Because Words Matter: Investigating Vocabulary Development across Contexts and Modalities

Autor/inn/en	Zaytseva, Victoria; Miralpeix, Imma; Pérez-Vidal, Carmen
Titel	Because Words Matter: Investigating Vocabulary Development across Contexts and Modalities
Quelle	In: Language Teaching Research, 25 (2021) 2, S.162-184 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zaytseva, Victoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819852976
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Teaching Methods; Study Abroad; Comparative Analysis; Writing (Composition); Oral Language; Language Proficiency; Interviews; Task Analysis; Native Speakers; Accuracy; Written Language; Measures (Individuals); Correlation; Student Mobility; Undergraduate Students; Foreign Countries; Spelling; Exchange Programs; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Studies abroad; Auslandsstudium; Schreibübung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Aufgabenanalyse; Muttersprachler; Geschriebene Sprache; Messdaten; Korrelation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Schreibweise; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm
Abstract	The present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written composition and an oral interview. These samples were examined in terms of quantitative measures of lexical proficiency in the domains of diversity, sophistication, density and accuracy. Native-speaker baseline data were also obtained through the same tasks for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical diversity. FI, however, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01