Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation

By B. Laufer, Nany Girsai. 2008

472 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/d62be9b91766b3aef0bef85a9fd23f8cee6b6fcb

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In Developmental and Educational Psychology

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Citations in the corpus

Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, background): “However, it should be noted that this study (and others conducted in the classroom context, e.g., Laufer & Girsai, 2008; Webb & Kagimoto, 2009) did not Language Learning 63:1, March 2013, pp. 121–159 126 employ any measure of implicit collocational knowledge.”
Learning L2 collocations incidentally from reading (2017, background): “Laufer and Girsai (2008) compared the effectiveness of a meaning-focused instruction (i.e. reading a text and completing two communicative tasks) with two other focuson-form approaches (i.e. reading the same text and completing text-based vocabulary tasks vs. reading the text and completing…”
The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “…Zahar et al., 2001), word enhancement (Han et al., 2008; Watanabe, 1997; Yoshi, 2006) and active translation of new words (Hummel, 2010), as well as the effects of learners’ relative elaboration of word processing (Hulstijn and Laufer, 2001; Laufer and Girsai, 2008) on L2 vocabulary acquisition.”
Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “A recent study by Laufer and Girsai ( 2008 ) examined the effect of three instructional methods on English L2 vocabulary learning: (1) content-oriented tasks, (2) text-based vocabulary tasks, and (3) L1 into L2 and L2 into L1 translation tasks after a reading task.”
Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “This assumption is supported by the literature on focus on form (Laufer & Girsai, 2008; Long & Robinson, 1998), input enhancement (Sharwood Smith, 1993), input processing instruction (VanPatten, 1996, 2002), and the Noticing Hypothesis (Schmidt, 2001).”
Own-language use in language teaching and learning (2012, background): “political take on the issue emphasises how teacher power and authority can be reinforced by monolingual teaching and, consequently, how own-language use can ‘reduce anxiety and enhance the affective environment for learning’ (1993: 20). (See also Stables & Wikeley (1999) with reference to the negati”
How much collocation knowledge do L2 learners have?: the effects of frequency and amount of exposure (2015, background): “Moreover, research focusing on explicit instruction of collocations (e.g. Laufer and Girsai, 2008; Peters, 2014) shows that it can be effective, especially if there is enough learner engagement and repetition.”
The learning burden of collocations: The role of interlexical and intralexical factors (2016, background): “As a result, such semantically transparent collocations do not tend to cause comprehension problems but they might lead to problems in the production process (Laufer & Girsai, 2008; Laufer & Waldman, 2011).”
Gauging the effects of exercises on verb–noun collocations (2014, background): “A cross-sectional study by Laufer and Waldman (2011), for example, found hardly any difference in productive knowledge of verb–noun collocations between lower and upper intermediate groups of EFL learners.”
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): “Intentional vocabulary learning that is contextualized in a communicative teaching activity is what Laufer and Girsai (2008) propose constitutes Lexical Focus-on-Form.”
First and second language knowledge in the language classroom (2010, background): “Investigations of learners’ strategy preferences indicate that the use of bilingual dictionaries is popular (Schmitt, 1997) and translating into L1 is seen as a helpful exercise (Lawson & Hogben, 1996; Laufer & Girsai, 2008).”
Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis (2017, background): “Laufer and Girsai (2008) also found that translation exercises (need +, search +, evaluation +/++) were more effective than reading tasks and clozeexercises (need +, search +, evaluation –/+).”
Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, result): “Such an explanation is in line with Laufer and Girsai (2008), who showed that vocabulary practice based on the principles of translation and contrastive analysis yielded better results than other form-focused activities.”
Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours (2015, background): “Other studies highlighting the merits of TILT include a study conducted by Laufer and Girsai (2008), which showed that incorporating explicit contrastive analysis and translation activities into a text-based communicative lesson made a significant difference in acquiring new vocabulary.”