Focus on form and vocabulary acquisition in the Spanish L2 classroom

2013 ◽  
Vol 4 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Luke Plonsky ◽  
Shawn Loewen
Keyword(s):  
Mixed Method ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Focus On Form ◽  
Lexical Development ◽  
Word Use ◽  
Interactionist Perspective ◽  
Second Year ◽  
L2 Vocabulary ◽  
Qualitative Analyses

This study examined lexical development from an interactionist perspective. More specifically, we investigated student gains in seven specific vocabulary words as a function of their frequency of occurrence and the type and amount of focus on form episodes related to them. Pretests and posttests were given to an intact class of second-year Spanish students to assess their gains for the seven words. Each day of class was recorded and transcribed to enable corpus- and interaction-based analyses of target word use whether in isolation or within focus on form episodes. We present the results of overall (quantitative) and more finely-grained, word-by-word (qualitative) analyses, both of which indicate the insufficiency of any single variable to predict lexical development, thus providing support for multifaceted and mixed-method approaches to the understanding and research of vocabulary acquisition. Finally, the results are discussed in relation to models of L2 vocabulary learning, within the interactionist framework in particular.

scholarly journals The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

2021 ◽  
Vol 5 (12) ◽  
pp. 80
Author(s):  
José Ramón Calvo-Ferrer ◽  
Jose Belda-Medina
Keyword(s):  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Video Game ◽  
Vocabulary Learning ◽  
Lexical Development ◽  
Incidental Exposure ◽  
Unknown Words ◽  
L2 Vocabulary ◽  
Target Words

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning.

Glossing and vocabulary learning

2021 ◽  
pp. 1-23
Author(s):  
Frank Boers
Keyword(s):  
Second Language ◽  
Systematic Reviews ◽  
Critical Review ◽  
Vocabulary Acquisition ◽  
Ecological Validity ◽  
Vocabulary Learning ◽  
L2 Reading ◽  
Reading Materials ◽  
Research Designs ◽  
L2 Vocabulary

Abstract This article offers a critical review of research on the use of glossing and its contribution to second language (L2) vocabulary acquisition. Discussion topics include the complexity of estimating the effectiveness of glossing relative to reading non-glossed texts, the quest for optimal implementations of glossing, issues of ecological validity, and ambiguity around the nature of vocabulary learning from glosses. The general conclusion is that, despite the substantial number of research studies on this subject, many questions remain to which only tentative and provisional answers are currently available. This is partly owing to the wide diversity in research designs across studies and the lack of transparency of many research reports. Suggestions are made for further research on glossing with a view to enabling future systematic reviews to produce more nuanced answers and more informed recommendations for the design of L2 reading materials.

The Effect of Task-Based Reading on Fl Vocabulary Learning

2007 ◽  
Vol 153 ◽  
pp. 1-24 ◽  
Author(s):  
Raquel Esquiliche Mesa ◽  
Anthony Bruton ◽  
Tony Ridgway
Keyword(s):  
Secondary School ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Effective Means ◽  
Extensive Reading ◽  
Short Term ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
L2 Vocabulary ◽  
Over Time

AbstractThere is growing evidence that incidental vocabulary learning from extensive reading may not be a very efficient or effective means of acquiring L2 vocabulary, at least in the short-term. This study investigates the effect on FL vocabulary learning of secondary school EFL students completing four task-based reading texts under two procedurally contrasted conditions: either with teacher support or with peer collaborative support. The students, in two genuine classes, read two short texts in each condition as normal timetabled activities, partly for ethical and partly for technical reasons. This is one of a few studies that have researched FL vocabulary acquisition from a number of different texts over time, and within a task-based framework. Four texts in English with both nonlinguistic and linguistic check tasks were read in total, and thirty-two vocabulary items were targeted. On the delayed L2-L1 translation recognition posttest of the targeted vocabulary items, the scores for the teacher-supported conditions were double those for the peer-supported conditions, but in both cases the scores were disappointingly low.

