Second Language Vocabulary Learning and Teaching: Still a Hot Topic.
2011; Volume: 40; Issue: 1 Linguagem: Inglês
ISSN
0856-1109
Autores Tópico(s)EFL/ESL Teaching and Learning
ResumoAbstract For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and student work served as data sources to document results. Suggested steps for implementation of personal glossaries, pedagogical implications for teaching of second language vocabulary, and suggestions for future research are provided. Introduction For many reasons second language(L2)vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers (Bogaards & Laufer, 2004; Folse, 2004; Nation, 2001; Schmitt, 2000). Vocabulary acquisition is just as important as acquisition of grammar; it is heart of communication (Amiryousefi & Vahid, 2010; LU Mei-fang, 2008). As McVey (2007) explains, Along with correct grammar, an extensive vocabulary will help ESL students communicate effectively, both verbally and in (p. 20). Some researchers believe that vocabulary knowledge may determine quality of listening, speaking, reading and writing of an L2 learner (Mokhtar, Rawian, Yahaya, et al., 2010). Research has demonstrated usefulness and relevance of L2 vocabulary strategies (Baicheng, 2009; Fan, 2003; Hernandez, Herter, & Hernandez, 2010; Larrotta, 1999; Lu Mei-fang, 2008; Montelongo, Hernandez, Herter, & Hernandez, 2010). However, there is a gap between L2 vocabulary learning strategies that students use and vocabulary strategies employed or recommended by instructors (Larrotta, 1999). At times, instructors overestimate how much vocabulary students really understand which can result in a communication breakdown between and student (Folse, 2004). There is also a new trend of teaching students to be independent and responsible for their learning. Research on which methods of instruction increase independent learning of vocabulary words continues to be a necessity (Gu, 2003; Lu MeiFang, 2008). This article describes implementation of personal glossaries in a community program offering English as second language (ESL) classes to Spanish speaking adults. Relevant Literature Research on vocabulary learning and vocabulary learning strategies is vast. This section will highlight some relevant publications within past decade, followed by a synthesis of their conclusions and recommendations. Nisbet (2010) offers practical guidance for designing and implementing vocabulary instruction using a three-tiered vocabulary framework: most basic words, high-frequency words, and low-frequency words. Her article provides specific recommendations for selecting and teaching vocabulary in adult ESL classroom as well as strategies for instruction. Montelongo and colleagues (2010) present cognates as a tool to scaffold English language learning. They recommend teaching of morphological generalizations and strategies to recognize cognates in order to accelerate language learning. Baicheng (2009) discusses use of example sentences as a means of direct (intentional) vocabulary learning in ESL and EFL (English as foreign language) contexts, proposing that this strategy promotes learners' vocabulary learning and retention. Baicheng states that the effect is probably better when students write their own authentic example sentences than when example sentences are randomly provided by their instructor (p. 183). Walters and Bozkurt (2009) investigate effect of vocabulary notebooks on EFL students' vocabulary acquisition. They study students' and teachers' attitudes toward use of vocabulary notebooks and conclude that vocabulary notebooks are an effective learning tool when students have self-motivation for language learning. …
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