This study investigated the effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning. In total, 78 South Korean fifth-grade students were divided into four conditions. Students in each condition were asked to read a passage with four of the eight target words (exposure: four times) and the other four words (exposure: once) for three days, and to perform the vocabulary activities assigned to each condition. According to the results, exposure frequency and activity repetition type had significant effects on vocabulary learning. Activity repetition type also had a significant interaction effect with exposure frequency and depth of processing. Notably, presenting a word 12 times (4x3) in reading intervals had a more positive impact on vocabulary learning than presenting it three times (1x3), particularly when different vocabulary activities were repeated. Meanwhile, when the same activity was repeated, an activity with a higher depth of processing was more effective for vocabulary learning.

The goal of the present study was to investigate the effects of technology-enhanced instruction types, vocabulary activity types, and learners' cognitive style on vocabulary knowledge. With regard to the types of technology-enhanced instruction, the results of post-vocabulary tests indicated that both blended learning and web-based instruction had positive effects on vocabulary learning. In particular, the blended learning group outperformed the web-based group showing greater improvement. With regard to vocabulary activity type, the results did not reveal a significant difference between groups with different types of vocabulary activities. When comparing the results from test items assessing the receptive and productive knowledge of vocabulary, both groups made greater improvements in their receptive knowledge of vocabulary than productive use of vocabulary. Concerning learners’ cognitive style, the analysis of the test scores indicated that there was no significant difference among groups. Finally, pedagogical implications were provided at the end of the paper.

The purpose of this study is observing the process of learning Chinese character of preschool children and clarifying their language ability and the level and range of vocabulary. This paper sees the process of Korean children acquiring vocabulary in two ways: The first one is researching the vocabularies used in children's stories that preschool children often read or hear. The other one is researching the vocabularies that children hear or speak in the conversation with surroundings. To this end, two methodologies have been adopted: literature analysis and observation analysis. Literature analysis is investigating the fairy tales that children likes and analyzing the Chinese characters and vocabularies used. Observation analysis is recording the conversations between a child and his surroundings, and then transcribing and analyzing it. Almost every child reads fairy tales that helps to the formation of children's language ability. Therefore, the language of children's stories is the expectancy which Korean society expects children to understand the accomplished living environment and culture to. Therefore, children contact the basic cultural vocabulary in Korean society, contacting fairy tales. Children develop their intelligence and language through engaging in the daily conversations with their parents and acquaintances. Although they are influenced by communications with their peers of the same age group, the contents and range of the language used in the context of their surroundings affect a lot more. Thus, the process of children's language acquisition is developed through the conversations with parents and acquaintances. It is very possible that the language ability of a child in a family is transferred by parents rather than the intelligence and the ability of the child. Consequently, studying children’s Chinese character vocabulary through the two processes, you can see how level of the Chinese character vocabulary that children contact and use is, what characteristics it has and how much the range of use is.

The purpose of this study is to show that using practical vocabulary learning activities can stimulate EFL learners" vocabulary enhancement through making sentences. Language practice with productive lexical output can be a very helpful way for EFL students to integrate their prior linguistic knowledge with newly-gained words, which will enhance their communicative performance. One hundred twenty students (n=120) performed two different activities (sentence-building with instructional feedback and rote-memorization), and their performances were examined by the text length in terms of lexical proficiency. The results of this study reveal that the experimental group (n=60) with sentence-building with instructional feedback seemed to evoke their lexical input and output together and did better at both than the control group (n=60) with rote-memorization. In vocabulary knowledge enhancement, the experiment group showed that they were likely to transfer a large amount of vocabulary they practiced to their language output effectively. With respect to vocabulary performance, the experimental group formed more meaningful structures with a longer sentence than the control group. This study implies that sentence-building as a language practice can be an effective way to incorporate a learner"s lexical knowledge into meaningful language use, and can lead to better communicative performance in English.