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ERIC Number: EJ905522
Record Type: Journal
Publication Date: 2010-Jun
Pages: 28
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0039-8322
Should Vocabulary Instruction Be Integrated or Isolated?
File, Kieran Andrew; Adams, Rebecca
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v44 n2 p222-249 Jun 2010
This study compares integrated and isolated form-focused instruction for vocabulary development in an English as a second language (ESL) reading lesson. Two classes of ESL learners (N = 20) from a university preparation academic English course were involved in the study. Each class did two reading treatments in which they read an article and studied vocabulary from that article. In one of the treatments participants were taught the words in isolation prior to reading the article, and in the other the vocabulary instruction was integrated with reading the article. Paribakht and Wesche's (1997) vocabulary knowledge scale was used as the instrument to measure learning and retention gains for words taught in isolated instruction, in integrated instruction, and words acquired incidentally. Statistical analysis showed both types of instruction led to more learning and retention of vocabulary knowledge than incidental exposure alone. Although retention rates were similar for isolated and integrated instruction, there was a trend for isolated instruction to lead to higher rates of learning. (Contains 6 tables, 6 figures and 2 footnotes.)
Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A