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 |
| Published: |
Routledge
2013
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