Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration.

Autor/inn/en	Elgort, Irina; Candry, Sarah; Boutorwick, Thomas J.; Eyckmans, June; Brysbaert, Marc
Titel	Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration.
Quelle	In: Applied linguistics, 39 (2018) 5, S. 646-667Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 3; Anmerkungen 5; Literaturangaben; Tabellen 4
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1477-450X
Schlagwörter	Empirische Forschung; Methodik; Kontextualisierung; Wortschatzarbeit; Fremdsprachenunterricht; Englischunterricht; Bedeutung; Erwachsener
Abstract	Contextual L2 word learning may be facilitated by increasing readers' engagement with form and meaning of novel words. In the present study, two adult L2 populations, Chinese and Dutch speakers, read English sentences that contained novel vocabulary. These contextual exposures were accompanied either by form-focused elaboration (i.e. word-writing) or by meaning-focused elaboration (i.e. actively deriving word meaning from context). Immediate and delayed offline and online measures of word knowledge showed superior learning outcomes for the word-writing treatment. This finding is aligned with the predictions of the lexical quality hypothesis, highlighting the added value of more precise encoding of a word's form, in addition to learning its meaning. The key pedagogical implication of this study is that a simple act of copying novel words, while processing meaningful L2 input, may significantly boost quality of lexical knowledge. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2