Vocabulary, Corpus and Language Teaching: A Machine-Generated Literature Overview

Introduction
Contents
Chapter 1: Introduction
	Bibliography
Chapter 2: Vocabulary and Acquisition
	2.1 Machine Generated Summaries
		2.1.1 Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks [94]
			2.1.1.1 Introduction
			2.1.1.2 Research Questions and Hypotheses
			2.1.1.3 Research Method and Procedure
			2.1.1.4 Results
			2.1.1.5 Discussion and Conclusion
		2.1.2 The Crossover Effects of Morphological Awareness on Vocabulary Development Among Children in French Immersion [95]
			2.1.2.1 Introduction
			2.1.2.2 Development of Morphological Awareness
			2.1.2.3 Method
			2.1.2.4 Results
			2.1.2.5 Discussion
			2.1.2.6 Conclusion
		2.1.3 Word and Child Characteristics in Vocabulary Learning of Native English Speakers and Bilingual Learners [96]
			2.1.3.1 Introduction
			2.1.3.2 The Present Study
			2.1.3.3 Method
			2.1.3.4 Results
			2.1.3.5 Discussion
		2.1.4 Effects of Morphological Instruction on Vocabulary Acquisition [97]
			2.1.4.1 Introduction
			2.1.4.2 Method
			2.1.4.3 Results
			2.1.4.4 Discussion
		2.1.5 Acquiring Foreign Language Vocabulary Through Meaningful Linguistic Context: Where Is the Limit to Vocabulary Learning? [98]
			2.1.5.1 Introduction
			2.1.5.2 Learning Words in Context: Lexical Inferencing
			2.1.5.3 The Input and Involvement Load Hypotheses
			2.1.5.4 The Present Research
			2.1.5.5 General Discussion
		2.1.6 Improving the Acquisition of Novel Vocabulary Through the Use of Imagery Interventions [99]
			2.1.6.1 Overview
			2.1.6.2 Literature Review
			2.1.6.3 Present Study
			2.1.6.4 Hypotheses
			2.1.6.5 Methodology
			2.1.6.6 Statistical Analyses
			2.1.6.7 Results
			2.1.6.8 Discussion
			2.1.6.9 Concluding Remarks
		2.1.7 Phonological Decoding Enhances Orthographic Facilitation of Vocabulary Learning in First Graders [100]
			2.1.7.1 Introduction
			2.1.7.2 Methods
			2.1.7.3 Results
			2.1.7.4 Discussion
			2.1.7.5 Conclusion
		2.1.8 Incidental Vocabulary Learning for Primary School Students: The Effects of L2 Caption Type and Word Exposure Frequency [101]
			2.1.8.1 Introduction
			2.1.8.2 Literature Review
			2.1.8.3 Method
			2.1.8.4 Results
			2.1.8.5 Discussion
			2.1.8.6 Concluding Remarks
		2.1.9 Knowledge Building and Vocabulary Growth Over 2 Years, Grades 3 and 4 [102]
			2.1.9.1 Introduction
			2.1.9.2 Method
			2.1.9.3 Results
			2.1.9.4 Discussion
			2.1.9.5 Conclusions
		2.1.10 The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis [103]
			2.1.10.1 Introduction
			2.1.10.2 The Present Study
			2.1.10.3 Method
			2.1.10.4 Results
			2.1.10.5 Discussion
		2.1.11 Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies [104]
			2.1.11.1 Defining Vocabulary
			2.1.11.2 Challenges in Acquiring the Concept of a Word
			2.1.11.3 Benefits of Vocabulary Instruction
			2.1.11.4 Research-Based Strategies to Support Vocabulary Growth
			2.1.11.5 Conclusion: An Agenda for Reform in Vocabulary Instruction
			2.1.11.6 [Section 6]
	Bibliography
Chapter 3: Vocabulary Teaching and Learning Strategies
	3.1 Machine Generated Summaries
		3.1.1 Collaborative Filtering for Expansion of Learner’s Background Knowledge in Online Language Learning: Does “Top-Down” Processing Improve Vocabulary Proficiency? [73]
			3.1.1.1 Introduction
			3.1.1.2 Related Works
			3.1.1.3 System
			3.1.1.4 Experiment
			3.1.1.5 Results
			3.1.1.6 Discussion
			3.1.1.7 Conclusion
		3.1.2 The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners’ Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective [74]
			3.1.2.1 Introduction
			3.1.2.2 Review of the Related Literature
			3.1.2.3 Methodology
			3.1.2.4 Results
			3.1.2.5 Discussion
			3.1.2.6 Conclusion
		3.1.3 Promoting Self-Regulation in Vocabulary Learning Among Chinese EFL Learners: A Needs Analysis [75]
			3.1.3.1 Introduction
