How Well Does Teacher Talk Support Incidental Vocabulary Acquisition?

Autor/in	Horst, Marlise
Titel	How Well Does Teacher Talk Support Incidental Vocabulary Acquisition?
Quelle	In: Reading in a Foreign Language, 22 (2010) 1, S.161-180 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Adult Learning; Adult Students; Vocabulary Development; Incidental Learning; Computational Linguistics; Teacher Student Relationship; English (Second Language); Second Language Learning; Advanced Students; Word Frequency; Linguistic Input; Language Styles; Foreign Countries; Canada (Montreal) + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Wortschatzarbeit; Inzidentelles Lernen; Linguistics; Computerlinguistik; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fortgeschrittener; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachbildung; Sprachstil; Ausland
Abstract	Opportunities for incidental vocabulary acquisition were explored in a 121,000-word corpus of teacher talk addressed to advanced adult learners of English as a second language (ESL) in a communicatively-oriented conversation class. In contrast to previous studies that relied on short excerpts, the corpus contained all of the teacher speech the learners were exposed to during a 9-week session. Lexical frequency profiling indicated that with knowledge of 4,000 frequent words, learners would be able to understand 98% of the tokens in the input. The speech contained hundreds of words likely to have been unfamiliar to the learners, but far fewer were recycled the numbers of times research shows are needed for lasting retention. The study concludes that attending to teacher speech is an inefficient method for acquiring knowledge of the many frequent words learners need to know, especially since many words used frequently in writing are unlikely to be encountered at all. (Contains 4 tables, 1 figure and 1 note.) (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10