Comparing the Effect of Teacher Codeswitching with English-Only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-Form Study

Autor/inn/en	Tian, Lili; Macaro, Ernesto
Titel	Comparing the Effect of Teacher Codeswitching with English-Only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-Form Study
Quelle	In: Language Teaching Research, 16 (2012) 3, S.367-391 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168812436909
Schlagwörter	Code Switching (Language); College Second Language Programs; Second Language Instruction; Language Teachers; Vocabulary Development; Foreign Countries; College Freshmen; Second Language Learning; Teaching Methods; Pretests Posttests; Statistical Analysis; Bilingual Teachers; Listening Comprehension Tests; Language Proficiency; Achievement Gains; Scores; Statistical Significance; Chinese; English (Second Language); China + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Language teacher; Sprachunterricht; Wortschatzarbeit; Ausland; Studienanfänger; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Hörverstehensübung; Language skill; Language skills; Sprachkompetenz; Achievement gain; Leistungssteigerung; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study investigated the effect of teacher codeswitching on second language (L2) vocabulary acquisition during listening comprehension activities in a lexical Focus-on-Form context. To date there has been research on teacher beliefs about first language (L1) use, its functions and its distribution in the interaction, but little on its effect on aspects of learning. Previous research on intentional vocabulary teaching has shown it to be effective, but whether the lexical information provided to learners is more effective in L1 or L2 has been under-researched and, moreover, has only been investigated in a reading comprehension context. Eighty first-year students of English as an L2, in a Chinese university, were stratified by proficiency and randomly allocated to a codeswitching condition or to an English-only condition, and their performance in vocabulary tests compared to a control group of 37 students that did not receive any lexical Focus-on-Form treatment. Results confirm previous studies that lexical Focus-on-Form leads to better vocabulary learning than mere incidental exposure. Results also provide initial evidence that teacher codeswitching may be superior to the teacher providing L2-only information. Contrary to some theories of the mental lexicon, proficiency level did not clearly favour one condition against the other. (Contains 1 figure, 5 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10