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The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words / Khaled Alamri; Vivienne Rogers

The Language Learning Journal, Pages: 1 - 12

Swansea University Author: Rogers, Vivienne

  • Accepted Manuscript under embargo until: 9th February 2020

Abstract

The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investig...

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Published in: The Language Learning Journal
ISSN: 0957-1736 1753-2167
Published: Taylor & Francis 2018
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa40977
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Abstract: The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investigates the type of instruction (in a visual or written context) as well as the timing of the activity (before or after the main activity). Seventy Arabic learners of English were tested in a 2*2 design. Results showed a positive effect for pre-teaching vocabulary in a visual condition. We conclude that this pre-emptive multimodal approach heightens the learners’ ability to notice vocabulary items thus providing an effective strategy to increase vocabulary intake.
Keywords: vocabulary acquisition, teaching strategies
College: College of Arts and Humanities
Start Page: 1
End Page: 12