Literaturnachweis - Detailanzeige
Autor/inn/en | Rossiter, Marian J.; Abbott, Marilyn L.; Kushnir, Andrea |
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Titel | L2 Vocabulary Research and Instructional Practices: Where Are the Gaps? |
Quelle | In: TESL-EJ, 20 (2016) 1, (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1072-4303 |
Schlagwörter | English (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 English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortschatzarbeit; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Word analysis; Frequency; Wortanalyse; Häufigkeit; Phrasenstruktur; Dictionary; Wörterbuch; Theorie-Praxis-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Likert-Skala |
Abstract | This 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). |
Anmerkungen | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |