Abstract
This paper presents the second phase of a preliminary study which had shed light on the significant role of markedness constraints in vocabulary learning (VL). The present study provides an introduction to the Markedness, Strategy and Input (hereafter MSI) Model, which examines the collective relationship between markedness, determination strategies and the role of input in VL. The interdisciplinary framework of this paper will not only enhance our understanding of second language (L2) vocabulary learning, but also build a bridge between linguistic theory and foreign language teaching. Suggestions for further research within this field and the wider implications of the MSI-model will also be addressed.
Highlights
Since the 1960s, a greater emphasis has been placed on language learners, on how learners process new information in a foreign (FL) or second language (L2)
This paper seeks to provide a collective analysis of how markedness interacts with other widely discussed variables in L2 vocabulary learning (VL), all which is discussed under the MSI-model, which will be introduced in this study
The study yielded original findings since it followed an experimental approach which investigated the role of three key variables collectively for the first time- i.e. markedness, strategy and input-and tried to pinpoint the relationship between them in L2 VL
Summary
Since the 1960s, a greater emphasis has been placed on language learners, on how learners process new information in a foreign (FL) or second language (L2). According to Spolsky (1989) there are a number of conditions for learning a FL or L2 In his general theory model he suggests that markedness condition is necessary as a linguistic ground for language learning. Despite the wide application of markedness it remains to be used profoundly within linguistic theory and its direct contribution to pedagogy has been neglected. Based on this limitation, this paper seeks to provide a collective analysis of how markedness interacts with other widely discussed variables in L2 VL, all which is discussed under the MSI-model, which will be introduced in this study. With the fulfillment of these research objectives, this paper aims to build a bridge between linguistic theory and practice, and to increase the awareness of the role of markedness especially in foreign language education
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
