Vocabulary Instruction: What L2 Can Learn from L1

Hague, Sally A.

doi:10.1111/j.1944-9720.1987.tb02948.x

Cited by 20 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While this may be true of much of L2 lexical learning, it is not the case with more advanced learners who often learn new information about the world along with learning an additional language (Hague, ). This applies especially to students in L2‐medium education who simultaneously acquire new subject knowledge (e.g., new concepts) and the language to communicate this knowledge.…”

Section: Vocabulary Acquisition Through L1 and L2mentioning

confidence: 99%

See 1 more Smart Citation

Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2

Gablasová

2014

The Modern Language Journal

View full text Add to dashboard Cite

This study investigated the acquisition of specialized vocabulary from L1 and L2 textbook reading by 64 Slovak high school students who were intermediate or advanced users of English. The students were divided into two groups: One group read the academic texts in their L1, the other group in their L2. In a posttest and a delayed posttest, they were asked to orally recall the meanings of 12 technical words that appeared in the texts. The word meanings recalled by the students immediately after reading and 1 week later were examined in terms of their breadth and depth. Results showed that although the L2-instructed students acquired the meanings of the specialized vocabulary items to a considerable degree, they still differed significantly from their L1-instructed counterparts in several respects: They could recall fewer word meanings after the reading; they acquired the words to a lesser depth; and after a week, their knowledge of the words faded more rapidly than that of the L1-instructed participants. The significance of the findings for L2 vocabulary acquisition and bilingual education is discussed.

show abstract

Section: Vocabulary Acquisition Through L1 and L2mentioning

confidence: 99%

“…Despite the importance of an L1 baseline for a better understanding of L2 language development, comparative studies of L1 and L2 vocabulary acquisition (e.g., Hague, ; Meara, ; Stoller & Grabe, ) are still scarce. There are even fewer studies that compared learning through the two languages directly.…”

Section: Vocabulary Acquisition Through L1 and L2mentioning

confidence: 99%

Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2

Gablasová

2014

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…Considering these four categories of teaching vocabulary, the research shows that to learn words, the learner has to rely on all of them which are equally effective. In this regard, Hague (1987), McWilliam (1998), Richards & Singleton (1999) and Stahl (2003) maintain that in order for EFL learners to attain native-like proficiency, they need to have more exposure to target language vocabulary. Therefore, vocabulary teaching process should be a dynamic process taking mental lexicon of the learners into consideration.…”

Section: Principles Of Teaching Vocabularymentioning

confidence: 99%

Needs Analysis to Develop Effective Vocabulary Instruction for Saudi EFL Context

Almuhammadi¹

2020

IJELE

View full text Add to dashboard Cite

Teaching vocabulary to EFL learners is thought to be an integral part which involves not only the meaning and closer definition of the words, but also the correct use in the right contexts. Considering the need of the vocabulary, EFL in Saudi Arabia has largely focused on vocabulary teaching setting various standards for different academic levels of the students. The present study aims to investigate the techniques employed by the EFL teachers in Saudi Arabia to teach vocabulary and the factors that affect the process. Qualitative research was adopted by employing semi-structured interviews from 10 randomly selected EFL teachers working in a university in Saudi Arabia. The data was analyzed using thematic analysis. The data generated four major themes including aspects of vocabulary development, decontextualizing techniques, semi-contextualizing techniques and fully contextualizing techniques. The findings show that EFL teachers are aware of various techniques to teach vocabulary; however, they fail to implement those techniques in EFL classes for various reasons which include workload, test-driven curriculum, busy schedules and so forth. The study found that EFL teachers do not encourage the contextualizing technique in the class; besides, the EFL learners rely heavily on traditional dictionaries, flashcards and rote-learn and memorize the word lists. Based on the findings, the study recommends that the EFL teachers need to reassess their techniques presently used by them in order to help the EFL learners improve their vocabulary in context.

show abstract

“…This research has been of several different types. Some of it has merely demonstrated empirical support for the obvious role vocabulary knowledge plays in second language reading comprehension (Barnett 1986, Hague 1987. Other research has been concerned with the causal relationship between vocabulary instruction and comprehension.…”

Section: Second Language Reading: LI Reading Ability and L2 Language mentioning

confidence: 99%

SLA and Classroom Instruction: Reading

Carrell¹

1988

Ann Rev Appl Ling

View full text Add to dashboard Cite

Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).

show abstract

Vocabulary Instruction: What L2 Can Learn from L1

Cited by 20 publications

References 22 publications

Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2

Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2

Needs Analysis to Develop Effective Vocabulary Instruction for Saudi EFL Context

SLA and Classroom Instruction: Reading

Contact Info

Product

Resources

About