Focus on Form in Second Language Vocabulary Learning

By B. Laufer. 2005

366 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2e0ecf67cb31129638de129822a49b6a4327eb8f

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In Developmental and Educational Psychology

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Citations in the corpus

Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared (2009, background): “For L2 learning, researchers have found evidence that incidental acquisition-through-reading is a slow and error-prone process with small vocabulary gains (Horst, Cobb, & Meara, 1998; Hulstijn, Hollander, & Greidanus, 1996; Laufer, 2005; Nation, 2001; Read, 2004).”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, methodology): “The notion of FFI was developed in the context of grammar learning, but it was extended to vocabulary by Laufer (2005).”
First Language Use in Second and Foreign Language Learning (2009, neutral): “So, what do we know about vocabulary acquisition research that might inform the current discussion on codeswitching by the teacher? The majority of vocabulary studies comparing incidental learning with intentional learning have shown the superiority of the latter (Hulstijn, 2001; Laufer, 2005).”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “In research on instructed second language vocabulary acquisition it has been argued that intentional word learning based on ‘focus on form’ vocabulary teaching is more efficient than incidental, meaning-focused word learning (de la Fuente, 2006; Laufer, 2005).”
Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “Research suggests learners must practice vocabulary productively to reach productive mastery (e.g. Laufer, 2005), so the activities investigated will almost certainly require learners to produce output, rather than just practice receptively.”
Vocabulary size and the skills of listening, reading and writing (2008, background): “The effectiveness of such an explicit approach to vocabulary learning has been clearly documented by a number of studies (see Laufer 2005 for an overview).”
Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “Research has shown that within the context of instructed vocabulary acquisition, reading only does not suffice to build a large vocabulary size (Laufer 2005; Schmitt 2008).”
Review article: Instructed second language vocabulary learning (2008, background): “It is also useful to think of depth of knowledge in terms of receptive vs. productive levels of mastery, with the receptive lexicon always proving larger than the productive one (e.g. Laufer, 2005).”
Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “In other words, lexical organization seems most strongly related to the highest level of form–meaning knowledge (form recall), as shown by Laufer and Goldstein (2004) and Laufer, Elder, Hill, and Congdon (2004). Vocabulary size (as measured by the VLT) and lexical organization (as measured by the WA”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, methodology): “The exercises were designed according to the principle of form-focused (Laufer, 2005) or explicit vocabulary instruction (Schmitt, 2008) since it has been argued that explicit instruction is an optimal approach for initial form–meaning mapping in classroom-based courses (Hulstijn, 2001; Schmitt,…”
Second language vocabulary acquisition from language input and from form-focused activities (2009, background): “Subsequent testing revealed some acquisition of these words, providing empirical evidence for KRASHEN’S (1989) hypothesis that learners, like native speakers, could acquire vocabulary from reading.”
AN EYE FOR WORDS (2013, background): “…it seems desirable to enhance or complement reading activities by some form-focused component aimed at drawing the learners’ attention more explicitly toward the targeted lexical forms (e.g., Huckin & Coady, 1999 ; Hulstijn, 2001 ; Laufer, 2005 ; Nation, 2001 ; Read, 2004 ; Schmitt, 2008 , 2010 ).”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “Laufer (2005) extends the argument in favor of formfocused instruction to lexical acquisition, citing a large body of evidence that shows that vocabulary gains are greater when learners engage in word-focused tasks – be they of the FonF or the FonFs type – compared to reading alone.”
Deliberate Learning and Vocabulary Acquisition in a Second Language (2011, background): “…has been argued that naturalistic usage-based learning is insufficient to acquire second-language (L2) vocabulary (Cobb & Horst, 2004; Ellis, 2008; Laufer, 2005) and needs to be supplemented by deliberate formfocused learning (Elgort & Nation, 2010; Hulstijn, 2003; Nation, 2007) and by…”
Incremental gains in foreign language programs: The role of reading in learning about other cultures (2010, background): “While intentional learning will always be the most effective approach (e.g., Horst, Cobb, & Nicolae, 2005; Laufer, 2005; Prince, 1996; Schmitt, 2008), there are practical limits to the amount of vocabulary that instructors can explicitly teach in their programs.”
The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “…let alone extensive reading, far too little attention has been paid to the effect of frequency of occurrence in a vocabulary-focused setting, especially since several researchers have advocated the use of explicit, intentional vocabulary learning (Laufer, 2005, 2006; Nation, 2001; Schmitt, 2008).”