Journal article icon

Journal article

Direct teaching of vocabulary after listening: is it worth the effort and what method is best?

Abstract:

This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only cond...

Expand abstract
Publication status:
In press
Peer review status:
Peer reviewed

Actions


Access Document


Authors


More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Publisher:
Routledge
Journal:
Language Learning Journal More from this journal
Pages:
1-19
Publication date:
2013-01-01
DOI:
EISSN:
1753-2167
ISSN:
0957-1736
Language:
English
UUID:
uuid:ac365a99-e9a4-4996-b078-ced6049980e4
Local pid:
pubs:441591
Source identifiers:
441591
Deposit date:
2014-12-26

Terms of use


Views and Downloads






If you are the owner of this record, you can report an update to it here: Report update to this record

TO TOP