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Students' strategies in response to teachers' second language explanations of lexical items

Abstract:

This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2 paraphrase and other linguistic devices. However, little is known about the strategies learners use in response to teachers' attempts to explain new words ...

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Publication status:
In press
Peer review status:
Peer reviewed

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Publisher:
Routledge
Journal:
Language Learning Journal More from this journal
Pages:
1-16
Publication date:
2014-01-01
DOI:
EISSN:
1753-2167
ISSN:
0957-1736
Language:
English
Keywords:
UUID:
uuid:8ea11e72-6ebf-4821-874b-a8d5e354e766
Local pid:
pubs:464946
Source identifiers:
464946
Deposit date:
2014-12-26

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