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

The Language Learning Journal, Volume: 46, Issue: 5, Pages: 622 - 633

Swansea University Author: Vivienne, Rogers

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: Informa UK Limited 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa40977
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spelling 2020-07-27T09:22:28.4792346 v2 40977 2018-07-12 The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words 7685a0d18ca86058903345ccc1b2f89d 0000-0002-6871-6860 Vivienne Rogers Vivienne Rogers true false 2018-07-12 APLI 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. Journal Article The Language Learning Journal 46 5 622 633 Informa UK Limited 0957-1736 1753-2167 vocabulary acquisition, teaching strategies 20 10 2018 2018-10-20 10.1080/09571736.2018.1503139 COLLEGE NANME Department of Applied Linguistics COLLEGE CODE APLI Swansea University 2020-07-27T09:22:28.4792346 2018-07-12T10:45:45.8190692 College of Arts and Humanities Department of Applied Linguistics Khaled Alamri 1 Vivienne Rogers 0000-0002-6871-6860 2 0040977-12072018104614.pdf Alamri_Rogers_accepted.pdf 2018-07-12T10:46:14.5570000 Output 687760 application/pdf Accepted Manuscript true 2020-02-09T00:00:00.0000000 true eng
title The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
spellingShingle The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
Vivienne, Rogers
title_short The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_full The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_fullStr The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_full_unstemmed The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_sort The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
author_id_str_mv 7685a0d18ca86058903345ccc1b2f89d
author_id_fullname_str_mv 7685a0d18ca86058903345ccc1b2f89d_***_Vivienne, Rogers
author Vivienne, Rogers
format Journal article
container_title The Language Learning Journal
container_volume 46
container_issue 5
container_start_page 622
publishDate 2018
institution Swansea University
issn 0957-1736
1753-2167
doi_str_mv 10.1080/09571736.2018.1503139
publisher Informa UK Limited
college_str College of Arts and Humanities
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hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str Department of Applied Linguistics{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}Department of Applied Linguistics
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description 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.
published_date 2018-10-20T04:07:19Z
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