Teaching and learning vocabulary in context
Examining engagement in three prekindergarten French classrooms
Bibliographic Data
| ID | 8936170 |
|---|---|
| Authors | Hilal Peker (0000-0002-2642-3015, Florida State University, corresponding author), Michele Regalla (0000-0001-5624-8759, University of Central Florida), Thomas D Cox (0000-0001-5190-4411, University of Central Florida) |
| Year | 2018 |
| Volume | 51 |
| Issue | 2 |
| Pages | 472-483 |
| Publication date | 2018-05-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12338 |
| OpenAlex | W2803149985 |
| Language | EN |
| Citations received | 6 |
| References cited | 33 |
Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments of student learning. Results showed that students of all ability levels were able to learn French vocabulary, although students’ scores varied across the three classrooms. Assessment results were highest in the classroom in which students received the most opportunities for repetition, engagement, and use of language in context where meaning was constructed through a community of practice. Implications of this study highlight the importance of the teacher and student engagement and the role of meaningful input
Context (archaeology · Context effect · Exploratory research · Foreign language · Language acquisition · Linguistics · Mathematics education · Meaning (existential · Modalities · Pedagogy · Repetition (rhetorical device · Sociology · Teaching method · Vocabulary · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Artificial Intelligence image recognition using self-regulation learning strategies
Building Lexical Representations With Nonverbal Supports
Making exemption the exception, not the rule
Engagement and emerging elementary‐level L2 Spanish
An examination of an inclusive French immersion program and preschoolers' executive functioning skills
Willingness to Communicate
Learning Vocabulary in Another Language
Multimedia Learning
Mental Representations
Dual coding theory and education
The Effect of Exposure Frequency on Intermediate Language Learners' Incidental Vocabulary Acquisition and Retention Through Reading
The Effects of Repetition on Vocabulary Knowledge
Structured, sequential, multisensory teaching
Learning Vocabulary Through Reading
The effect of gestures on second language memorisation by young children
Repetition across successive sentences facilitates young children’s word learning
Students With Learning Disabilities and AD/HD in the Foreign Language Classroom
The Contribution of Vocabulary Knowledge to Reading Proficiency
Converging Evidence
Early Language Learning for All
Situated Learning
| Citations per year | 0.86 |
|---|---|
| Citation span | 2019 - 2024 (6) |
| Highly cited | No |