Article published in:
Languages in Business Education: Introduction
Edited by Lieven Buysse, Karoline Claes and Erwin Snauwaert
[ITL - International Journal of Applied Linguistics 161] 2011
► pp. 31–45

Effective Language Learning in LSP Contexts

What Most Courses Should Do But Fail To Do

| Katholieke Universiteit Leuven & Lessius Hogeschool
As today’s students need to be motivated by “triggers and rewards” to acquire new contents, and 80% of the structures learnt are lost in less than 24 hours, learners need to encounter newly taught structures several times in a relatively short time span, in various ways and al ways in significant and different contexts (Gijselaers, 2007; Cervero & Pichardo Castro, 2000; Schmitt, 2000). In other words, learning materials should “trigger” language learning by repeating the new structures several times in different contexts in a short time span.However, many course books do not apply these principles (Maciel, 1997; Veraghtert, 2004), and neither do the course materials we analysed in the context of the present study (Buyse, 2008).In this paper, we will clarify these principles and their possible effect on vocabulary and grammar acquisition by presenting their implementation in a number of LSP courses and their correlation with student performances.
Published online: 01 January 2011
https://doi.org/10.1075/itl.161.03buy
Cited by

Cited by 1 other publications

Fernández, Paula Lorente, Ana Bengoetxea Arrese, Buyse Kris & Mercedes Pizarro Carmona
2012. Donde fueres haz lo que vieres. aportaciones de la neurociencia al desarrollo de la competencia pragmÁtica. un nuevo horizonte en la enseñanza del ele. ITL - International Journal of Applied Linguistics 164 ► pp. 22 ff. Crossref logo

This list is based on CrossRef data as of 14 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

References

References

Aitchinson, J.
(1987) Words in the minds. Oxford/New York: Basil Blackwell.Google Scholar
Bogaards, P., & Laufer, B.
(Eds.) (2004) Vocabulary in second language. Selection, acquisition and testing. Amsterdam/Philadelphia: John Benjamins. CrossrefGoogle Scholar
Bowker, L., & Pearson, J.
(2002) Working with specialized language. A practical guide to using corpora. London/New York: Routledge. CrossrefGoogle Scholar
Buyse, K.
(2008) Analysis of the course materials of economic Spanish of four institutions and of the interviews with their teachers (unpublished raw data). Leuven: K.U. Leuven.Google Scholar
Cabré, M.T., & Gómez de Enterría, J.
(2006) La enseñanza de los lenguajes de especialidad. La simulación global. Madrid: Gredos.Google Scholar
Cervero, M.J., & Pichardo Castro, F.
(2000) Aprender a enseñar vocabulario. Madrid: Edelsa/Tandem.Google Scholar
De Ridder, I.
(2002) Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning & Technology, 6, 123–146.Google Scholar
Dreyfus, T., & Tsamir, P.
(2004) Ben’s consolidation of knowledge structures about infinite sets. Journal of Mathematical Behavior, 23, 271–300. CrossrefGoogle Scholar
Gijselaers, W.
(2007) Talking about my generation. Keynote at EARLI 07: European Practice-based and Practitioner Research conference on Learning and Instruction for the new generation. Maastricht, 14-16 November 2007.Google Scholar
Hulstijn, J.
(2001) Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 258–286). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Kielhöfer, B.
(1994) Wörter lernen, behalten und erinnern. Neusprachliche Mitteilungen, 4, 211–220.Google Scholar
Lewis, M.
(2000) Teaching collocation. Hove: Language Teaching Publications.Google Scholar
(1993) The lexical approach. Hove: Language Teaching Publications.Google Scholar
Liu, I., & Sercu, L.
(2010) Supporting word retrieval from memory. The RBC-model and productive vocabulary learning. Leuven: preprint nr. 278, Faculty of Arts, K.U. Leuven.Google Scholar
Maciel, C.A.
(1997) Etude du vocabulaire de quatre manuels d’espagnol. Paris/Genève: Honoré Champion Editeur/Editions Slatkine.Google Scholar
Nielsen, S., & Mourier, L.
(2007) Design of a function-based internet accounting dictionary. In H. Gottlieb & J. E. Mogensen (Eds.), Dictionary visions, research and practice. Selected papers from the 12th International Symposium on Lexicography, Copenhagen 2004 (pp. 119–139). Amsterdam/Philadelphia: John Benjamins. CrossrefGoogle Scholar
Peters, E.
(2006) Learning second language vocabulary through reading. Three empirical studies into the effect of enhancement techniques (unpublished doctoral dissertation). Leuven: K.U. Leuven.Google Scholar
Sakar, A., & Ercetin, G.
(2005) Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21, 28–38. CrossrefGoogle Scholar
Salem, E.B., & Aust, G.
(2007) The influence of feature-rich computerized glosses on reading comprehension and vocabulary acquisition. In Proceedings of the 6th Conference on IASTED International Conference Web-Based Education, 2, 663–668.Google Scholar
Schmitt, N., & McCarthy, M.
(Eds.) (1997) Vocabulary, description, acquisition and pedagogy. Cambridge: Cambridge Language Teaching Library.Google Scholar
Schmitt, N.
(2000) Vocabulary in language teaching. Cambridge: Cambridge University Press.Google Scholar
Veraghtert, N.
(2004) ¿Quéléxicoproponer a losprincipiantes? ¿Y segúnqué ritmo? Análisiscrítico de manuales de ELE (unpublished master’s dissertation). Leuven: K.U. Leuven.Google Scholar
Vermunt, J.
(1996) Metacognitive, cognitive and affective aspects of learning styles and strategies. Higher Education, 31, 25–50. CrossrefGoogle Scholar
Wesche, M., & Paribakht, R. S.
(2000) Reading-based exercises in second language vocabulary learning: an introspective study. The Modern Language Journal, 84, 196–213. CrossrefGoogle Scholar
Yeh, Y., & Wang, C.W.
(2003) Effectiveness of vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21, 131–144.Google Scholar
Yoshii, M., & Flaitz, J.
(2002) Second language incidental vocabulary retention: the effect of picture and annotation types. CALICO Journal, 20, 33–58.Google Scholar