How Advanced Students Approach Intentional Vocabulary Study

Autor/in	Pauwels, Paul
Titel	How Advanced Students Approach Intentional Vocabulary Study
Quelle	In: Language Learning Journal, 46 (2018) 3, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1078398
Schlagwörter	Advanced Students; Second Language Learning; Second Language Instruction; Vocabulary Development; Pretests Posttests; Statistical Analysis; Recall (Psychology); Academic Discourse; Teaching Methods; English (Second Language); Learning Strategies; Longitudinal Studies; Translation; Language Tests; Indo European Languages; Test Items; Difficulty Level; Word Lists; Foreign Countries; Undergraduate Students; Belgium + Suchen Sie Ihr Suchwort? Fortgeschrittener; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Statistische Analyse; Abberufung; Discourse; Diskurs; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language test; Sprachtest; Indoeuropäisch; Test content; Testaufgabe; Schwierigkeitsgrad; Wortliste; Ausland; Belgien
Abstract	To date, research into vocabulary learning strategies has mainly made use of questionnaires about studying preferences in general or of interviews following a specific study task, focusing on finding out which strategies were most popular. The present investigation attempts to provide more insight into the effects of the parameters of timing and approach on a specific task in the context of the students' regular coursework. Students were given six weeks to study an academic vocabulary of 163 headwords/266 items with the aim of being able to use it productively. Fifty-five students were divided into groups with different instructions for timing and overall approach with a view to quantitative analyses. Data for qualitative analysis were gathered through study logs. The study used pre- and post-tests consisting of the translation of passages from academic book reviews into English, targeting 25 of the items. The study confirms the potential for large gains of intentional study going beyond immediate effects of form recognition or form recall. Results showed no statistically significant differences for either timing or overall approach. Qualitative study of the logpages confirms the popularity of list learning and provides further indications as to effective and less effective strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01