Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development
The present study investigates the impact of two different consecutive learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on second language (L2) vocabulary acquisition in oral and written production. Data were obtained from a group of 30 Catalan/Spanish advanced lear...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/387120 |
| Acceso en línea: | http://hdl.handle.net/10803/387120 |
| Access Level: | acceso abierto |
| Palabra clave: | English Spanish Catalan English as a Second Language (ESL) English as a Foreign Language (EFL) Second language acquisition Vocabulary Lexical proficiency Study abroad Language learning Oral production Written production Adquisición de segundas lenguas Estancias en el extranjero Inglés Español Catalán Inglés como segunda lengua Inglés como lengua extranjera Producción oral Producción escrita Vocabulario Anglès escrit Anglès oral Ensenyament Estudis a l'estranger Vocabulari Competència lèxica 81 |
| Sumario: | The present study investigates the impact of two different consecutive learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on second language (L2) vocabulary acquisition in oral and written production. Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of an oral interview and a written composition. These samples were analyzed in terms of quantitative lexical proficiency measures in the domains of fluency, density, diversity, sophistication and accuracy, and through qualitative native-like selections. Baseline data from 29 native speakers of English, elicited through the same tasks, were also used for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical fluency and diversity. FI, in contrast, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. Furthermore, initial level of vocabulary knowledge is found to be a significant predictor of gains. |
|---|