Abstract
Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.
Highlights
Vocabulary knowledge is considered important in second-language acquisition and foreign-language learning because the insufficient vocabulary of the learners has been reported as a critical problem in their achievements of L2 learning (Kojic-Sabo & Lightbown, 1999; Richards, 2002)
The findings show a link between English-medium instruction (EMI) lecture comprehension and academic vocabulary acquisition
The results showed that students had a positive attitude toward a learner-centered vocabulary instruction because the interaction process deepened the participants’ knowledge of academic words (p.165)
Summary
Vocabulary knowledge is considered important in second-language acquisition and foreign-language learning because the insufficient vocabulary of the learners has been reported as a critical problem in their achievements of L2 learning (Kojic-Sabo & Lightbown, 1999; Richards, 2002). Knudsen and Westbrook (2013) claimed that the acquisition of academic vocabulary seems to be a fundamental skill that will lead to success in reading, listening, and other skills in English-medium classes. Students in Hsieh and Kang’s (2007) study reported that their vocabulary was inadequate for English-medium instruction (EMI) lecture comprehension. Consistent with the findings of Chia, Johnson, Chia and Olive (1999) and Evans and Green (2007), among the many problems causing students’ reading difficulties, limited vocabulary and slow reading speed were the most frequently reported The findings show a link between EMI lecture comprehension and academic vocabulary acquisition. Students suffer greatly in their lectures and reading comprehension
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