Students' Strategies in Response to Teachers' Second Language Explanations of Lexical Items

Autor/in	Macaro, Ernesto
Titel	Students' Strategies in Response to Teachers' Second Language Explanations of Lexical Items
Quelle	In: Language Learning Journal, 45 (2017) 3, S.352-367 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.905971
Schlagwörter	Vocabulary Development; Second Language Instruction; Second Language Learning; Learning Strategies; Teacher Student Relationship; French; Secondary School Students; Teaching Methods; Recall (Psychology); Foreign Countries; Native Language; Definitions; Language Proficiency; Language Processing; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Französisch; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Ausland; Begriffsbestimmung; Language skill; Language skills; Sprachkompetenz; Sprachverarbeitung; Interviewing; Interviewtechnik
Abstract	This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2 paraphrase and other linguistic devices. However, little is known about the strategies learners use in response to teachers' attempts to explain new words through the L2-only, or learner strategies in response to explanations of different word types. Indeed previous literature is surprisingly lacking with regard to learners' strategic response to teacher L2 talk. Using 24 British students of French in Year 9, this study employed stimulated recall to explore the strategies learners used in response to L2-only explanations. Findings suggest that a very narrow range of strategies was used by most respondents. In order to understand a new word, or words in the L2 explanations, students almost exclusively resorted to strategies related to the cognate nature of the word. Pedagogical implications are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01