Negotiation, as an interactional strategy and proactive focus on form (FoF) have received increased attention in second language research. The combination of negotiation and proactive FoF, however, has not been examined in relation to L2 vocabulary learning. To address this gap, the present study investigated how the amount of negotiation and proactive FoF impacted learners’ vocabulary knowledg...

Acquiring vocabulary in L2 is rather a difficult and demanding process and most of the language learners wish to know which vocabulary learning method and/or activity is more beneficial or even the best one; however, the responses to this question vary and there is no clear-cut answer though there are some various suggestions and conclusions drawn from the studies related to vocabulary acquisit...

The paper reveals the basic factors that lead to foreign vocabulary attrition. article considers phonological, morphological and semantic aspects of L2 lexical attrition, causes this phenomenon, summarizes views domestic researchers on issue. Scientific originality study lies in fact authors analyze attrition process taking into account specificity its linguistic manifestation, which contribute...

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...

As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...

This study investigated the relationship between teaching L2 semantic tasks (collocation vs. definition) in vocabulary achievement of Iranian intermediate EFL learners. To this end, 60 students at intermediate level studying in the Simin Institute were selected from a total number of 100 participants based on their performance on Oxford Placement Test. After ensuring the criterion of homogeneit...

BACKGROUND This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. METHODS Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. RESULTS L1 learners had better initial reading comprehens...

this study builds on laufer and hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. the paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. to do so, 60 efl lear...

the present study investigated the effect of marginal glosses (both l1 and l2) on incidental vocabulary learning of efl learners. the subject pool consisted of 154 third-semester iranian students enrolled at azad university, central branch. after administering a proficiency test, 90 homogeneous students were assigned to two experimental groups (x1 & x2) and one control group. afterwards, a 50 -...