An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Vu, Duy Van; Michel, Marije

doi:10.51751/dujal9345

Cited by 12 publications

(14 citation statements)

References 29 publications

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“…Nation [6] suggests that knowing a word involves a number of aspects of vocabulary knowledge other than those three aspects, such as associations, collocations, and constraints on use. In addition, textbooks, which are one of the main sources of input for L2 learners, might inadequately address different aspects of vocabulary knowledge [29,30]. Thus, in addition to focusing on establishing form-meaning connections, Vietnamese EFL teachers should also address other aspects of vocabulary knowledge.…”

Section: Vocabulary Teaching In Vietnammentioning

confidence: 99%

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Peters

2021

Education Sciences

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This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.

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Section: Vocabulary Teaching In Vietnammentioning

confidence: 99%

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Peters

2021

Education Sciences

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“…One possible reason is that L2 learners might have limited exposure to collocations in English as a foreign language (EFL) classrooms (Meunier, 2012). In addition, L2 textbooks do not always address collocations adequately (e.g., Brown, 2011; Vu & Michel, 2021) and formulaic language in L2 textbooks is not representative of native speaker formulaic language (Northbrook & Conklin, 2019). Therefore, other sources of input are needed for L2 learners to improve their knowledge of collocations.…”

Section: Introductionmentioning

confidence: 99%

Incidental Learning of Collocations From Meaningful Input

Peters

2021

Stud Second Lang Acquis

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This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group read three graded readers containing 32 target collocations in three counterbalanced reading modes: reading-only, reading-while-listening, and reading with textual input enhancement (i.e., underlining). Learning gains were measured by a form recall pretest and delayed posttest. The results showed that reading mode had a significant effect on incidental collocation learning. Reading with textual input enhancement resulted in significantly higher learning gains than the other reading modes. Reading-while-listening was also more beneficial for collocation learning than reading-only. Learners’ prior vocabulary knowledge and congruency of collocations were significant predictors of the learning gains.

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“…Considering the importance of vocabulary knowledge for L2 learners (e.g., Hsueh-Chao & Nation, 2000;Vu & Peters, 2012b), the Vietnamese EFL learners' limited vocabulary knowledge (Dang, 2020;Vu & Peters, 2021b), the high lexical demands of national high-stakes English exams in Vietnam (Vu, 2019), and the inadequacy of L2 textbooks in addressing different aspects of vocabulary knowledge (Vu & Michel, 2021), online extensive reading can be an effective way to enhance Vietnamese EFL learners' vocabulary knowledge during emergency remote L2 teaching in Vietnam.…”

Section: Benefits Of (Online) Extensive Readingmentioning

confidence: 99%

Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching

Nguyen

2022

SiELE

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Previous research has shown a range of benefits of extensive reading for second or foreign language (L2) learning, as well as learners’ positive attitudes towards extensive reading. However, during emergency remote teaching around the globe as a consequence of the Covid-19 pandemic, where all L2 classes have been moved online, little research has investigated online extensive reading as well as learners’ perspectives on this activity. Therefore, the present study was conducted to investigate Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching amidst the Covid-19 pandemic. Eighty-seven Vietnamese EFL learners at a local university participated in the study. They were involved in one online extensive reading over 12 weeks. Data were collected through semi-structured interviews with the participants. The results showed that all the learners had positive attitudes towards online extensive reading during emergency remote L2 teaching. Learners reported enjoying the variety of topics and genres found in online extensive reading, the suitability of the texts for their L2 proficiency, the usefulness of the program for enhancing their L2 competence as well as general knowledge, along with the convenience that the program offers. Learners also suggested several improvements in the website interface and the addition of more topics, genres, and quizzes.

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An exploratory study on the aspects of vocabulary knowledge addressed in EAP textbooks

Cited by 12 publications

References 29 publications

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review

Incidental Learning of Collocations From Meaningful Input

Vietnamese EFL learners’ perspectives on online extensive reading during emergency remote L2 teaching

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