Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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, inv...
| Main Authors: | , , , |
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| Format: | Journal article |
| Language: | English |
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Routledge
2013
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| _version_ | 1797088188187017216 |
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| author | Hennebry, M Rogers, V Macaro, E Murphy, V |
| author_facet | Hennebry, M Rogers, V Macaro, E Murphy, V |
| author_sort | Hennebry, M |
| collection | OXFORD |
| description | 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. |
| first_indexed | 2024-03-07T02:46:24Z |
| format | Journal article |
| id | oxford-uuid:ac365a99-e9a4-4996-b078-ced6049980e4 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T02:46:24Z |
| publishDate | 2013 |
| publisher | Routledge |
| record_format | dspace |
| spelling | oxford-uuid:ac365a99-e9a4-4996-b078-ced6049980e42022-03-27T03:27:10ZDirect teaching of vocabulary after listening: is it worth the effort and what method is best?Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:ac365a99-e9a4-4996-b078-ced6049980e4EnglishSymplectic Elements at OxfordRoutledge2013Hennebry, MRogers, VMacaro, EMurphy, VThis 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. |
| spellingShingle | Hennebry, M Rogers, V Macaro, E Murphy, V 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? |
| title_full | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? |
| title_fullStr | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? |
| title_full_unstemmed | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? |
| title_short | Direct teaching of vocabulary after listening: is it worth the effort and what method is best? |
| title_sort | direct teaching of vocabulary after listening is it worth the effort and what method is best |
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