Task-based interaction and incidental vocabulary learning
A case study
Bibliographic Data
| ID | 11655971 |
|---|---|
| Authors | Jonathan Newton (0000-0001-7264-6829, Victoria University of Wellington, corresponding author) |
| Year | 1995 |
| Volume | 11 |
| Issue | 2 |
| Pages | 159-176 |
| Publication date | 1995-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/026765839501100207 |
| OpenAlex | W2163511437 |
| Language | EN |
| Citations received | 11 |
| References cited | 4 |
This case study examines the vocabulary gains made by an adult learner of English as a second language as a result of performing four communication tasks. Gains were measured on comparisons of pre- and post-tests of vocabulary from the worksheets from the four tasks. These gains are discussed in relation to the interactional processes involving unfamiliar vocabulary. Explicit negotiation of word meaning appeared less deterministic of post-test improvements than use of words in the process of completing the task. While this result may to some extent be an artifact of test design, it is also true that when the group actively used vocabulary which was unfamiliar to the subject of this study, the embedding of this vocabulary in the context of the task and its interactive use are likely to have provided not only important information about word meaning but also the conditions whereby that meaning could be acquired. The placement of a word on task worksheets and the nature of a task, whether a split information task or a shared information task, both had a strong effect on use and acquisition of new vocabulary
Cognitive psychology · Context (archaeology · Linguistics · Meaning (existential · Natural language processing · Task (project management · Task Analysis · Test (biology · Vocabulary · Vocabulary development · Word (group theory · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Second language vocabulary learning through extensive reading with audio support
How much collocation knowledge do L2 learners have
The Effect of Task-Based Reading on Fl Vocabulary Learning
Enhancing Vocabulary Acquisition Efficiency Through Metacognitive Strategies and Vocabulary Tasks
Le rôle des gestes dans les explications lexicales par visioconférence
Implementation of an Uncontrolled, Real‐World Task
Incidental Vocabulary Acquisition in a Second Language
English Phonological Operations
The influence of the spacing effect on L2 vocabulary learning
The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention and retrieval
The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,41 |
| Citation span | 1999 - 2025 (27) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |