Negotiation and Oral Acquisition of L2 Vocabulary

Fuente, María José De La

doi:10.1017/s0272263102001043

Cited by 191 publications

(49 citation statements)

References 59 publications

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“…Within the task treatments, we made a distinction between the presence and absence of interaction (+/-interaction) between the participant and a conversational partner. This has been commonly manipulated in task-based research (e.g., de la Fuente, 2002;Ellis & He, 1999). Thus, each of the four treatments under investigation was different from the previous one in a single aspect.…”

Section: Treatmentmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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We meta‐analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning‐focused word‐learning activities with 1,964 participants with typical cognitive functioning. The random‐effects meta‐analysis yielded a mean effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning‐focused activities. A meta‐regression with three substantive and two methodological predictors also revealed that adult participants outperformed children in terms of word learning and that interactive learning tasks were more effective than noninteractive ones. Furthermore, learning scores were higher when measured with recognition than with recall tests. Methodologically, the use of a no‐input control group seemed to protect against an overestimation of learning effects, evidenced by smaller effect sizes. Finally, whether a pretest–posttest design was used did not influence effect sizes. All data and the analysis script are publicly available. Open Practices This article has been awarded an Open Data badge. All data and the analysis script are publicly accessible via the Open Science Framework at https://osf.io/92vfw. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Treatmentmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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“…Researchers have generally agreed with the usefulness of circumlocution (see, inter alia, Willems, 1987;Ellis et alii, 1994;De la Fuente, 2002;and Salazar, 2006). We have suggested, following Berry Dörnyei andThurrell (1991), Bravo (1994), and Salazar (2006), among others, that even at lower levels of language learning, it is a useful strategy for students to develop.…”

Section: Resultsmentioning

confidence: 97%

“…Another study that documents whether or not negotiation is necessary for vocabulary acquisition at earlier stages, is that of De la Fuente (2002). In a study of thirty-two intermediate L1 English L2 Spanish students, she showed that circumlocution (which she considers to be interaction), within a negotiated exchange by a NS or NNS, can be highly effective when a word is not known.…”

Section: Circumlocution As Negotiationmentioning

confidence: 99%

On the importance of circumlocution in the Spanish language classroom

Arteaga¹,

Llorente²

2012

ELUA

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ResumenArteaga and Llorente (2009) abogan en favor de la importancia de tratar la variedad léxica regional en las clases de español como lengua extranjera. Proponen enseñar a los alumnos términos que sean neutros desde el punto de vista dialectal, que puedan entenderse en cualquier país hispanoparlante. Este enfoque, sin embargo, presenta el problema de que no siempre es fácil identificar cuáles son las palabras que tienen más difusión entre los dialectos. Este artículo aboga por suplementar el uso de los términos neutros con la destreza de la circunlocución, que diversos investigadores (Rubin, 1975;Oxford and Nyikos, 1989; Schweers, 1999) consideran de gran valor para los estudiantes de una segunda lengua en general, aunque deba ser enseñada explícitamente. Se ofrecen ejercicios modelo que fomentan el uso de la circunlocución, al mismo tiempo que hacen hincapié en los términos neutros. Esta combinación permitirá a los estudiantes comunicarse eficazmente con hablantes de una amplia gama de dialectos.PALABRAS CLAVE: variedad lexica, ELE, circunloción, dialectología, pluricentrismo. AbstractArteaga and Llorente (2009) argue for the importance of addressing lexical regional variety in the Spanish language classroom. They advocate teaching students a dialectally neutral term that will be understood across dialectal zones. One problem with this approach, however, is the difficulty of identifying words that have the most currency among dialects. This paper argues for supplementing the use of neutral terms by the skill of circumlocution, which has been argued to be a valuable skill for second language learners in general (Rubin, 1975, Oxford and Nyikos, 1989, Schweers, 1999, although it must be taught explicitly. Model exercises that foster the use of circumlocution, while also emphasizing neutral terms, are given. This combination will allow students to communicate effectively with speakers of a wide variety of dialects.KEY WORDS: lexical regional variety, Spanish as a second language, circumlocution, dialectology, pluricentrism.

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“…As another supporting theory for L2 exclusivity, many researchers have insisted that the output hypothesis complements the input hypothesis and is therefore beneficial for generating fluent L2 (Ellis & He, 1999;de la Fuente, 2002). Swain (1995, 128) even extended this, by claiming that there are three strands that are a function of output: 'consciousness-raising', 'hypothesis-testing', and 'meta-linguistic function'.…”

Section: Output Hypothesismentioning

confidence: 99%

The Values of Learners’ Mother Tongue Use in Target Language Classrooms

Wang²,

Liu³

2016

IJELT

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L2 (target language) exclusivity methods such as Communicative Language Teaching (CLT) have been welcomed by more and more EFL/ESL learners. However, there are scholars and practitioners who doubt the benefits of banning L1 (a learner's mother tongue) from the L2 classroom completely, and it is uncertain whether using ESL/EFL learners' mother tongue in learning the L2 is distractive. In fact, learners' use of L1 may facilitate their L2 learning in many cases. In our view, forsaking L1 when learning a target language is not holistic, and the choice of either just L2 or the combination of both L1 and L2 should be based on the needs of the students and the requirements of the relevant courses. This critique will discuss the key aspects of the use of L1 in L2 classrooms. Most importantly, a needs-based mode of L1/L2 use in an L2 classroom will be introduced and discussed.

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Negotiation and Oral Acquisition of L2 Vocabulary

Cited by 191 publications

References 59 publications

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

On the importance of circumlocution in the Spanish language classroom

The Values of Learners’ Mother Tongue Use in Target Language Classrooms

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