Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction

By María José de la Fuente. 2006

196 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/dd719b151d656666290cf9978b633e2b4499f301

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Peters
2. Parveneh Tavakoli
3. Johannes Eckerth
4. N. Schmitt
5. B. Laufer
6. Gregory D. Keating
7. Youjin Kim
8. Natsuko Shintani

In Language and Linguistics

1. E. Peters
2. Parveneh Tavakoli
3. Johannes Eckerth
4. Youjin Kim
5. N. Schmitt
6. Natsuko Shintani
7. B. Laufer
8. Luke Plonsky

In Literature and Literary Theory

1. N. Schmitt
2. Natsuko Shintani
3. Luke Plonsky
4. Youjin Kim
5. Gregory D. Keating
6. Parveneh Tavakoli
7. E. Peters
8. J. Hulstijn

Citations in the corpus

• The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading (2012, background): “…text propositions (Rott, 2007), but no effort was made to account for the relative learning difficulty of different parts of speech (Ellis and Beaton, 1993; Laufer, 1990; Ludwig, 1984) as all target words were encountered under all three different reading conditions (i.e. Tasks 1–3) and were…”
• Learning German formulaic sequences: the effect of two attention-drawing techniques (2012, background): “In a study conducted by de la Fuente (2006), the results showed that when involved in free interactive activities (1⁄4 unguided) learners tended not to incorporate target words, whereas they did so in the case of a preplanned, guided and well-focused task. Similarly, Peters et al. (2009) found that ”
• Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “For relevant papers, see Laufer (2006), de la Fuente (2006), Webb (2007), as well as Qian (1996) and Prince (1996).”
• Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “Ellis (Ed.), Planning and task performance in a second language (pp. 77–109). Amsterdam, The Netherlands: John Benjamins. Ortega, L. (2009). Understanding second language acquisition. New York, NY: Hodder Education. Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choi”
• Position paper: Moving task-based language teaching forward (2017, background): “Unfortunately, most of the studies that have sought to compare TBLT and TSLT (e.g. De la Fuente 2006; Laufer 2006; Sheen 2006) have been short term and/or methodologically flawed.”
• The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. (2013, methodology): “De la Fuente (2006) provided an answer to the first question by comparing PPP (FonFs) with production-based TBLT (FonF) with university students in an elementary Spanish class.”
• Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared (2009, background): “In a study conducted by de la Fuente (2006), the effect of three tasks, differing in their degree of guidance, on productive use of target words was investigated.”
• Review article: Instructed second language vocabulary learning (2008, background): “An example of this is de la Fuente (2006), who found that an explicit focus on the morphological forms of target words at the end of a task-based lesson effectively stopped the decay of vocabulary knowledge on a delayed post-test compared to a Present-Practice-Produce lesson (i.e. the delayed…”