Vocabulary Acquisition in L2: Does CALL Really Help? [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).

Autor/in	Averianova, Irina
Titel	Vocabulary Acquisition in L2: Does CALL Really Help? [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015).
Quelle	(2015), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary Development; Second Language Instruction; Computer Assisted Instruction; Educational Technology; Teaching Methods; Language Skills; English (Second Language); Foreign Countries; Intentional Learning; College Students; Web Based Instruction; Conventional Instruction; Scores; Standardized Tests; Second Language Learning; Language Tests; Japan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Intentionales Lernen; Collegestudent; Web Based Training; Standadised tests; Standardisierter Test; Zweitsprachenerwerb; Language test; Sprachtest
Abstract	Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be 3,000-4,000 words. The average English vocabulary size of most Japanese university students is significantly beyond these thresholds. Since incidental learning of English vocabulary in Japan is impossible due to the low exposure to the target language, vocabulary should be acquired through intentional learning. This paper reports on the outcomes of two different approaches to intentional vocabulary learning experienced in one Japanese university: using a Web-based vocabulary-learning tool "Word Engine" and non-electronic techniques of rote learning and memorization. During the period when independent vocabulary acquisition with "Word Engine" was included in course requirements, research revealed a significant improvement in mean scores in standardized TOEIC tests and course examinations for students of the equivalent cohorts, i.e. the same year of study and similar curriculum level and content, as well as general student satisfaction with the program and increased motivation towards independent deliberate vocabulary learning. [For full proceedings, see ED564162.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01