			3.1.3.2 Self-Regulated Learning Strategies
			3.1.3.3 Vocabulary Learning Strategies
			3.1.3.4 Studies on Vocabulary Learning Strategies
			3.1.3.5 Context of the Study
			3.1.3.6 Statement of the Problem
			3.1.3.7 Methodology
			3.1.3.8 Results and Discussion
			3.1.3.9 Summary and Implications
		3.1.4 Effective Practices to Enhance Immigrant Kindergarteners’ Second Language Vocabulary Learning Through Storybook Reading [76]
			3.1.4.1 Introduction
			3.1.4.2 Method
			3.1.4.3 Results
			3.1.4.4 Discussion
		3.1.5 Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing [77]
			3.1.5.1 Introduction
			3.1.5.2 Current Study
			3.1.5.3 Methodology
			3.1.5.4 Results
			3.1.5.5 Discussion
			3.1.5.6 Conclusion
		3.1.6 The Effectiveness of L2 Vocabulary Instruction: A Meta-Analysis [78]
			3.1.6.1 Introduction
			3.1.6.2 Methodology
			3.1.6.3 Results
			3.1.6.4 Moderator Variable Analysis
			3.1.6.5 General Discussion
			3.1.6.6 Conclusion
		3.1.7 Music as a Mnemonic Device for Foreign Vocabulary Learning [79]
			3.1.7.1 Introduction
			3.1.7.2 Literature Review
			3.1.7.3 Methodology
			3.1.7.4 Results
			3.1.7.5 Discussion
			3.1.7.6 Conclusion
		3.1.8 An English Vocabulary Learning Support System for the Learner’s Sustainable Motivation [80]
			3.1.8.1 Introduction
			3.1.8.2 Related Works
			3.1.8.3 Proposal System Design
			3.1.8.4 Question Selection by Estimating Learner’s Skills
			3.1.8.5 Our Application Evaluation
			3.1.8.6 Conclusion
		3.1.9 The Effects of Vocabulary Enhancement Exercises and Group Dynamic Assessment on Word Learning Through Lexical Inferencing [81]
			3.1.9.1 Introduction
			3.1.9.2 Theoretical Background
			3.1.9.3 Review of Literature
			3.1.9.4 Method
			3.1.9.5 Results
			3.1.9.6 Discussion and Conclusion
		3.1.10 Vocabulary Learning from Reading: Examining Interactions Between Task and Learner Related Variables [82]
			3.1.10.1 Introduction
			3.1.10.2 Method
			3.1.10.3 Results
			3.1.10.4 Discussion and Conclusion
	Bibliography
Chapter 4: ICT for Vocabulary Learning
	4.1 Machine Generated Summaries
		4.1.1 The Effects of Electronic Glossing Types on Foreign Language Vocabulary Learning: Different Types of Format and Glossary Information [65]
			4.1.1.1 Introduction
			4.1.1.2 Literature Review
			4.1.1.3 Research Questions
			4.1.1.4 Research Design
			4.1.1.5 Results
			4.1.1.6 Discussion and Conclusion
		4.1.2 Multimedia-Assisted Self-Learning Materials: The Benefits of E-flashcards for Vocabulary Learning in Chinese as a Foreign Language [66]
			4.1.2.1 Introduction
			4.1.2.2 Theoretical Framework
			4.1.2.3 Literature Review
			4.1.2.4 Method
			4.1.2.5 Results
			4.1.2.6 Discussion
			4.1.2.7 Limitations and Future Directions
		4.1.3 The Effects of Online Glossary Quizzes and Student Autonomy on Domain Vocabulary Learning in Business Law [67]
			4.1.3.1 Introduction
			4.1.3.2 Theoretical Framework
			4.1.3.3 Literature Review
			4.1.3.4 Methods
			4.1.3.5 Findings
			4.1.3.6 Discussion
			4.1.3.7 Implications and Conclusion
		4.1.4 Augmented Reality as Multimedia: The Case for Situated Vocabulary Learning [68]
			4.1.4.1 Introduction
			4.1.4.2 Augmented Reality for Learning
			4.1.4.3 Vocabulary Learning Systems
			4.1.4.4 Multimedia Learning Applied to Augmented Reality
			4.1.4.5 Practical Considerations in Applying Augmented Reality
			4.1.4.6 Design Goals
			4.1.4.7 System Design and Implementation
			4.1.4.8 User Studies
			4.1.4.9 Results and Discussion
			4.1.4.10 Conclusions
		4.1.5 Effects of Multimedia Annotations on Incidental Vocabulary Learning and Reading Comprehension of Advanced Learners of English as a Foreign Language [69]
			4.1.5.1 Introduction
			4.1.5.2 Experimental Design
			4.1.5.3 Results
			4.1.5.4 Discussion
			4.1.5.5 Limitations and Suggestions for Further Research
		4.1.6 Evaluation of Electronic and Paper Textual Glosses on Second Language Vocabulary Learning and Reading Comprehension [70]
