Should Vocabulary Instruction Be Integrated or Isolated
Bibliographic Data
| ID | 10818013 |
|---|---|
| Authors | Kieran File (0000-0001-6202-0013, Victoria University of Wellington), KIERAN ANDREW FILE, Rebecca Adams (0000-0002-7592-5038, University of Auckland) |
| Year | 2010 |
| Volume | 44 |
| Issue | 2 |
| Pages | 222-249 |
| Publication date | 2010-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.5054/tq.2010.219943 |
| OpenAlex | W1997940944 |
| Language | EN |
| Citations received | 25 |
| References cited | 18 |
This study compares integrated and isolated form‐focused instruction for vocabulary development in an English as a second language (ESL) reading lesson. Two classes of ESL learners ( N = 20) from a university preparation academic English course were involved in the study. Each class did two reading treatments in which they read an article and studied vocabulary from that article. In one of the treatments participants were taught the words in isolation prior to reading the article, and in the other the vocabulary instruction was integrated with reading the article. Paribakht and Wesche's (1997) vocabulary knowledge scale was used as the instrument to measure learning and retention gains for words taught in isolated instruction, in integrated instruction, and words acquired incidentally. Statistical analysis showed both types of instruction led to more learning and retention of vocabulary knowledge than incidental exposure alone. Although retention rates were similar for isolated and integrated instruction, there was a trend for isolated instruction to lead to higher rates of learning
Class (philosophy) · Isolation (microbiology) · Linguistics · Mathematics education · Reading (process) · Retention rate · Teaching method · Vocabulary · Vocabulary development · Vocabulary Learning · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Learning vocabulary for IELTS Academic Reading
Form‐Focused Instruction
Form‐Focused Instruction
Improving EFL Learners’ Vocabulary Learning Through Short Story Oriented Strategy (SSOS)
A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners
Effects of integrated form-focused instruction on vocabulary learning for Chinese English learners
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
Effects of pre-listening morphological intervention on the acquisition and retention of L2 aural multimorphemic words
Effects of recasts and form-focused instruction on the acquisition of novel vocabulary
The Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Semi‐Figurative Collocations
Combining isolated and integrated form-focused instruction
The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis
The effectiveness of post-reading word-focused activities and their associations with working memory
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words
Research into practice
Teaching reading
Reflecting on task-based language teaching from an Instructed SLA perspective
A Reader Response to File and Adams's “The Reality, Robustness, and Possible Superiority of Incidental Vocabulary Acquisition”
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations
The Authors Reply
Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions
(Re)Examining the Benefits of Pre‐Reading Instruction for Vocabulary Learning
The impact of peer corrective feedback on vocabulary development
The Effect of Pre-reading Instruction on Vocabulary Learning
Learning Vocabulary in Another Language
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
Vocabulary Acquisition in a Second Language
Receptive and Productive Vocabulary Learning
The Role of Consciousness in Second Language Learning1
A New Academic Word List
Preemptive Focus on Form in the ESL Classroom
Form‐Focused Instruction
Learning Words from Context
Learning Word Meanings from Context during Normal Reading
Learner Uptake in Communicative ESL Lessons
Effectiveness of L2 Instruction
| Citations per year | 1.56 |
|---|---|
| Citation span | 2010 - 2026 (17) |
| Highly cited | No |