File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Direct teaching of vocabulary after listening: is it worth the effort and what method is best?

TitleDirect teaching of vocabulary after listening: is it worth the effort and what method is best?
Authors
Issue Date2013
Citation
Language Learning Journal, 2013 How to Cite?
AbstractThis paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only condition. Gains were found in favour of the L1 equivalent condition over the L2 definition condition for higher and lower proficiency students. Pedagogical implications for this type of lexical focus in the context of a meaning-focused activity are discussed. © 2013 © 2013 Association for Language Learning.
Persistent Identifierhttp://hdl.handle.net/10722/202175
ISSN
2015 SCImago Journal Rankings: 0.454

 

DC FieldValueLanguage
dc.contributor.authorHennebry, Máirín-
dc.contributor.authorRogers, Vivienne-
dc.contributor.authorMacaro, Ernesto-
dc.contributor.authorMurphy, Victoria A.-
dc.date.accessioned2014-08-22T02:57:46Z-
dc.date.available2014-08-22T02:57:46Z-
dc.date.issued2013-
dc.identifier.citationLanguage Learning Journal, 2013-
dc.identifier.issn0957-1736-
dc.identifier.urihttp://hdl.handle.net/10722/202175-
dc.description.abstractThis paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only condition. Gains were found in favour of the L1 equivalent condition over the L2 definition condition for higher and lower proficiency students. Pedagogical implications for this type of lexical focus in the context of a meaning-focused activity are discussed. © 2013 © 2013 Association for Language Learning.-
dc.languageeng-
dc.relation.ispartofLanguage Learning Journal-
dc.titleDirect teaching of vocabulary after listening: is it worth the effort and what method is best?-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09571736.2013.849751-
dc.identifier.scopuseid_2-s2.0-84888795506-
dc.identifier.eissn1753-2167-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats