Putting it into context
How exposure to rich and meaningful contexts can activate productive oral vocabulary
Dados Bibliográficos
| ID | 21458503 |
|---|---|
| Autores | Bianca Mister (0000-0001-7923-5002, University of Wollongong), Chen Hong-lin (0000-0002-7308-7122, University of Wollongong), Amanda Baker (0000-0001-5806-4419, University of Wollongong) |
| Ano | 2023 |
| Volume | 46 |
| Fascículo | 3 |
| Páginas | 373-394 |
| Data de publicação | 2023-09-22 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Australian Review of Applied Linguistics (JOURNAL) |
| Identificadores do periódico | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Editora | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.21058.mis |
| OpenAlex | W4306163768 |
| Idioma | EN |
| Referências citadas | 31 |
Developing L2 learners’ productive mastery of vocabulary is a challenging task. Recent research has called for greater attention to understanding how receptive vocabulary may be transformed for productive use ( Schmitt, 2019 ). Using a design-based research methodology, this study investigated adult ESL learners’ productive oral vocabulary development through engaging them in a series of classroom workshops where they were exposed to nine target words in five different contexts. Findings suggest that such exposure to words combined with phonological form-focused elaboration facilitates the development of metalinguistic awareness, specifically the associations between grammatical patterns and word meaning, leading to subsequent productive use of target words. The paper contributes to the understanding that vocabulary training combining a focus on meaning with a focus on phonological and grammatical form may enhance form-meaning mapping, leading to productive oral vocabulary development
Cognitive psychology · Focus on form · Grammar · Linguistics · Vocabulary · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Learning Vocabulary in Another Language
Educational Design Research
Speaking
Input, Interaction, and Second Language Production
Incidental vocabulary acquisition in a second language
Problems in Output and the Cognitive Processes They Generate
Form-focused Instruction in Second Language Vocabulary Learning
Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration
The Development of Passive and Active Vocabulary in a Second Language
Input–output relation in second language acquisition
Speech production and second language acquisition
Learning Vocabulary Through Reading
Task-related focus-on-forms foreign language vocabulary development
Text-based tasks and incidental vocabulary learning
Understanding vocabulary acquisition, instruction, and assessment
Context Variation and Definitions in Learning the Meanings of Words
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning‐Level Learners
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
Roles of Vocabulary Knowledge for Success in English‐Medium Instruction
Monitoring and Self-Repair in L2
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |