A Research Review of Incidental L2 Vocabulary Acquisition

2019 ◽  
Vol 07 (03) ◽  
pp. 392-398
Author(s):  
燕 赵
Keyword(s):  
Vocabulary Acquisition ◽  
Research Review ◽  
L2 Vocabulary

Memorization versus semantic mapping in L2 vocabulary acquisition

ELT Journal ◽  
2013 ◽  
Vol 67 (2) ◽  
pp. 199-209 ◽  
Author(s):  
R. Khoii ◽  
S. Sharififar
Keyword(s):  
Vocabulary Acquisition ◽  
Semantic Mapping ◽  
L2 Vocabulary

scholarly journals Neural changes underlying early stages of L2 vocabulary acquisition

2016 ◽  
Vol 40 ◽  
pp. 55-65 ◽  
Author(s):  
He Pu ◽  
Phillip J. Holcomb ◽  
Katherine J. Midgley
Keyword(s):  
Vocabulary Acquisition ◽  
Early Stages ◽  
L2 Vocabulary

Music and Physical Activity for L2 Vocabulary Acquisition in First Graders

2014 ◽  
Vol 23 (5-6) ◽  
pp. 267-286
Author(s):  
Anna Rita Calavalle ◽  
Riccardo E. Izzo ◽  
Romina Raimondi ◽  
Marco B. L. Rocchi ◽  
Davide Sisti ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Vocabulary Acquisition ◽  
First Graders ◽  
First Grade ◽  
Target Language ◽  
Psychomotor Development ◽  
Significant Difference ◽  
L2 Vocabulary ◽  
Experimental Group

Abstract The purpose of this work was to experiment a didactic method to enhance learning of L2 by using psychomotor development in a first class of an Italian primary school. Two fundamental questions were posed at the outset of the project: a) can activities based on psycho-motor tasks enhance target language vocabulary acquisition in a group of first graders?; b) can creating a reggae/hip-hop song, improve pronunciation and retention of basic target language vocabulary? The target sample, consisted of 66 children from first grade, was divided into two groups (control vs experimental group). The protocol contents were taught over a period of 20 weeks and were closely related to those of the program of English. The significance of score differences in the entrance test and the final test was quantified through the analysis of the variance. The analysis of the results showed an improvement in the experimental group compared to the control group with respect to the acquisition and retention of L2 vocabulary. On the other hand, the data regarding pronunciation of the target language vocabulary tell a different story, with no significant difference emerging between the two groups. This experimental project allowed us to verify how physical activity and play, used as the primary teaching tool, can enhance L2 learning in primary school.

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