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Measuring child L2 vocabulary acquisition through immersion in school.

Jim Milton, Shadan Roghani

Current Trends in Second/Foreign Language Teaching and Teacher Education: Research Perspectives.

Swansea University Author: Jim Milton

Abstract

Vocabulary uptake among young learners in classroom settings is well documented. The uptake of vocabulary from young learners in immersion settings appear non-existent. This study examines the vocabulary growth of an ab ibitio EFL learner from Persia, acquiring English solely from immersion in a Bri...

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Published in: Current Trends in Second/Foreign Language Teaching and Teacher Education: Research Perspectives.
Published: 2015
URI: https://cronfa.swan.ac.uk/Record/cronfa26019
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spelling 2016-01-29T10:30:33.2214223 v2 26019 2016-01-29 Measuring child L2 vocabulary acquisition through immersion in school. 7d251e1952cec9d77ed4fc21346fec8d Jim Milton Jim Milton true false 2016-01-29 FGHSS Vocabulary uptake among young learners in classroom settings is well documented. The uptake of vocabulary from young learners in immersion settings appear non-existent. This study examines the vocabulary growth of an ab ibitio EFL learner from Persia, acquiring English solely from immersion in a British school. It emerges that the learner makes very rapid initial progress, with learning focussed on the most frequent vocabulary ranges, enough probably to be orally proficient at the end of the academic year. A frequency-based test appears very well able to capture this kind of knowledge, as it does among L2 FL learners. When compared with an English native speaker of the same age, and other Persian speakers in the same school, it is clear there are significant differences with native speaker knowledge both in quantity and quality, the words learned, and that these differences will persist over many years. The assumption made by his teachers, that after a year such learners are effectively native-like, appears quite wrong. This deficiency has the potential to compromise the learners’ ultimate educational attainment. Book chapter Current Trends in Second/Foreign Language Teaching and Teacher Education: Research Perspectives. child language, language development, vocabulary 31 12 2015 2015-12-31 COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University 2016-01-29T10:30:33.2214223 2016-01-29T10:25:37.4473183 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Jim Milton 1 Shadan Roghani 2
title Measuring child L2 vocabulary acquisition through immersion in school.
spellingShingle Measuring child L2 vocabulary acquisition through immersion in school.
Jim Milton
title_short Measuring child L2 vocabulary acquisition through immersion in school.
title_full Measuring child L2 vocabulary acquisition through immersion in school.
title_fullStr Measuring child L2 vocabulary acquisition through immersion in school.
title_full_unstemmed Measuring child L2 vocabulary acquisition through immersion in school.
title_sort Measuring child L2 vocabulary acquisition through immersion in school.
author_id_str_mv 7d251e1952cec9d77ed4fc21346fec8d
author_id_fullname_str_mv 7d251e1952cec9d77ed4fc21346fec8d_***_Jim Milton
author Jim Milton
author2 Jim Milton
Shadan Roghani
format Book chapter
container_title Current Trends in Second/Foreign Language Teaching and Teacher Education: Research Perspectives.
publishDate 2015
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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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
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description Vocabulary uptake among young learners in classroom settings is well documented. The uptake of vocabulary from young learners in immersion settings appear non-existent. This study examines the vocabulary growth of an ab ibitio EFL learner from Persia, acquiring English solely from immersion in a British school. It emerges that the learner makes very rapid initial progress, with learning focussed on the most frequent vocabulary ranges, enough probably to be orally proficient at the end of the academic year. A frequency-based test appears very well able to capture this kind of knowledge, as it does among L2 FL learners. When compared with an English native speaker of the same age, and other Persian speakers in the same school, it is clear there are significant differences with native speaker knowledge both in quantity and quality, the words learned, and that these differences will persist over many years. The assumption made by his teachers, that after a year such learners are effectively native-like, appears quite wrong. This deficiency has the potential to compromise the learners’ ultimate educational attainment.
published_date 2015-12-31T03:31:08Z
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score 11.012857

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