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The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words

Khaled Alamri, Vivienne Rogers Orcid Logo

The Language Learning Journal, Volume: 46, Issue: 5, Pages: 622 - 633

Swansea University Author: Vivienne Rogers Orcid Logo

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DOI (Published version): 10.1080/09571736.2018.1503139

Abstract

The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investig...

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Published in: The Language Learning Journal
ISSN: 0957-1736 1753-2167
Published: Informa UK Limited 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa40977
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first_indexed 2018-07-12T13:35:54Z
last_indexed 2020-07-27T13:01:39Z
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spelling v2 40977 2018-07-12 The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words 7685a0d18ca86058903345ccc1b2f89d 0000-0002-6871-6860 Vivienne Rogers Vivienne Rogers true false 2018-07-12 APLI The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investigates the type of instruction (in a visual or written context) as well as the timing of the activity (before or after the main activity). Seventy Arabic learners of English were tested in a 2*2 design. Results showed a positive effect for pre-teaching vocabulary in a visual condition. We conclude that this pre-emptive multimodal approach heightens the learners’ ability to notice vocabulary items thus providing an effective strategy to increase vocabulary intake. Journal Article The Language Learning Journal 46 5 622 633 Informa UK Limited 0957-1736 1753-2167 vocabulary acquisition, teaching strategies 20 10 2018 2018-10-20 10.1080/09571736.2018.1503139 COLLEGE NANME Applied Linguistics COLLEGE CODE APLI Swansea University 2023-08-23T09:48:51.3366367 2018-07-12T10:45:45.8190692 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Khaled Alamri 1 Vivienne Rogers 0000-0002-6871-6860 2 40977__28344__16876ce8de4549d28ef9d4385fca2f9b.pdf Alamri_Rogers_accepted_typo_corrected.pdf 2023-08-22T15:49:24.7763288 Output 460950 application/pdf Corrected Version of Record true false
title The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
spellingShingle The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
Vivienne Rogers
title_short The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_full The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_fullStr The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_full_unstemmed The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
title_sort The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words
author_id_str_mv 7685a0d18ca86058903345ccc1b2f89d
author_id_fullname_str_mv 7685a0d18ca86058903345ccc1b2f89d_***_Vivienne Rogers
author Vivienne Rogers
author2 Khaled Alamri
Vivienne Rogers
format Journal article
container_title The Language Learning Journal
container_volume 46
container_issue 5
container_start_page 622
publishDate 2018
institution Swansea University
issn 0957-1736
1753-2167
doi_str_mv 10.1080/09571736.2018.1503139
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
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description The effectiveness of explicit instruction, within the context of strategy development in learners, has been widely accepted for several years. However, the methods used within explicit vocabulary instruction are varied and comparatively few studies have directly compared methods. This study investigates the type of instruction (in a visual or written context) as well as the timing of the activity (before or after the main activity). Seventy Arabic learners of English were tested in a 2*2 design. Results showed a positive effect for pre-teaching vocabulary in a visual condition. We conclude that this pre-emptive multimodal approach heightens the learners’ ability to notice vocabulary items thus providing an effective strategy to increase vocabulary intake.
published_date 2018-10-20T09:48:51Z
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score 11.013171

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