Vocabulary is a core feature of language proficiency, requiring explicit attention in the classroom. As teachers’ conceptualizations influence their teaching, understanding vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer non-native vocabulary. This paper presents an interview study with Swedish EFL teachers at secondary school level. ...

the purpose of this study was to investigate the impact of blended learning and multimedia software on iranian esp students' vocabulary learning. to this end, 120 iranian esp learners were assigned to two groups: the experimental and control groups. the experimental group received instructions through multimedia software while the control group received traditional instructions. the data were c...

Young children can sometimes acquire new vocabulary words with only limited, indirect exposure (Carey & Bartlett, 1978). We propose that structural alignment processes lead to fluent detection of commonalities and differences that facilitate incidental word learning. To test this, we adapted the Carey and Bartlett paradigm, varying the alignability of the objects that 4year-olds saw while heari...

This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explo...