Semantic and structural elaboration in L2 lexical acquisition

By J. Barcroft. 2002

266 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9c92d7a05d31a9a5f4df33adfbc257301f0bc066

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Review article: Instructed second language vocabulary learning (2008, background): “This is because the mind has a finite processing capacity, and any attention given to meaning will diminish the resources available for attention to form, and vice-versa (Barcroft, 2002).”
Direct Teaching of Vocabulary after Reading: Is It Worth the Effort?. (2010, background): “The present evidence also suggests that language teachers should not neglect the development of word form in vocabulary learning, as it may be more difficult than learning meaning (see also Barcroft 2002).”
Strategies and performance in intentional L2 vocabulary learning (2009, methodology): “Picture-to-L2 recall posttests were scored following the lexical production scoring protocol (LPSP-written) developed by Barcroft (2000, 2002).”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, methodology): “Therefore, the target word in each sentence of the production posttest was scored against a lexical production scoring protocol (Barcroft, 2000, 2002).”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “Second, the sensitive scoring system for the productive test may have been too lenient because the response was scored as correct if 75% or more of the letters in the target word were found in the response, regardless of the position (e.g., Barcroft, 2002 ).”
Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “Other research by Barcroft (2002) examining the acquisition of L2 vocabulary under different conditions also provides evidence that learners did best when they were asked to retrieve the words in contexts that were most similar to the way in which they had learned them. Based on TAP theory and resea”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “Recent studies by Barcroft (2002) and Trofimovich (2005) also illustrate situations in which isolated FFI may be beneficial to students.”
Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning During Reading (2009, result): “This finding extends previous findings observed for other semantically oriented tasks such as sentence writing (Barcroft, 2004), making pleasantness ratings (Barcroft, 2002), and attending to questions about word meaning (Barcroft, 2003), and suggests that negative effects of semantic elaboration an”