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Reading assignments Laufer, B., & Girsai, N.. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 27(4), 694-716. Contrastive – not just translation, but actively contrasting target items with L1. FFI MFI CAT Will contrastive form-focused tasks lead to the acquisition of a significantly larger number of lexical items than non-contrastive formfocused tasks and than message-focused tasks? 2) Will the above differences (if any) be retained on a delayed test taken oneweek after performing the first post-test? Process 75 10th-graders. Not told they were going to be tested on vocab. 3 conditions: MFI (comprehension questions, open or sentence completion; discussion) FFI: m/c vocabulary questions, gapfill texts with target words provided in a ‘bank’. CAT: asked to translate given extracts into L1; Then translated back into English. In all cases, teacher assessed and provided corrective feedback. Results Lowest scores in MFI, highest in CAT, also in delayed post-test. So: A place for thoughtful translation work and contrastive analysis for the sake of vocabulary retention. Webb, S. (2007). Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge. Language Teaching Research, 11(1), 63-83. Importance of context: how much does context contribute to knowledge and good learning of a word? 1. Wanted to find out: a) the effects of a single glossed sentence context on five aspects of vocabulary knowledge: orthography, paradigmatic association, syntagmatic association, grammatical functions, and meaning and form (b) to determine the relative efficacy of learning glossed sentences and word pairs. The main concern Previous research established the efficacy of word pairs (L1-L2) in learning form and meaning. But it’s assumed that you need a context in order to learn things like grammatical links and syntagmatic links (e.g. collocations). So will the addition of a sentence context help learning of these features? Process • One group learned vocabulary (20 disguised words) through word pairs (bilingual lists) • The other received the lists, but also a sentence-context. Series of 10 tests to elicit knowledge of orthography, paradigmatic association, syntagmatic association, grammatical functions, and meaning and form. Result No significant difference. So: Why bother to teach new words through context? Chen, C., & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31, 693-713. 1 How does repetition of words in reading passages affect learning of spelling, part of speech, associations (receptive and productive in each case), and meaning and form? 2 Are the meanings of L2 words that have no exact equivalent in the learners’ L1 especially difficult to learn and/or retain? Note: a ‘void’ may be lexical or cultural. Process 10 words, of which 5 lexicalized in Mandarinand 5 not. Read texts, 3 groups: 1 group encountered target words only once, the second 3 times, the third 7 times. Significantly better results for third group. Results Improvement more significant for productive than for receptive knowledge. Spelling: 3 exposures made a big difference, further four not so much. Part of speech: all exposures made a difference, equally as cumulative Semantic knowledge – later exposures made a bigger difference. Post-test: long-term effects more significant for receptive than productive, short-term for productive. The spelling was forgotten faster. So: non-lexicalized words need special attention.