Second language vocabulary acquisition from language input and from form-focused activities

2009 ◽  
Vol 42 (3) ◽  
pp. 341-354 ◽  
Author(s):  
Batia Laufer
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Nineteen Eighties ◽  
Lexical Development ◽  
Learning And Teaching ◽  
Generative Linguistics ◽  
List Learning ◽  
External Sources ◽  
Language Input ◽  
L2 Vocabulary

Interest in L2 vocabulary learning and teaching started long before the nineteen-eighties (for references to earlier studies, see Rob Waring's database http://www1.harenet.ne.jp/~waring/vocab/vocrefs/vocref.html) but it declined with the advent of generative linguistics to the point of discrimination and neglect (Meara 1980). In 1986, I argued that vocabulary was about to acquire a legitimate and prominent place within applied linguistics (Laufer 1986), but I did not envisage the vast quantities of lexical research that would have been produced in the following two decades. One of the central concerns of vocabulary researchers is the source of L2 vocabulary learning. Is it L2 input, enhanced input, interaction, communicative tasks, non-communicative ‘artificial’ exercises, list learning, or repetition? A similar question is addressed by SLA researchers in general. This similarity of interests, which demonstrates the integration of vocabulary into mainstream SLA, prompted me to define the topic of this timeline as I did. And since the field of SLA developed in the 1980s, this timeline starts in the nineteen-eighties. I focus here on the external sources of learning, i.e. language input and instructional techniques, and not on learner-related variables, like motivation, L1, age, or strategies of learning. Nor do I focus on any other areas of lexical research, important as they may be, such as the construct of vocabulary knowledge, lexical development, testing, bilingual mental lexicon, or corpora analyses.

scholarly journals Is Listening Comprehension a Comprehensible Input for L2 Vocabulary Acquisition?

2019 ◽  
Vol 9 (6) ◽  
pp. 77
Author(s):  
Saud Mushait ◽  
Mohammed Ali Mohsen
Keyword(s):  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Future Research ◽  
Long Term Memory ◽  
Long Run ◽  
Environment Type ◽  
L2 Vocabulary

Vocabulary learning has received considerable attention from reading comprehension input in second language acquisition research. However, a little is known about vocabulary gains from listening comprehension input. This paper aims to review L2 vocabulary gains from listening comprehension input in comparison to reading comprehension and reading while listening comprehension activities. We search for the terms “vocabulary learning”, “vocabulary acquisition”, and “listening comprehension” in several international databases to elicit target studies. The target studies have been reviewed in terms of focus, methodology employed, L2 environment, type of participants, and findings. Results of the review found that vocabulary acquisition from listening comprehension input was significant—though less than reading input—for long run and could be stored in long term memory. Therefore, it could be retrieved more easily than vocabulary from reading comprehension input. Recommendations and suggestions for future research have been given at the end of the article.

A process-focused learning model for L2 vocabulary acquisition

2015 ◽  
Vol 166 (1) ◽  
pp. 127-162
Author(s):  
Qing Ma
Keyword(s):  
Structural Equation ◽  
Vocabulary Acquisition ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Word Meaning ◽  
Learning Model ◽  
Strategy Training ◽  
Complex Nature ◽  
Word Form ◽  
L2 Vocabulary

This study aims to identify essential stages involved in vocabulary learning by constructing, implementing and validating a process-focused learning model using structural equation modelling (SEM). In this model, successful vocabulary learning goes through four sequential stages: perceiving the word form; accessing the word meaning; mapping the word form with meaning; using the word. A vocabulary learning strategy questionnaire was developed based on the model and administered to more than 300 Chinese university students; the model was satisfactorily tested using the SEM technique. The empirical findings provide further insights into our understanding of the complex nature of vocabulary acquisition which forms a systematic learning loop. A number of learning and teaching implications were drawn accordingly to enhance L2 vocabulary acquisition and vocabulary learning strategy training programmes.

Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners

2021 ◽  
pp. 136216882110046
Author(s):  
Xiao Zhou ◽  
Chuming Wang
Keyword(s):  
Vocabulary Acquisition ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Lexical Knowledge ◽  
Limited Effect ◽  
Efl Learners ◽  
Input Text ◽  
L2 Learners ◽  
New Perspective ◽  
L2 Vocabulary

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment magnitude and vocabulary learning outcomes. To this end, two studies were conducted. In Study 1, three groups of L2 learners were instructed to learn and use the target words while performing paraphrase, summary or continuation task. The results indicated that task-induced interactional intensity had robust effects on alignment magnitude as well as receptive and productive lexical knowledge. In Study 2, three groups of L2 learners were asked to complete a continuation task while interacting with high-proficiency peers (HL group), low-proficiency peers (LL group) or with both low-proficiency peers & video (LLM group). The results showed that interacting with high-proficiency partners had positive impact on alignment magnitude and lexical knowledge, but video exerted only a limited effect. The findings afforded evidence for the ‘interaction–alignment–learning’ research route and accounted for vocabulary acquisition from a new perspective.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

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