Form-Focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (A Conceptual Replication Study)

Autor/in	Jahangard, Ali
Titel	Form-Focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (A Conceptual Replication Study)
Quelle	In: MEXTESOL Journal, 46 (2022) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jahangard, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grammar; Vocabulary Development; Second Language Learning; Second Language Instruction; Translation; Contrastive Linguistics; Comparative Analysis; Teaching Methods; Language Role; Native Language; Criticism; Instructional Effectiveness; Instructional Materials; Language Tests; Retention (Psychology); English (Second Language); Foreign Countries; Test Items; Scores; Reading Tests; Writing Tests; Syntax; Morphology (Languages); Iran (Tehran); Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Grammatik; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Kontrastive Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language test; Sprachtest; Merkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Test content; Testaufgabe; Lesetest; Writing test; Schreibtest; Morphology; Morphologie
Abstract	One of the most interesting studies on the role of L1 and contrastive analysis in vocabulary teaching is by Laufer and Girsai (2008). However, due to some methodological issues, their research findings are open to criticism and controversy. The current study aimed to replicate the research with a more rigorous design to re-investigate the efficiency of three different methods of teaching new vocabularies to EFL learners. To meet this end, 105 intermediate adult participants were randomly assigned to three groups, each receiving instruction in a specific method. Sixteen target words, later embedded into a reading text, were used as instructional materials. Group 1 received non-contrastive Meaning Focused Instruction (MFI); Group 2 was exposed to non-contrastive Form Focused Instruction (FFI), and Group 3 was instructed using the Contrastive Analysis and Translation (CAT) method. Then, immediate and delayed post-tests were administered to examine the retention of the target words. The tests were designed so that the results were less affected by the compatibility between the instruction and the testing method. Nevertheless, the results indicated that each method lead to differential amounts of retention and that the compatibility between the method of treatment and the testing method might affect the results. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01