Article published in:Innovative Research and Practices in Second Language Acquisition and Bilingualism
Edited by John W. Schwieter
[Language Learning & Language Teaching 38] 2013
► pp. 107–138
Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom
This chapter reviews theoretical and research foundations of input-based incremental (IBI) vocabulary instruction (Barcroft 2004a, 2005, 2012) and exhibits how the IBI approach can be used to promote effective second language (L2) vocabulary instruction. It first considers key concepts (such as processing resource allocation) and pivotal research findings (such as the effects of sentence writing [Barcroft 2004a; Wong & Pyun 2012] and copying target words [Barcroft 2006] on L2 word learning), that underlie the approach. It then discusses ten principles of IBI vocabulary instruction (e.g., Use meaning-bearing comprehensible input when presenting new words) and provides a checklist for designing IBI vocabulary lessons. Finally, a sample IBI vocabulary lesson is presented along with an explanation of how the lesson incorporates various IBI principles.
Published online: 22 August 2013
Cited by 1 other publications
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