Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching

Autor/in	Dubiner, Deborah
Titel	Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching
Quelle	In: ELT Journal, 71 (2017) 4, S.456-466 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccx008
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Vocabulary Development; Foreign Countries; Mixed Methods Research; Learning Processes; Student Teachers; Empathy; Teacher Student Relationship; Outcomes of Education; Language Teachers; Reading Comprehension; Teacher Education Programs; Notetaking; Student Attitudes; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Ausland; Learning process; Lernprozess; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Language teacher; Sprachunterricht; Leseverstehen; Schülerverhalten
Abstract	Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own development: (1) linguistic (expansion of their own vocabulary) and (2) pedagogical (internalization of the approach and their readiness/willingness to use vocabulary notebooks in class; empathy towards their own students; and comprehension of the learning processes in light of their own successes and failures in vocabulary acquisition). Participants were 13 third-year students in an English teaching programme at a teachers' college in Israel. A mixed methodology was implemented. Results indicate positive outcomes in target vocabulary acquisition and retention. Results are discussed from theoretical and pedagogical perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01