Affiliation:
1. McGill University, Montreal
2. Département de linguistique et de didactique des langues, Université du Québec á Montréal
3. Modern Language Centre, OISE/University of Toronto
Abstract
While L2 vocabulary acquisition research is no longer ‘a neglected area’ (Meara, 1980), a lack of progress remains on some basic questions. One concerns the number of times a word must be encountered in order to be learned. Even using similar learning criteria, estimates range from six (Saragi, Nation, & Meister, 1978) to 20 (Herman, Anderson, Pearson, & Nagy, 1987). Another question concerns the types of contexts that are conducive to learning. Some studies have reported that rich, informative contexts are the most conducive to acquisition (Schouten-van Parreren, 1989), others that rich contexts divert attention from the lexical level and produce little acquisition (Mondria & Wit-De Boer, 1991). These phenomena were investigated in a vocabulary acquisition study with Quebec school-aged ESL learners at five levels of proficiency. First, learners read a text and were tested on its new vocabulary. Then, learned and unlearned words were compared for frequency of occurrence and level of contextual support. Frequency needs were found to be related to learner level, and contextual richness was unrelated to learning.
Publisher
University of Toronto Press Inc. (UTPress)
Subject
Linguistics and Language,Education
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