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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
journal contribution
posted on 2023-05-20, 16:38 authored by Mairin Hennebry-LeungMairin Hennebry-Leung, Rogers, V, Macaro, E, Murphy, 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.
History
Publication title
Language Learning JournalVolume
45Pagination
282-300ISSN
0957-1736Department/School
Faculty of EducationPublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2013 Association for Language LearningRepository Status
- Restricted