume that the relevant practice should be implemented in schools for regular evaluation of bilingual learners speech.

Research Question

In the framework of the relevant study, researchers from the Rangsit University, Ruja Pholsward and Donrutai Boonprasitt were determined to estimate the English vocabulary acquisition of primary and secondary students. The researchers focused on bilingual students, thus their key target was to identify the strengths and limitations that such learners experience in using English vocabulary (Pholsward & Boonprasitt, 2015, p.8).

Investigated Population

The examined group was comprised of the students from the Satit Bilingual School. The researchers focused on primary and secondary-level learners; therefore, there were 34 primary students and 18 secondary students participating in the study. The selection criteria implied that a participant was supposed to have an experience of a minimum of a three-year experience of learning English. Pholsward and Boonprasitt, likewise, point out that all the students participated in the research with the consent received from their parents and guardians.

Methodology

To complete the ultimate goal of the study, the researchers employed two instruments. The first tool was represented by a questionnaire and was aimed at estimating the communication skills of the participants. The survey contained fifteen questions and was carried out in the form of an oral interview. The second tool was a five-point scale employed to estimate the students performance during the interviews. Therefore, the interview served to be an organizational instrument, while the scale played the role of an assessment tool.

It is necessary to note that the discussions were organized with the participation of two interviewers: a bilingual Thai speaker and a native speaker of English. The interviewers applied the relevant scale to measure the lexical, syntax, discursive, interactive, and strategic aspects of a students speech. The key emphasis, in the meantime, was put on the lexical side of the language by the initially set research target.

One should necessarily note that the researchers worked out precise criteria defining every level of a five-point scale: full, functional, moderate, sufficient, and marginal. Moreover, to increase the level of accuracy, all the interview data was first recorded and, then, transcribed. This two-stage approach enabled the researchers to avoid the contortion of facts.

Findings

The analysis of the data collected in the course of the fifteen-minute interviews let Pholsward and Boonprasitt generate a series of valuable conclusions. Thence, the principal finding of the relevant study resides in the fact that secondary students show a wider lexical variety than primary learners, whereas their conceptual complexity is relatively equal. Therefore, the duration of learning proved to be significant for a students performance according to the research results, the students with a three-year experience of learning had no limitations in listening and speaking, while the students with a one- or two-year experience would rather show sufficient or marginal level for every aspect.

Another critical finding that the researchers describe reveals the primary students intention to receive extra clarifications and express their thoughts in a maximally clear and illegible manner. The relevant tendency is particularly typical of the primary learners from level 2. The researchers note that these students employed more words in their speech, and were generally more talkative. Therefore, this group of learners showed a high willingness to employ the maximal number of vocabulary units in their responses.

Practical Implications

From the pedagogical perspective, relevant research is of significant importance. First, and foremost, the researchers have emphasized the necessity to evaluate the vocabulary acquisition of bilingual learners on the regular basis. Secondly, they worked out an efficient framework for performing such evaluation; hence, they introduced brief interviews carried out by both bilingual and native speakers. Moreover, Pholsward and Boonprasitt managed to develop an efficient and valid scale aimed at measuring various aspects of learners speech. Therefore, the researchers offered a detailed description of the evaluating procedure and the tools that should be employed.

One might assume that the suggested approach can be successfully implemented in any school to identify the strengths and weaknesses of the students speech. Furthermore, Pholsward and Boonprasitt provided an explicit literature review that enables one to receive a full and precise idea of the research question. One might assume that the data collected in the course of the study might be potentially employed in further research for other levels of bilingual students.

Personal Evaluation

In conclusion, one might note that the offered evaluation method represents an effective alternative to the classic tests that are typically used in schools for estimating bilingual learners performance. One should essentially point out that the relevant practice is to be carried out regularly so that a teacher can track the students progress and help them eliminate the limitations.

Reference List

Pholsward, R., & Boonprasitt, D. (2015). English Vocabulary Acquisition of Bilingual Learners at the Primary and Secondary Levels. PASAA Journal, 49(1), 1-37.

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