Nation (2006) has calculated that second language (L2) learners require much more vocabulary than previously thought to be functional with language (e.g., 8,000–9,000 word families to read independently). This level is far beyond the highest graded reader, and would be difficult to explicitly teach. One way for learners to be exposed to midfrequency vocabulary is to read authentic materials. Th...

This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary a...

Pedagogically, the issue of similarities and/or differences between mother tongue and foreign language is one interesting areas second/foreign acquisition learning. Therefore, this study aims at exploring in which way Turkish (L1) influences English (L2) learning through perspectives EFL undergraduate students, whereby main focus on extent possible effects (L2). A qualitative approach was emplo...

The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners participated in the First Certificate in English test and completed Vocabulary Knowledge Scale. Out of 50 students, ten learners who were identified as being ...

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to promp...

framed in a cognitive approach to task-supported l2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of iranian efl learners. the goal was to investigate the way that the construct of involvement load is related to the input hypothesis (krashen, 1985) and the output ...

This study explores how Latent Semantic Analysis (LSA) can be used as a method to examine the lexical development of second language (L2) speakers. This year long longitudinal study with six English learners demonstrates that semantic similarity (using LSA) between utterances significantly increases as the L2 learners study English. The findings demonstrate that L2 learners begin to develop tig...

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...