Deliberate Learning and Vocabulary Acquisition in a Second Language
By Irina Elgort. 2011
250 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/be246c8692ee5ac1f5d719557afc46466c4026f9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
- Kazuya Saito
- Masatoshi Sato
- N. Schmitt
- R. Lyster
- Suhad Sonbul
- Tatsuya Nakata
- I. Nation
- Hossein Nassaji
Citations in the corpus
- Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, methodology): “It also eliminates any possibility of TEST CONTAMINATION (where exposure to a target word on one test in the battery may give hints to answering a subsequent test). While cross-sectional studies can be informative, longitudinal studies are usually better at describing acquisition. This would require”
- Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, methodology): “, Elgort, 2011). One example is J. McLaughlin, Osterhout, and Kim (2004), who studied knowledge of the word form.”
- EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “The present study brings PAL into focus because it is not only common (e.g., Nakata, 2011 ; Schmitt, 1997 ) but also effective and effi cient for L2 lexical development (e.g., Elgort, 2011 ; Fitzpatrick, Al-Qarni, & Meara, 2008 ; Nation, 2001 ; Webb, 2009 ).”
- Oral corrective feedback in second language classrooms (2012, methodology): “For example, Elgort (2011) employed priming techniques to examine the impact of list-learning on both representational and functional aspects of L2 lexical knowledge, providing a useful framework for future CF studies to measure the effects of more meaningful interventions (e.g. communicative input…”
- Research into practice: Vocabulary (2011, background): “There is now research (Elgort 2011) which shows that such learning not only results in explicit knowledge but also results in implicit knowledge, which is the kind of knowledge needed for normal language use.”