Sentence Reading and Writing for Second Language Vocabulary Acquisition.

Autor/inn/en	Pichette, François; Serres, Linda de; Lafontaine, Marc
Titel	Sentence Reading and Writing for Second Language Vocabulary Acquisition.
Quelle	In: Applied linguistics, 33 (2012) 1, S. 66-82Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 1; Tabellen 4; Anmerkungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1477-450X
DOI	10.1093/applin/amr037
Schlagwörter	Quantitative Forschung; Wortschatzarbeit; Zweitsprachenerwerbsforschung; Englisch als Zweitsprache; Lesen; Schreiben; Québec
Abstract	This study compares the relative effectiveness of reading and writing sentences for the incidental acquisition of new vocabulary in a second language. It also examines if recall varies according to the concreteness of target words. Participants were 203 French-speaking intermediate and advanced English as second language (ESL) learners, tested for incidental acquisition of 16 rare concrete, or abstract L2 words. Immediate and delayed cued recall was used to assess acquisition. Results from immediate recall show superior recall for writing tasks over reading tasks, and for concrete words over abstract words. However, delayed recall scores suggest that this superiority disappears over time. Given its implications for teaching, a subject that has sparked interest is the comparative effectiveness of reading1 and writing in the acquisition and retention of words in a second language (L2). Opinions differ regarding which individual activity is more likely to promote the retention of a new word by the learner: Is it reading a word in context or writing that word in a sentence? Unlike reading, which offers external input, writing is a language generating task, thus it does not allow for encountering new words. Therefore, the question of the relative efficiency of reading versus writing must be addressed regarding new words recently encountered by-or presented to-the L2 learner. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2