Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study

By Lili Tian, E. Macaro. 2012

147 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e542559f4ae1ff0ddf336f1182457bfbc6b3127d

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. N. Kelly
2. Jennifer Bruen
3. E. Macaro
4. S. Graham
5. Karen E. Roehr
6. Lawrence Jun Zhang
7. Lynn Erler

In Language and Linguistics

1. N. Kelly
2. Jennifer Bruen
3. E. Macaro
4. Y. Lo
5. A. U. Chamot
6. S. Graham
7. Karen E. Roehr
8. B. Mcmillan

Citations in the corpus

• Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom (2017, methodology): “…the L1 may actually be a useful tool for learning the L2 in particular instances (Brooks and Donato 1994; Cook 2010; Macaro 2001; Park 2013; Storch and Wigglesworth 2003), including, for example, in the acquisition of vocabulary in intentional, lexical focus-on-form contexts (Tian and Macaro 2012).”
• Exploring the role of language in English medium instruction (2020, background): “One area to which I hope I have been able to contribute some research evidence is in that of vocabulary comprehension and vocabulary acquisition (e.g. Tian and Macaro 2012; Zhao and Macaro 2016).”