Towards an Instructional Programme for L2 Vocabulary: Can a Story Help?

Autor/in	Prince, Peter
Titel	Towards an Instructional Programme for L2 Vocabulary: Can a Story Help?
Quelle	In: Language Learning & Technology, 16 (2012) 3, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Vocabulary; Reading Comprehension; Sentences; Vocabulary Development; English (Second Language); French; Native Speakers; Second Language Learning; Second Language Instruction; College Students; Teaching Methods; Recall (Psychology); Language Tests; Computer Assisted Instruction; Foreign Countries; France + Suchen Sie Ihr Suchwort? Wortschatz; Leseverstehen; Sentence analysis; Satzanalyse; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Language test; Sprachtest; Computer based training; Computerunterstützter Unterricht; Ausland; Frankreich
Abstract	This paper presents firstly a set of seven principles that lie behind the development of a vocabulary learning resource destined for French learners of English in higher education, and secondly an experiment investigating the use of narrative as a device to facilitate recall of target words. The seven principles can be combined in different ways, and it is suggested that all merit careful consideration when implementing a vocabulary instruction programme. The experiment compared a condition in which target words were embedded in a series of sentences within a narrative framework (story condition) to a condition in which similar sentences bore no connection to each other (unrelated condition). Results indicate that linking sentences containing target words within a narrative framework leads to better recall on an immediate post-test than when sentences are unrelated. The discussion section presents some theoretical and pedagogical implications of these results. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10