Transcript Reading assignments3 file

Reading assignments
Laufer, B., & Girsai, N.. (2008). Form-focused instruction in
second language vocabulary learning: A case for contrastive
analysis and translation. Applied Linguistics, 27(4), 694-716.
Contrastive – not just translation, but actively contrasting target items
with L1.
FFI
MFI
CAT
Will contrastive form-focused tasks lead to the acquisition of a
significantly larger number of lexical items than non-contrastive formfocused tasks and than message-focused tasks?
2) Will the above differences (if any) be retained on a delayed test
taken oneweek after performing the first post-test?
Process
75 10th-graders.
Not told they were going to be tested on vocab.
3 conditions: MFI (comprehension questions, open
or sentence completion; discussion)
FFI: m/c vocabulary questions, gapfill texts with
target words provided in a ‘bank’.
CAT: asked to translate given extracts into L1; Then
translated back into English.
In all cases, teacher assessed and provided
corrective feedback.
Results
Lowest scores in MFI, highest in CAT, also in
delayed post-test.
So:
A place for thoughtful translation work and
contrastive analysis for the sake of vocabulary
retention.
Webb, S. (2007). Learning word pairs and glossed
sentences: the effects of a single context on vocabulary
knowledge. Language Teaching Research, 11(1), 63-83.
Importance of context: how much does context
contribute to knowledge and good learning of a
word?
1. Wanted to find out:
a) the effects of a single glossed sentence context
on five aspects of vocabulary knowledge:
orthography, paradigmatic association, syntagmatic
association, grammatical functions, and meaning
and form
(b) to determine the relative efficacy of learning
glossed sentences and word pairs.
The main concern
Previous research established the efficacy of
word pairs (L1-L2) in learning form and meaning.
But it’s assumed that you need a context in
order to learn things like grammatical links and
syntagmatic links (e.g. collocations).
So will the addition of a sentence context help
learning of these features?
Process
• One group learned vocabulary (20 disguised
words) through word pairs (bilingual lists)
• The other received the lists, but also a
sentence-context.
Series of 10 tests to elicit knowledge of
orthography, paradigmatic association,
syntagmatic association, grammatical functions,
and meaning and form.
Result
No significant difference.
So:
Why bother to teach new words through
context?
Chen, C., & Truscott, J. (2010). The effects of repetition
and L1 lexicalization on incidental vocabulary
acquisition. Applied Linguistics, 31, 693-713.
1 How does repetition of words in reading
passages affect learning of spelling, part of
speech, associations (receptive and productive
in each case), and meaning and form?
2 Are the meanings of L2 words that have no
exact equivalent in the learners’ L1 especially
difficult to learn and/or retain?
Note: a ‘void’ may be lexical or cultural.
Process
10 words, of which 5 lexicalized in Mandarinand
5 not.
Read texts, 3 groups: 1 group encountered
target words only once, the second 3 times, the
third 7 times. Significantly better results for
third group.
Results
Improvement more significant for productive than for
receptive knowledge.
Spelling: 3 exposures made a big difference, further four
not so much.
Part of speech: all exposures made a difference, equally
as cumulative
Semantic knowledge – later exposures made a bigger
difference.
Post-test: long-term effects more significant for receptive
than productive, short-term for productive.
The spelling was forgotten faster.
So:
non-lexicalized words need special attention.