Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended

Autor/in	Dimas, Héctor Manuel Serna
Titel	Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended
Quelle	In: GIST Education and Learning Research Journal, (2011) 5, S.84-103 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Class Activities; Teaching Methods; Teacher Student Relationship; Classroom Communication; Interviews; Action Research; Student Teachers; Linguistic Input; Lesson Plans; Word Study Skills; Teacher Education; Foreign Countries; Course Content; Bilingual Teachers; Classroom Observation Techniques; Colombia + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Interviewing; Interviewtechnik; Projektforschung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sprachbildung; Lesson planning; Unterrichtsplanung; Wortschatzanalyse; Lehrerausbildung; Lehrerbildung; Ausland; Kursprogramm; Kolumbien
Abstract	This action research study explores explicit vocabulary instruction in an L2 (English) content-area course with a group of university student teachers. The study reviews several positions on the treatment of vocabulary in L2 contexts. The researcher takes up the teaching of explicit vocabulary through class activities and the students' completion of vocabulary entries in a Word Study notebook. The data collection procedures included the teacher's lesson plans, the students' Word Study entries, and their opinions on both their vocabulary learning and their notebook completion through a final interview. Research findings reveal that the Word Study notebook did contribute to students' learning since they had a grasp of the vocabulary used in the class in terms of participating in the instructional conversations led by the professor and doing the class activities. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01