Cover not available
Article published In:
Australian Review of Applied Linguistics
Vol. 46:3 (2023) ► pp.373–394

Putting it into context

How exposure to rich and meaningful contexts can activate productive oral vocabulary

| University of Wollongong
| University of Wollongong
| University of Wollongong

Developing L2 learners’ productive mastery of vocabulary is a challenging task. Recent research has called for greater attention to understanding how receptive vocabulary may be transformed for productive use (Schmitt, 2019). Using a design-based research methodology, this study investigated adult ESL learners’ productive oral vocabulary development through engaging them in a series of classroom workshops where they were exposed to nine target words in five different contexts. Findings suggest that such exposure to words combined with phonological form-focused elaboration facilitates the development of metalinguistic awareness, specifically the associations between grammatical patterns and word meaning, leading to subsequent productive use of target words. The paper contributes to the understanding that vocabulary training combining a focus on meaning with a focus on phonological and grammatical form may enhance form-meaning mapping, leading to productive oral vocabulary development.

Keywords: productive vocabulary, metalinguistic awareness, pronunciation, contextual word learning, second language acquisition
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Productive oral vocabulary
    • 2.2Facilitating productive oral vocabulary learning in classroom environments
  • 3.The present study
  • 4.Methodology
    • 4.1Site and participants
    • 4.2Data and analysis
    • 4.3The vocabulary workshop
  • 5.Findings and discussion
    • 5.1Vignette 1: Boris and target word shocked
    • 5.2Vignette 2: Sofia and target phrase at each other’s throats
    • 5.3Learning trajectories of other students
  • 6.Conclusion
  • Note
  • References
Published online: 14 October 2022
DOI logo
https://doi.org/10.1075/aral.21058.mis
References
Afshar, H. S.
(2021) Task-related focus-on-forms foreign language vocabulary development: Focus on spoken form and word parts. System, 96 1, 102406. DOI logoGoogle Scholar
Altman, R.
(1997) Oral production of vocabulary: A case study. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 69–97). Cambridge University Press.Google Scholar
Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A.
(2008) Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45 1, 122–159. DOI logoGoogle Scholar
Burri, M., Baker, A. A., & Acton, W.
(2016) Anchoring academic vocabulary with a “hard-hitting” haptic pronunciation teaching technique. In T. Jones & J. B. Gilbert (Eds.), Pronunciation in the classroom: The overlooked essential. TESOL Press.Google Scholar
Chen, H., & Myhill, D.
(2016) Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35 1, 100–108. DOI logoGoogle Scholar
De la Fuente, M. J.
(2002) Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in second language acquisition, 24 (1), 81–112. DOI logoGoogle Scholar
Elgort, I., Candry, S., Boutorwick, T. J., Eyckmans, J., & Brysbaert, M.
(2018) Contextual word learning with form-focused and meaning-focused elaboration. Applied Linguistics, 39 (5), 646–667. DOI logoGoogle Scholar
Fitzpatrick, T., & Clenton, J.
(2017) Making sense of learner performance on tests of productive vocabulary knowledge. TESOL Quarterly, 51 (4), 844–867. DOI logoGoogle Scholar
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20 (3), 321–340. DOI logoGoogle Scholar
Gass, S. M., & Varonis, E. M.
(1994) Input, interaction, and second language production. Studies in Second Language Acquisition, 16 (3), 283–302. DOI logoGoogle Scholar
Harrington, M., & Jiang, W.
(2013) Focus on the forms: Form recognition practice in Chinese vocabulary learning. Australian Review of Applied Linguistics, 36 (2), 132–145. DOI logoGoogle Scholar
Jenkins, J. R., Stein, M. L., & Wysocki, K.
(1984) Learning vocabulary through reading. American Education Journal, 21 (4), 767–787. DOI logoGoogle Scholar
Joe, A.
(1995) Text-based tasks and incidental vocabulary learning. Second Language Research, 11 (2), 149–158. DOI logoGoogle Scholar
Kervin, L., Vialle, W., Herrington, J., & Okely, T.
(2006) Research for educators. Thomson/Social Science Press.Google Scholar
Kormos, J.
(2006) Speech production and second language acquisition. Lawrence Erlbaum.Google Scholar
(1999) Monitoring and self-repair in L2. Language learning, 49 (2), 303–342. DOI logoGoogle Scholar
Laufer, B.
(1998) The development of passive and active vocabulary in second language: Same or different? Applied Linguistics, 19 (2), 255–271. DOI logoGoogle Scholar
Laufer, B., & Girsai, N.
(2008) Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29 (4), 694–716. DOI logoGoogle Scholar
Laufer, B., & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22 (1), 1–26. DOI logoGoogle Scholar
Levelt, W. J.
(1989) Speaking: From intention to articulation. MIT press.Google Scholar
Maad, M. R. B.
(2016) The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics, 39 (1), 47–71. DOI logoGoogle Scholar
Milton, J., & Alexiou, T.
(2009) Vocabulary size and the common European framework of reference for languages. In Vocabulary studies in first and second language acquisition (pp. 194–211). Palgrave Macmillan. DOI logoGoogle Scholar
Milton, J., & Hopkins, N.
(2006) Comparing phonological and orthographic vocabulary size: Do vocabulary tests underestimate the knowledge of some learners? Canadian Modern Language Review, 63 (1), 127–147.Google Scholar
Mister, B.
(2019) Activating productive oral vocabulary by focusing on speech rhythm [Conferernce presentation]. The 11th Pronunciation in Second Language Learning and Teaching Conference, University of Northern Arizona, Flagstaff, USA.
Mister, B., Baker, A. A., & Chen, H.
(2021) Punching through the barrier: Using gesture to activate productive oral vocabulary. Journal of Second Language Pronunciation, 7 (2), 265–290. DOI logoGoogle Scholar
Mister, B., & Burri, M. S.
(2019) “I feel my body moving and I hear the word”: Using gesture-like movement to enhance productive word recall. Think Tank: Bulletin of the JALT Mind, Brain, and Education SIG, 5 (11), 6–12.Google Scholar
Nation, I. S. P.
(2013) Learning vocabulary in another language (2nd ed.). Cambridge University Press. DOI logoGoogle Scholar
(2020) The different aspects of vocabulary knowledge. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 66–80). Routledge.Google Scholar
Nation, I. S. P., & Meara, P.
(2010) Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 34–52). Hodder and Stoughton.Google Scholar
Schmitt, N.
(2019) Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52 (2), 261–274. DOI logoGoogle Scholar
Shin, G. H., & Jung, B. K.
(2021) Input–output relation in second language acquisition: Textbook and learner writing for adult English-speaking beginners of Korean. Australian Review of Applied Linguistics. Advance online publication. DOI logoGoogle Scholar
Shintani, N.
(2011) A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15 (2), 137–158. DOI logoGoogle Scholar
(2013) The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners. TESOL Quarterly, 47 (1), 36–62. DOI logoGoogle Scholar
Sicola, L., & Darcy, I.
(2015) Integrating pronunciation into the language classroom. In M. Reed & J. M. Levis (Eds.), The handbook of English pronunciation (pp. 471–487). Wiley Blackwell. DOI logoGoogle Scholar
Swain, M., & Lapkin, S.
(1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied linguistics, 16 (3), 371–391. DOI logoGoogle Scholar
Uchihara, T., & Harada, T.
(2018) Roles of vocabulary knowledge for success in English-medium instruction: Self-perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52 (3), 564–587. DOI logoGoogle Scholar
Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N.
(Eds.) (2006) Educational design research. Routledge. DOI logoGoogle Scholar
van Zeeland, H.
(2013) L2 vocabulary knowledge in and out of context: Is it the same for reading and listening? Australian Review of Applied Linguistics, 36 (1), 52–70. DOI logoGoogle Scholar
Vygotsky, L. S.
(1986) Thought and language. MIT Press.Google Scholar
Webb, S.
(2008) The effects of context on incidental vocabulary learning. Reading in a foreign language, 20 (2), 232–245.Google Scholar
Yanagisawa, A., & Webb, S.
(2021) To what extent does the involvement load hypothesis predict incidental l2 vocabulary learning? A meta-analysis. Language Learning, 71 (2), 487–536. DOI logoGoogle Scholar