The influence of age in the cognitive process of vocabulary for learning English as a foreign language

Abstract

This study investigates the effects of interventions on language acquisition among two distinct age groups, eight-year-olds and thirties-year-olds, focusing on improving vocabulary and pronunciation through purposive sampling. The interventions, structured around interactive sessions and phonics training, aimed to improve various language skills, using pre- and post-test designs with specific instruments tailored to each age group. For children, Gardner's Figure-Word Expressive Vocabulary Test was used, while for adults, pronunciation accuracy and vocabulary familiarity were assessed using an instrument developed by Beltrán (2021). The results showed significant improvements in all language criteria for both groups. The children demonstrated remarkable gains in word recognition, sentence construction, and expressive vocabulary, with mean scores increasing from 1.35 to 2.49 in word recognition and from 1.02 to 4.01 in sentence construction. Adults also showed progress, particularly in the use of appropriate vocabulary to express ideas clearly, where mean scores improved from 1.55 to 3.06. Distinguishing between similar-sounding words with different meanings, however, presented the smallest gains for both groups, indicating a challenging aspect of language learning. The study underscores the effectiveness of targeted interventions to improve language acquisition skills in different age groups, highlighting the potential of phonics and interactive training approaches in language education.