Effects of recasts and form-focused instruction on the acquisition of novel vocabulary
Bibliographic Data
| ID | 21196782 |
|---|---|
| Authors | Yingli Yang (0009-0008-9502-7391, University of International Business and Economics), Long Jiang Zhang (0000-0003-1025-1746, University of Auckland, corresponding author), Ling Chen (0000-0002-1725-4942, School of Foreign Studies , Beijing Information Science and Technology University , Room 602, Building 3, Qinghe Campus , Beijing , China), Chen Ling (0000-0002-3340-9342, Beijing Information Science & Technology University) |
| Year | 2019 |
| Volume | 10 |
| Issue | 4 |
| Pages | 603-624 |
| Publication date | 2019-11-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2017-0084 |
| OpenAlex | W2789673345 |
| Language | EN |
| Citations received | 2 |
| References cited | 45 |
The present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group
Cognitive psychology · Linguistics · Mathematics education · Memorization · Teaching method · Treatment and control groups · Vocabulary · Vocabulary development · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Artificial Intelligence
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program
Individual differences in working memory and reading
Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
One Size Fits All?
The episodic buffer
A capacity theory of comprehension
Interactional Feedback and Instructional Counterbalance
Working memory, short-term memory, and general fluid intelligence
Differential Effects of Prompts and Recasts in Form-Focused Instruction
Recasts in the Adult English L2 Classroom
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
Form-focused Instruction in Second Language Vocabulary Learning
Second language vocabulary acquisition from language input and from form-focused activities
Oral corrective feedback in second language classrooms
A Study of the Impact of Recasts on Tense Consistency in L2 Output
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
Should Vocabulary Instruction Be Integrated or Isolated
Form‐Focused Instruction
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Recasts, Language Anxiety, Modified Output, and L2 Learning
Exploring the Relationship Between Modified Output and Working Memory Capacity
Introduction
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures
Prompts Versus Recasts in Dyadic Interaction
Older Learners in SLA Research
The Acquisitional Value of Recasts in Instructed Second Language Speech Learning
The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |