Literature Review on "Vocabulary Acquisition"

Literature Review 6 pages (1695 words) Sources: 2

[EXCERPT] . . . .

Laufer Min

Language Acquisition: Literature Review

Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type,-word occurrence and their combination. Language Teaching Research, 15(4), 391-411

For some number of decades, it had been more commonplace for second language acquisition to revolve primarily on strategies of 'generative learning' than in vocabulary-acquisition learning. Laufer & Rozovski-Roitblat (2011) -- noted scholars in the field -- acknowledge that until the later part of the 20th century, the emphasis was largely placed on constructing a rules-based use of language that could ultimately facilitate vocabulary expansion. By contrast, Laufer & Rozovski-Roitblat observe, increasing emphasis on the value of language-acquisition strategies has prompted a host of investigations into those methods which are most optimal. Their article, "Incidental vocabulary acquisition: The effects of task type,-word occurrence and their combination," published in Language Teaching Research, Vol. 15, No. 4, is one such exploration. This article is intended to measure the effectiveness of specific task types as they pertain to the success of students in achieving levels of adequate vocabulary acquisition.

The study, based in Haifa, Israel, made as its primary focus the issue of long-term vocabulary retention among students within intermediate level skills in the English language. Here, learners would be divided into two groups, who would be distinguished according to different task approaches to their shared learning goal. Accordingly, Laufer & Rozovski-Roitblat indicates that "the tasks were: reading a text with occasional Focus on Form when learners used dictionaries (T+F), or reading a text with Focus on Forms, i.e. word focused exercises (T+Fs)." (Laufer & Rozovski-Roitblat, p. 391)

Distinguishing the sample populations according to either the occasional or constant presence of 'focus on form' strategies as well as between the use of a dictionary or word-focused exercises, Laufer & Rozovski-Roitblat take the perspective that there is a greater opportunity for linguistic acquisition where the learner is more directly engaged in a specific and directed task than simply in an effort to contextualize and define the vocabulary in question. As the researchers argue at the outset of the research endeavor, while immediate retention of vocabulary may be positive with the use of the dictionary and definition strategy, more dynamic and active task orientation may be a strong determinant of long-term retention. This, in turn, would be a clear determinant of proficiency in usage.

This is an important point where our broader research interests are concerned. Indeed, the study by Laufer & Rozovski-Roitblat suggests that there may be a direct connection between the degree of activeness and engagement of English-language learners and their ability to turn this engagement into usable vocabulary and, ultimately, linguistic fluidity. The research sets out to prove this by sustaining a pattern of unannounced testing over the duration of a 13-week course. Over this duration, the article reports, learners were given 60 target words. As noted above, the method of delivery would depend upon the subject's placement in either the T+F or the T+Fs group. The testing would be precipitated upon different "task x occurrence" combinations, differentiated by the frequency in usage of the target terms. As the research article reports, the target words would occur 2 -- 3, 4 -- 5, and 6 -- 7 times, depending on the stage of the course.

In its results, the article confirms the suspicion that the use of a consistent focus on forms and the employment of word-focused activities would both have a direct impact on the ability of learners to retain vocabulary as well as to achieve functional usage of said vocabulary. In the results section, Laufer & Rozovski Roitblat report that respondents in the T+Fs group began to demonstrate better long-term retention performance with the increase of word occurrence. Beginning at four occurrences, respondents in this group began to illustrate a pattern suggesting that word-related activities combined with increased word exposure will lead to better long-term vocabulary retention results than will simple dictionary definition strategies, even given this same combination of exposure frequency.

In addition to these findings, the research is found to further endorse the use of word-focused practice by employing a qualitative questionnaire intended to measure the reception of learners to the tasked methods driving the study. The questionnaire would reveal that those in the T+Fs group also reported a more positive learning experience as a result of the word-focused practice of reading, denoting the greater functionality and usage-pertinence of the vocabulary acquired by those in the experimental group. These are findings which ultimately carry a great deal of conceptual value for our broader research endeavor, implying an evolving understanding on how vocabulary acquisition strategies may be refined and optimized to yield the best possible learning outcomes in our students.

Min, H.T. (2008). EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading. Language Learning, 58(1), 73-115.

Language acquisition is a process which requires an evolving understanding of syntax, a growing ability to translate mnemonic devices into working knowledge and a continuing enhancement of one's vocabulary. It is this third dimension of the process that is of particular relevance to the study by Min (2008). Min's "EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading," published originally in Vol. 58, No. 1 of Language Learning, reports on the increasing interest on methods of linguistic contextualization as a way of constructing an improved vocabulary in non-native English learners. Using a population sample of children studying English in Taiwan schools, the article identifies reading activities as the most optimal way to help construct the type of vocabulary required to meet basic English expectations.

According to Min, even as interest in improving English aptitude grows in Taiwan, there is a pattern of relatively inadequate preparation for students entering EFL secondary high schools. Min sets the baseline of vocabulary adequacy at the capacity of students to comprehend the basic vocabulary size featured in most English textbooks used in the aforementioned high school setting. With roughly 3000-5000 'word families' represented, Mind indicates that most students are not given sufficient preparation in the area of vocabulary acquisition to facilitate successful use of such text materials. Here, Min identifies a problem area that is of continuing interest to our research. Particularly, Min is concerned with the failure of currently popular vocabulary acquisition strategies to help prepare students for the scope of the vocabulary that they will ultimately encounter in they are to successfully use acquired English skills.

Min's research is underscored by the theoretical construct called 'input-oriented language acquisition, which contends that the English learner will be more capable of making connections between meaning and form if processing occurs within a meaningful context. It is for this reason that the article by Min espouses the strategic use of reading and reading-based activities as a way of not simply gathering the needed scope of vocabulary but also retaining its intended meaning and associated contextualized usage patterns. Min points out that in many ways, this approach has been subject to challenge for failing to provide what is perceived as the necessary balance between contextualization and basic word-based activity. It is for this reason that Min sets forth with the current research, with intent to add evidence on behalf of the argument that vocabulary acquisition through contextual reading must be supplemented by 'enhanced reading,' which involves word-related activities.

The article concedes that "despite the general consensus among researchers that reading is one important source for the acquiring vocabulary, the effectiveness (whether learners can correctly infer the meaning of an unknown word during reading and retain it afterwards) and efficiency (how many exposures are required to ensure successful vocabulary acquisition and retention) of this approach has been seriously challenged, especially when it is compared with reading plus supplementary word-focused activities and applied in instructed foreign language context." (Min, p. 73)

In a study using… READ MORE

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