Tracking the Changes: Vocabulary Acquisition in the Study Abroad Context

Autor/in	Fitzpatrick, Tess
Titel	Tracking the Changes: Vocabulary Acquisition in the Study Abroad Context
Quelle	In: Language Learning Journal, 40 (2012) 1, S.81-98 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.658227
Schlagwörter	Language Tests; Vocabulary Development; Second Language Learning; Native Speakers; Study Abroad; Associative Learning; Task Analysis; Phrase Structure; Achievement Gains; Intervals; Asians; Chinese; English (Second Language); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Wortschatzarbeit; Zweitsprachenerwerb; Muttersprachler; Studies abroad; Auslandsstudium; Aufgabenanalyse; Phrasenstruktur; Achievement gain; Leistungssteigerung; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Großbritannien
Abstract	Empirical evidence suggests that the study abroad experience accelerates growth in global vocabulary knowledge. The exact nature of this growth is rarely reported, however, and there is little documented evidence to indicate whether it is linear or uneven, whether the speed of growth is constant or changing, or whether the study abroad context favours the acquisition of certain aspects of vocabulary knowledge over others. This paper introduces and evaluates a method of tracking incremental changes in vocabulary knowledge during a year of overseas study. Lexical knowledge is elicited through a word association task completed by the learner at six-weekly intervals. Responses to the task, although not formally constrained, are dependent on the conceptual and lexical associations of the test-taker. Data sets are analysed using a word-knowledge framework, and findings reveal a gradual increase in some aspects of vocabulary knowledge (the number of collocations and native speaker-like associations), but striking inconsistencies over time in others (e.g. word form, form-meaning connections, orthography). The study uses an innovative application of an investigative tool to capture stages in the micro-development of the lexicon, thus exposing the complex and multi-dimensional nature of lexical acquisition. (Contains 10 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10