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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
Citation
Hennebry, M and Rogers, V and Macaro, E and Murphy, V, Direct teaching of vocabulary after listening: is it worth the effort and what method is best?, Language Learning Journal, 45, (3) pp. 282-300. ISSN 0957-1736 (2017) [Refereed Article]
Copyright Statement
Copyright 2013 Association for Language Learning
DOI: doi:10.1080/09571736.2013.849751
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.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | LOTE, ESL and TESOL curriculum and pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Learner and learning |
| Objective Field: | Learner and learning not elsewhere classified |
| UTAS Author: | Hennebry, M (Dr Mairin Hennebry-Leung) |
| ID Code: | 140217 |
| Year Published: | 2017 |
| Deposited By: | Education |
| Deposited On: | 2020-07-31 |
| Last Modified: | 2020-08-19 |
| Downloads: | 1 View Download Statistics |
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