NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY

By María José de la Fuente. Studies in Second Language Acquisition, 2002

273 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7a81470755f366c429bfa7f724468a5192a2d2e3

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In Developmental and Educational Psychology

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Citations in the corpus

Predicting Second Language Writing Proficiency: The Roles of Cohesion and Linguistic Sophistication (2012, background): “Additionally, lexical proficiency is a critical factor in the creation of global errors that lead to breaks in L2 communication (De la Fuente, 2002; Ellis, 1995; Ellis, Tanaka & Yamakazi, 1994), especially in timed writing where essay content strongly correlates to lexical output and the production…”
Task-Based Language Learning (2011, methodology): “After reporting previous findings concerning the effects of task characteristics on vocabulary acquisition, such as de la Fuente’s (2002) finding that tasks involving negotiation plus output led to greater receptive and productive learning than exposure to words provided in premodified input to task”
Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, background): “…Huckin & Coady, 1999), Focus on Form, i.e. drawing attention to words during communicative activities (Ellis et al., 1994; Ellis & He, 1999; De La Fuente, 2002), or Focus on Forms, i.e. non-communicative, mainly decontextualized practice of vocabulary (Qian, 1996; Paribakht & Wesche, 1997;…”
A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners (2011, background): “The results are consistent with earlier findings that input-based instruction results in the acquisition of both receptive and productive knowledge (Ellis & He, 1999; de la Fuente, 2002).”
Oral corrective feedback in second language classrooms (2012, result): “…improvement in receptive and productive use of new lexical items, especially compared to those who simply received pre-modified input (i.e., listening to task directions read by their teachers at a slow speech rate without any interaction opportunities) (for similar results, see de la Fuente 2002).”
Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “There is empirical evidence that output tasks have been more effective than input tasks for learning new words (Ellis and He 1999; De la Fuente 2002).”
The Development of Polysemy and Frequency Use in English Second Language Speakers (2010, background): “For one, the inaccurate production of lexical items is a key factor in global errors that inhibit communication (R. Ellis, 1995; R. Ellis, Tanaka, & Yamakazi, 1994; de la Fuente, 2002).”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “Research on text-based input–output cycles has shown better word gain from reading and subsequently engaging in an output task than from reading only (de la Fuente, 2002; Joe, 1998; Laufer, 2001).”
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “Laufer and Girsai (2008) point out that Form-Focused Instruction was conceived and developed in the context of the acquisition of morpho-syntax, but argue that it can be extended to vocabulary as has been demonstrated in meaning negotiation studies by, for example, de la Fuente (2002).”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “…words encountered in interactionally modified input (strong need) are learned better than words encountered in premodified input (moderate need) (de la Fuente, 2002; Ellis, Tanaka, & Yamazaki, 1994); • Novel words processed via modified output (strong evaluation) are learned better than words…”
Measuring L2 Lexical Growth Using Hypernymic Relationships (2009, background): “The lexical proficiency of L2 learners is of special interest because misinterpretations of lexical items are key elements in global errors that inhibit communication (de la Fuente, 2002; Ellis, 1995; Ellis, Tanaka, & Yamakazi, 1994).”
Incidental vocabulary learning in classroom communication tasks (2013, background): “De La Fuente (2002) obtained similar findings in a study of Spanish language learners performing listening comprehension tasks with native speakers.”
Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction (2006, background): “In addition, de la Fuente (2002), Ellis and He (1999), Ellis et al., (1994) and Loschky (1994) are examples of studies on L2 vocabulary acquisition through tasks where production of specific L2 target words was built into the tasks.”