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Autor/inn/enRossiter, Marian J.; Abbott, Marilyn L.; Kushnir, Andrea
TitelL2 Vocabulary Research and Instructional Practices: Where Are the Gaps?
QuelleIn: TESL-EJ, 20 (2016) 1, (25 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1072-4303
SchlagwörterEnglish (Second Language); Second Language Learning; Learning Strategies; Vocabulary Development; Second Language Instruction; Language Teachers; Teacher Attitudes; Online Surveys; Teaching Methods; Evaluation Methods; Retention (Psychology); Word Frequency; Phrase Structure; Dictionaries; Faculty Development; Theory Practice Relationship; Best Practices; Knowledge Base for Teaching; Likert Scales
AbstractThis study investigates the vocabulary knowledge, beliefs, and practices of adult English as a second language (ESL) instructors. Thirty participants responded to an online survey designed to elicit information regarding their knowledge and beliefs; approaches to assessment; vocabulary teaching techniques and strategies; instructional practices related to repetition, retention, and extensive reading; use of technology, dictionaries, frequency lists, corpora, and formulaic sequences; and professional development interests. We used descriptive statistics to analyze responses and identified discrepancies between teacher beliefs/practices and current research findings in: (1) the setting of instructional priorities (word phrase frequency and coverage; expectations of learning rate and retention); (2) vocabulary assessment; (3) vocabulary teaching practices; (4) extensive reading; (5) technology; and (6) dictionary choice, use, and training. Participants expressed greatest interest in the following professional development topics: teaching techniques, learning strategies, assessment, the linking of classroom practice to research findings, and effects of repetition. Professional development in evidence-based best practices in these areas would enhance the teaching and learning of second language (L2) vocabulary. (As Provided).
AnmerkungenTESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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