Literaturnachweis - Detailanzeige
Autor/inn/en | Webb, Stuart; Yanagisawa, Akifumi; Uchihara, Takumi |
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Titel | How Effective Are Intentional Vocabulary-Learning Activities? A Meta-Analysis. |
Quelle | In: The modern language journal, 104 (2020) 4, S. 715-738
PDF als Volltext |
Beigaben | Anhang; Anmerkungen 1; Tabellen 6 |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0026-7902; 1540-4781 |
DOI | 10.1111/modl.12671 |
Schlagwörter | Empirische Forschung; Übung; Vokabellernen; Zweitsprachenerwerb; Übungstypologie |
Abstract | The present meta-analysis aimed to summarize the extent to which second language vocabulary is learned from the most frequently researched word-focused activities: flashcards, word lists, writing, and fill-in-the-blanks. One hundred effect sizes from 22 studies were included in meta-regression analyses and administered separately for the observations measured with meaning-recall and form-recall tests. The results revealed that the average percentage learning gains were 60.1% and 58.5% on meaning-recall and form-recall immediate posttests. These gains dropped to 39.4% and 25.1% on delayed meaning- and form-recall tests, respectively. These results suggest that learning through word-focused tasks is far from guaranteed. Moreover, the percentage learning gains among the different activities ranged from 18.4% to 77.0% on immediate posttests and from 23.9% to 73.4% on delayed posttests indicating that there is much variation in efficacy among the activities. Moderator analyses revealed that learners' place of study and direction of learning affected learning. (Verlag). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2022/2 |