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Abstract
Since the 1980's, vocabulary acquisition has been one of the most actively researched aspects of SLA (Lightbown & Spada, 2006). Four factors emerge in an investigation of the development of the role of L2 vocabulary learning in SLA. First, successive SLA theories marginalized vocabulary, often emphasizing the importance of grammar. Second, a growing body of empirical research showed the efficiency and effectiveness of direct vocabulary teaching. Third, overestimates of L1 vocabulary size led practitioners to see the direct teaching of vocabulary as futile (Browne & Culligan, 2008). Finally, corpus linguistics demonstrated the large "coverage" that high frequency English vocabulary provides for spoken and written texts produced by native English speakers, showing the importance of high frequency vocabulary to learners of L2 English.
Journal
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- Journal of humanities research St. Andrew's University
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Journal of humanities research St. Andrew's University (5), 87-98, 2016-10-03
桃山学院大学
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Keywords
Details 詳細情報について
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- CRID
- 1050001337587721344
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- NII Article ID
- 110010059796
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- NII Book ID
- AA12704345
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- ISSN
- 21889031
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- NDL BIB ID
- 027709985
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- Text Lang
- en
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- Article Type
- departmental bulletin paper
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- Data Source
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- IRDB
- NDL
- CiNii Articles