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- Publisher Website: 10.1080/09571736.2013.849751
- Scopus: eid_2-s2.0-84888795506
- WOS: WOS:000423918700002
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Article: Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
Title | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? |
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Authors | |
Issue Date | 2013 |
Citation | Language Learning Journal, 2013 How to Cite? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/202175 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 1.097 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Hennebry, Máirín | - |
dc.contributor.author | Rogers, Vivienne | - |
dc.contributor.author | Macaro, Ernesto | - |
dc.contributor.author | Murphy, Victoria A. | - |
dc.date.accessioned | 2014-08-22T02:57:46Z | - |
dc.date.available | 2014-08-22T02:57:46Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Language Learning Journal, 2013 | - |
dc.identifier.issn | 0957-1736 | - |
dc.identifier.uri | http://hdl.handle.net/10722/202175 | - |
dc.description.abstract | This 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.language | eng | - |
dc.relation.ispartof | Language Learning Journal | - |
dc.title | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09571736.2013.849751 | - |
dc.identifier.scopus | eid_2-s2.0-84888795506 | - |
dc.identifier.eissn | 1753-2167 | - |
dc.identifier.isi | WOS:000423918700002 | - |
dc.identifier.issnl | 0957-1736 | - |