Lexical Instruction Research Articles

Second Language Vocabulary Teaching and Learning: Inspecting Alternatives and Analyzing Results

For a long time now, the teaching and learning of L2 vocabulary has been underrated in second language acquisition (SLA). However, in the last three decades, there has been a reemergence of interest in this field and different proposals and perspectives have arisen that strengthen and encourage due attention. The purpose of this paper was to inquire into the effectiveness of the implementation of an array of vocabulary tasks to facilitate vocabulary acquisition. Three teachers of English at a private secondary school in Mar del Plata, Argentina, participated in this action research. Data were gathered by means of field notes, teaching activities, self- assessment reports and evaluation meetings. The results obtained shed some light on L2 vocabulary teaching and some new viewpoints are discussed that could help other language teachers develop conceptual knowledge to tackle lexical instruction. The decision to embark on this action research study led these three teachers to reflect upon their own teaching practice with regard to L2 vocabulary instruction and thus take cognizance of the importance of the inclusion of L2 vocabulary teaching on a regular basis in their classes. Finally, some suggestions for further research in this area were given. Keywords: vocabulary teaching/learning, L2 vocabulary, action research

Effectiveness of the Techniques Applied to Teach Vocabulary in Mbujimayi

To solve this problem, I advise teachers to reconsider their choices of the vocabulary teaching techniques and their combination with others paying attention to those likely to achieve lexical competence. I find the use of the dictionary the best technique for teaching vocabulary as the dictionary contains all the elements of vocabulary listed in this paper. Decision makers and teachers should maximise teacher training in dictionary use (in class or out of it) for the good of the learners’ lexical instruction.

Emancipation of Lexical Motivation and Second Language Teaching under the Framework of Cognitive Linguistics

Unlike formal linguistic paradigm which starts from the assumption that language is basically arbitrary. Cognitive linguistics holds that motivation in language is both primary and pervasive. This paper intends to justify the necessity of explicit lexical instruction and an instruction methodology that is made possible by cognitive linguistics, namely, emancipation of lexical motivations which can facilitate the understanding and memorization of multi-words expressions and in-depth lexical knowledge and points out the challenges teachers may face in the conduction of the new language teaching approach.

Cognitive-Readjustment and Lexical Network in L2 Lexical Instruction

Cognitive-Readjustment and Lexical Network in L2 Lexical Instruction

An exploratory study on an integrated genre-based approach for the instruction of academic lexical phrases

This study explores a holistic approach in the teaching and learning of academic lexical phrases. It incorporates the Sydney school genre-based pedagogy and corpus-informed explicit instruction into the ESP (English for Specific Purposes) genre-based framework for a better “text in context” exemplification of genre knowledge and genre related language features (including lexical phrases). A distinction is made between general (or “lexical bundles” in traditional terms) and move-specific lexical phrases in the academic genre of research paper. An intervention study using this approach was conducted over a semester in an intact classroom with Masters students in China. The results indicated significant gains in receptive knowledge of lexical phrases and genre structure by the participants, and learners of different starting levels showed similar final attainment after instruction. The considerable number of appropriate uses of both types of lexical phrases in a rewriting task further supported the potential of this approach in academic lexical instruction. More importantly, a multiple regression analysis was performed and implies that the growth in the use of general lexical phrases cannot be isolated from the development of genre knowledge and specific language features such as the move-specific lexical phrases.

Lexical development and learners’ practices in a content-based learning course

Developing a better understanding of the beliefs and practices that students hold concerning their English vocabulary development should assist lexical instruction and learning. To explore different connections between lexical development and learner autonomy, changes and developments over time in the vocabulary practices and goals of several students engaged in content-based learning projects through English were tracked. After reconstructing their vocabulary histories, participants kept dedicated vocabulary notes and reflections. This study examines the developments that one individual goes through over time in his vocabulary practices andgoals, in order to better understand processes of lexical restructuring and network building. From this analysis, connections to a Vygotskian view of conceptual development are drawn, particularly with regard to what such a model may indicate about learners’ situated lexical development.

Effects of Multi-Faceted Lexical Instruction on the TOEIC Listening Performance of Taiwanese EFL College Students

The current study conducted an investigation into the effects of multi-faceted lexical instruction on the TOEIC aural performance of Taiwanese EFL students at tertiary institutes of technology. A total of 47 Taiwanese first-year technological college students participated in this study. Throughout the course of a three-week preparatory English class, the students were provided with lexical instruction in which vocabulary was instructed in a multi-faceted way. Not only did students receive exposure to both single lexical items and multiword units, but they also engaged in a variety of oral activities. The findings of this research clearly indicate that the TOEIC aural performance of Taiwanese technological college students generally improved as a result of such instruction. This study also discussed unexplored issues to offer suggestions for future researchers.

Vocabulary Teaching in a Grade 8 French Immersion Classroom: A Descriptive Case Study

There have been few descriptive studies of vocabulary teaching in second language classrooms, and only two in a French immersion setting (Swain & Carroll, 1987; Wright, 1993). Both involved descriptions of vocabulary teaching at a single grade level in multiple classrooms in an attempt to provide an overview of lexical instruction. In this paper we take an in-depth look at one effective teacher known to achieve high levels of second language proficiency in his students and who places a great deal of emphasis on vocabulary teaching and learning. From a detailed analysis of the instructional strategies used by this teacher, we hope to contribute to a framework for lexical teaching that could have broader relevance for language teaching in immersion and other classroom contexts.

Processes of Vocabulary Instruction in 10 French as a Second Language Classrooms

This paper offers detailed descriptions and illustrative examples of processes used by 10 French as a Second Language (FSL) instructors to teach vocabulary to adult FSL Learners in Vancouver, reporting qualitative analyses of classroom transcripts and pedagogical materials the instructors used to teach their lessons. Two main findings of the study are that these teachers emphasized semantic aspects of lexis over all other aspects of vocabulary knowledge, and that lexical instruction in analytic and experiential classes was characterized by similar features. Pedagogical implications and directions for further research are suggested.