			4.1.6.1 Introduction
			4.1.6.2 Study Background
			4.1.6.3 Methods
			4.1.6.4 Results
			4.1.6.5 Discussion and Conclusion
		4.1.7 Self-Directed Learning of Core Vocabulary in English by EFL Learners: Comparing the Outcomes from Paper and Mobile Application Flashcards [71]
			4.1.7.1 Introduction
			4.1.7.2 Method
			4.1.7.3 Results
			4.1.7.4 Discussion
			4.1.7.5 Conclusion
		4.1.8 Factors Influencing ESL Players’ Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG) [72]
			4.1.8.1 Introduction
			4.1.8.2 Literature Review
			4.1.8.3 Methodology
			4.1.8.4 Results and Discussion
			4.1.8.5 Conclusion
		4.1.9 EmoTan: Enhanced Flashcards for Second Language Vocabulary Learning with Emotional Binaural Narration [73]
			4.1.9.1 Introduction
			4.1.9.2 Related Work
			4.1.9.3 Narration Design
			4.1.9.4 Prototype Flashcard Application
			4.1.9.5 Experiment 1: Memorize Under a Controlled Environment
			4.1.9.6 Experiment 2: Memorize Under a Freeform Learning Environment
			4.1.9.7 Conclusion and Future Work
		4.1.10 Theoretical Trends of Research on Technology and L2 Vocabulary Learning: A Systematic Review [74]
			4.1.10.1 Introduction
			4.1.10.2 Review of Literature
			4.1.10.3 Methods
			4.1.10.4 Results
			4.1.10.5 Research Question 2: What Affordances Did Technology Offer in L2 Vocabulary Learning?
			4.1.10.6 Research Question 3: What Theoretical Frameworks Have Been Used by Researchers in Technology-Integrated L2 Vocabulary Learning?
			4.1.10.7 Discussion
			4.1.10.8 Conclusion
	Bibliography
Chapter 5: Corpus-Based Vocabulary Studies
	5.1 Machine Generated Summaries
		5.1.1 Corpus-Based Vocabulary Lists for Language Learners for Nine Languages [50]
			5.1.1.1 Introduction
			5.1.1.2 Word Lists
			5.1.1.3 Preparing the KELLY Lists
			5.1.1.4 The KELLY Database
			5.1.1.5 Summary and Outlook
		5.1.2 To Use or Not to Use the Shorter Forms: A Corpus-Based Analysis of the Apologetic Expressions “Sorry and I’m Sorry” in American Spoken English Discourse [51]
			5.1.2.1 Introduction
			5.1.2.2 Backgrounds
			5.1.2.3 Method
			5.1.2.4 Results and Discussion
			5.1.2.5 Conclusion
		5.1.3 A Corpus-Based Study of Phrasal Verbs with Key Meanings in TED Talks [52]
			5.1.3.1 Introduction
			5.1.3.2 Materials and Methods of the Study
			5.1.3.3 Results
			5.1.3.4 Discussions
			5.1.3.5 Conclusions
		5.1.4 From Corpora to Experiments: Methodological Triangulation in the Study of Word Order at the Interfaces in Adult Late Bilinguals (L2 Learners) [53]
			5.1.4.1 Introduction: Interfaces in Bilingualism and SLA
			5.1.4.2 Gathering Data for SLA Purposes
			5.1.4.3 Combining Corpus and Experimental Data in L2: S–V/V–S Order
			5.1.4.4 Discussion
			5.1.4.5 Conclusion
		5.1.5 A Corpus-Based Study of Modal Verbs in the Uniform Commercial Code of the USA [54]
			5.1.5.1 Introduction
			5.1.5.2 Modality
			5.1.5.3 Method
			5.1.5.4 Results
			5.1.5.5 Discussion
			5.1.5.6 Conclusion
		5.1.6 Sentiment Analysis of Japanese Text and Vocabulary Learning Based on Natural Language Processing and SVM [55]
			5.1.6.1 Introduction
			5.1.6.2 Related Work
			5.1.6.3 Feature Selection Method
			5.1.6.4 Chi-Square Statistical Algorithm
			5.1.6.5 Improvement of Chi-Square Statistics
			5.1.6.6 TFIDF Method Combining in-Class Information Entropy
			5.1.6.7 Model Construction and Performance Analysis
			5.1.6.8 Conclusion
		5.1.7 Gender Construction in the Indonesian Government-Distributed English Textbook: Combining Critical Discourse Analysis and Corpus Linguistics [56]
			5.1.7.1 Introduction
			5.1.7.2 The Study
			5.1.7.3 Findings and Discussion
			5.1.7.4 Conclusion
		5.1.8 Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners [57]
			5.1.8.1 Introduction
			5.1.8.2 Organizing Vocabulary Building Around Topics
			5.1.8.3 Summary
	Bibliography
Chapter 6: Conclusion