A review of key recent studies on effectiveness of vocabulary learning tasks in L2

  1. San Mateo Valdehíta, Alicia
Zeitschrift:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Datum der Publikation: 2015

Nummer: 24

Seiten: 9-20

Art: Artikel

DOI: 10.30827/DIGIBUG.53787 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Ziele für nachhaltige Entwicklung

Bibliographische Referenzen

  • Agustín  Llach,  M.  P.  (2009).  “The  effect  of  reading  only,  reading  and  comprehension,  and  sentence writing in lexical learning in a foreign language: some preliminary results", in Revista Española de Lingüística Aplicada, 22: 9-­33.
  • Barcroft, J. (2003). "Effects of questions about word meaning during L2 Spanish lexical learning", in The  Modern  Language   Journal,  87, 4: 546-­61.
  • Barcroft, J.(2004). "Effects of setence writing in second language lexical acquisition" in Second  Language  Research, 20, 4: 303-­34.
  • Barcroft, J. (2006). “Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning", in Second Language Research, 22, 4: 487-­97.
  • Barcroft, J. (2007). "Effects of word and fragment writing during L2 vocabulary learning", in Foreign  Language  Annals, 40, 4: 713-­26.
  • Browne, C. (2003). Vocabulary acquisition through reading, writing and tasks: a comparison. Unpublished doctoral thesis.  Tokio: Temple University Japan.
  • Carter, R. and McCarthy, M. (eds.) (1988). Vocabulary and language teaching. Londres: Longman.
  • Folse, K.S. (2006) "The effect of type of written exercise on L2 vocabulary retention", in TESOL Quarterly, 40, 2: 273-­93.
  • Hulstijn, J.H. and  Laufer,  B. (2001). “Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition", in Language Learning, 51, 3: 539-­58.
  • Keating,  G.D. (2008). “Task effectiveness and word learning in a second language: the Involvement Load Hypothesis on trial", in Language Teaching esearch, 12, 3: 365-­86.
  • Kim, Y. (2008). "The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition", in Language Learning, 58, 2: 285-­325.
  • Kondo, H. (2007). "The effects of semantic elaboration on L2 vocabulary learning", in Research Journal of Jin-­Ai  University,   6:   71-­78.
  • Laufer, B. (2001). “Reading, word-­focused activities and incidental vocabulary acquisition in a second language", in Prospect, 16, 3: 44-­54.  
  • Laufer, B. (2003). “Vocabulary acquisition in a second  language: Do learners really acquire most vocabulary by reading? Some empirical evidence", in The Canadian Modern Language Review,  59, 4: 567-­87.
  • Laufer, B. (2009). “Second  language  vocabulary  acquisition  from  language  input  and  from  form-­ focused activities", in Language teaching, 42, 3: 341-­54.
  • Laufer B., Meara, P. and Nation, I.S.P. (2005). "Ten best ideas for teaching vocabulary", in The language teacher, 29, 7: 3-­6.
  • Maiguashca, R.U. (1993). “Teaching and learning vocabulary in a second language: past, present, and future directions", in The Canadian Modern Language Review, 50, 1: 83-­100.
  • Meara, P.M. (2012). "The bibliometrics of vocabulary acquisition: an exploratiory study", in Regional English Language Centre Journal, 43, 1: 7-­22.
  • Meara, P.M. (2014). “Vocabulary research in The Modern Language Journal: A bibliometric analysis", in Vocabulary Learning   and Instruction. Advance online publication. Doi: 10.7820/vli.v03.1.meara. Available from: http://vli-­journal.org/wp/vli-­v03-­1-­meara/,  accessed 1 April, 2015.
  • Nation, I.S.P. (1982) "Beginning to learn foreign vocabulary: A review of the research", in Regional English Language Centre   Journal, 13, 1: 14-­36.
  • Paribakht, T.S. and  Wesche,  M.B. (1993). “Reading comprehension and second language  development in a comprehension-based ESL program", in TESL Canada journal, 11, 1: 9-­29.
  • Pichette,   F.,  De  Serres,  L. and  Lafontaine,  M. (2012). “Sentence reading and writing for second language vocabulary acquisition", in Applied Linguistics, 33, 1: 66-­82.
  • San-­Mateo-­Valdehíta, A. (2012). Aprendizaje de léxico en español como segunda lengua/lengua extranjera: investigación   sobre la efectividad de tres tipos de actividades para aprender vocabulario. Unpublished doctoral thesis. Madrid:  UNED.
  • San-­Mateo-­Valdehíta, A. (2013a). “El conocimiento productivo y receptivo del vocabulario en L2: Análisis de la efectividad de tareas de reconocimiento y de producción", in Revista Nebrija de Lingüística  Aplicada a la Enseñanza de Lenguas, 14: 13-­29. Available from: http://www.nebrija.com/revista-­linguistica/el-­conocimiento-­productivo-­y-­receptivo-­del-­ vocabulario-­en-­l2, accessed 1 April, 2015.
  • San-­Mateo-­Valdehíta,  A. (2013b). “El efecto de tres actividades centradas en las formas (Focus on formS, FonFs): la selección de definiciones, la selección de ejemplos y la escritura de oraciones, en el aprendizaje de vocabulario en segundas lenguas", in RæL-­Revista Electrónica de Lingüística Aplicada, 12: 17-36. Available from: http://dialnet.unirioja.es/descarga/articulo/4648292.pdf, accessed 1 April, 2015.
  • San-­Mateo-­Valdehíta, A.and Andión Herrero, M.A. (2012). “Planteamiento de un proyecto de incorporación léxica en español lengua meta. Cuestiones metodológicas y estudio piloto", in EPOS,  XXVIII: 73-­90.
  • Webb, S. (2005). “Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge", in Studies in Second  Language  Acquisition, 27, 1: 33-­52.
Fuente de los datos: Dialnet