Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of pedagogical approach had no impact on immediate ret...

this study focused on the effect of teaching collocations on the awareness of two affective dimensions, evaluation and potency dimensions, of deep vocabulary knowledge as well as the general vocabulary knowledge of efl students. sixty intermediate efl female adult learners participated in this study; they were chosen among 90 students through the pet and a general vocabulary knowledge test. the...

Abstract There is a great deal of variation in gains found between studies second language (L2) incidental vocabulary learning, as well many factors that affect learning. This meta-analysis investigated the effects exposure to L2 meaning-focused input on learning with an aim clarify proportional occur through Twenty-four primary were retrieved providing 29 different effect sizes and total sampl...

Research in the field of vocabulary learning has shown that child L2 learners need to meet words again and again in new contexts in order to expand and deepen their word knowledge. In an instructional setting, cognitive processing is enhanced not only by the interplay between language use and metalinguistic reflection during classroom interaction but also by the activation and articulation of d...

This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one ...