Open AccessVocabulary learning: The effect of instruction type and methodological choices in the context of French as a second language
Author(s) -
Farzin Gazerani,
Ahlem Ammar,
Isabelle MontésinosGelet
Publication year - 2015
Publication title -
language in focus
Language(s) - English
Resource type - Journals
ISSN - 2300-9764
DOI - 10.1515/lifijsal-2015-0008
Subject(s) - vocabulary , reading (process) , repetition (rhetorical device) , psychology , context (archaeology) , vocabulary development , cognitive psychology , second language acquisition , computer science , mathematics education , linguistics , teaching method , philosophy , biology , paleontology
Research indicates that lexical gains through reading are limited (Nation, 2001). Based on the literature about form focused instruction (FFI) (instruction that draws learners’ attention to the formal properties of of the target language) in second language (L2) acquisition, Laufer (2005) states that it is necessary to combine reading with FFI targeting vocabulary. The objective of this study is to examine the effects of different FFI teaching approaches and methodological choices on vocabulary learning. Nine intermediate adult Iranian learners of French as an L2 participated in this experimental multiple-case study. The experimental intervention was spread over a period of two weeks and targeted 36 vocabulary items. It comprised three experimental conditions (integrated FFI, isolated FFI and repetition) and a control condition (incidental learning through reading). Results indicate significant benefits of FFI on receptive immediate posttests. The intervening effects of recency and receptive and productive tests administration order are also evaluated.