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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?

Mairin Hennebry, Vivienne Rogers Orcid Logo, Ernesto Macaro, Victoria Murphy

The Language Learning Journal, Volume: 45, Issue: 3, Pages: 282 - 300

Swansea University Author: Vivienne Rogers Orcid Logo

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DOI (Published version): 10.1080/09571736.2013.849751

Abstract

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...

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Published in: The Language Learning Journal
Published: 2017
URI: https://cronfa.swan.ac.uk/Record/cronfa16614
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first_indexed 2013-12-14T03:03:43Z
last_indexed 2021-02-01T07:52:01Z
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spelling 2021-01-31T14:50:08.1096030 v2 16614 2013-12-13 Direct teaching of vocabulary after listening: is it worth the effort and what method is best? 7685a0d18ca86058903345ccc1b2f89d 0000-0002-6871-6860 Vivienne Rogers Vivienne Rogers true false 2013-12-13 APLI 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, 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. Journal Article The Language Learning Journal 45 3 282 300 31 12 2017 2017-12-31 10.1080/09571736.2013.849751 COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2021-01-31T14:50:08.1096030 2013-12-13T15:09:45.0639485 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Mairin Hennebry 1 Vivienne Rogers 0000-0002-6871-6860 2 Ernesto Macaro 3 Victoria Murphy 4
title Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
spellingShingle Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
Vivienne Rogers
title_short Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
title_full Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
title_fullStr Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
title_full_unstemmed Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
title_sort Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
author_id_str_mv 7685a0d18ca86058903345ccc1b2f89d
author_id_fullname_str_mv 7685a0d18ca86058903345ccc1b2f89d_***_Vivienne Rogers
author Vivienne Rogers
author2 Mairin Hennebry
Vivienne Rogers
Ernesto Macaro
Victoria Murphy
format Journal article
container_title The Language Learning Journal
container_volume 45
container_issue 3
container_start_page 282
publishDate 2017
institution Swansea University
doi_str_mv 10.1080/09571736.2013.849751
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 0
active_str 0
description 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, 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.
published_date 2017-12-31T03:18:59Z
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score 11.016235

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