This chapter organizes and discusses central issues under three headings, which reflect the three major determinants of second language vocabulary learning: input, instruction and involvement. It uses the terms “words” and “vocabulary” to refer both to single words and to multi-word units. The chapter presents empirical evidence to show that none of the basic assumptions can be taken for granted. It suggests that word-focused instruction can be of three kinds: incidental focus on form, incidental focus on forms and intentional focus on forms. In research and in teaching, intentional learning can follow an incidental learning stage or exist on its own. The chapter explains how the construct of involvement can explain the acquisition of words that are encountered in language input or in teacher-devised tasks. Retention of words is associated with quality of attention or elaboration of the information.
|Title of host publication||Handbook of Research in Second Language Teaching and Learning|
|Subtitle of host publication||Volume III|
|Place of Publication||N.Y.|
|Publisher||Taylor and Francis|
|Number of pages||12|
|State||Published - 1 Jan 2016|
Bibliographical notePublisher Copyright:
© 2017 Taylor & Francis.
ASJC Scopus subject areas
- Social Sciences (all)
- Arts and Humanities (all)