NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1062531
Record Type: Journal
Publication Date: 2011-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1692-5777
Explicit Vocabulary Instruction in an English Content-Area Course with University Student Teachers: When Comprehensible Input Needs to Be Comprehended
Dimas, Héctor Manuel Serna
GIST Education and Learning Research Journal, n5 p84-103 Nov 2011
This action research study explores explicit vocabulary instruction in an L2 (English) content-area course with a group of university student teachers. The study reviews several positions on the treatment of vocabulary in L2 contexts. The researcher takes up the teaching of explicit vocabulary through class activities and the students' completion of vocabulary entries in a Word Study notebook. The data collection procedures included the teacher's lesson plans, the students' Word Study entries, and their opinions on both their vocabulary learning and their notebook completion through a final interview. Research findings reveal that the Word Study notebook did contribute to students' learning since they had a grasp of the vocabulary used in the class in terms of participating in the instructional conversations led by the professor and doing the class activities.
Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291;; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia