Publication: Incidental Vocabulary Learning and Retention in Education-Oriented L2 Communicative Tasks: The Effect of Testing Conditions
Authors
Garcés-Manzanera, Aitor
item.page.secondaryauthor
item.page.director
Publisher
publication.page.editor
publication.page.department
DOI
https://doi.org/10.26754/ojs_misc/mj.20236858
item.page.type
info:eu-repo/semantics/article
Description
©2022. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc/4.0/
This document is the Published version of a Published Work that appeared in final form in Miscelánea: A Journal of English and American Studies. To access the final edited and published work seeDOI: https://doi.org/10.26754/ojs_misc/mj.20236858
Abstract
Vocabulary learning is pivotal for language learning as it is a cross-sectional aspect related to both receptive and productive skills. L2 vocabulary learning has given way to a substantial body of research in which the role of implicit and explicit instruction has been central. Bearing in mind the importance of communicative tasks as sources for vocabulary learning, this study will explore how vocabulary presented with context and without context is retained. 39 undergraduate students were assigned to each of these conditions, and after performing a communicative task which included a warm-up activity with a set of 15 target words, they completed a word meaning test (post-test) and repeated the same test after two weeks. The data gathered was analyzed using a quantitative approach. Findings indicate that the type of vocabulary test with context-embedded words is more effective for vocabulary retention in the short term. Nevertheless, multi-word items were better identified with the no-context vocabulary test, a finding supported by previous research. The present study raises the possibility that different vocabulary strategies are used by EFL learners, and that warm-up activities may contribute to L2 vocabulary learning.
publication.page.subject
Citation
Miscelánea: A Journal of English and American Studies, 67 (3), 2022
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/