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ERIC Number: EJ1176639
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0957-1736
How Advanced Students Approach Intentional Vocabulary Study
Pauwels, Paul
Language Learning Journal, v46 n3 p293-310 2018
To date, research into vocabulary learning strategies has mainly made use of questionnaires about studying preferences in general or of interviews following a specific study task, focusing on finding out which strategies were most popular. The present investigation attempts to provide more insight into the effects of the parameters of timing and approach on a specific task in the context of the students' regular coursework. Students were given six weeks to study an academic vocabulary of 163 headwords/266 items with the aim of being able to use it productively. Fifty-five students were divided into groups with different instructions for timing and overall approach with a view to quantitative analyses. Data for qualitative analysis were gathered through study logs. The study used pre- and post-tests consisting of the translation of passages from academic book reviews into English, targeting 25 of the items. The study confirms the potential for large gains of intentional study going beyond immediate effects of form recognition or form recall. Results showed no statistically significant differences for either timing or overall approach. Qualitative study of the logpages confirms the popularity of list learning and provides further indications as to effective and less effective strategies.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A