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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Direct teaching of vocabulary after listening: is it worth the effort and what method is best? Hennebry, M; Rogers, V; Macaro, E; Murphy, V. - : Routledge, 2017 Abstract: This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only condition. Gains were found in favour of the L1 equivalent condition over the L2 definition condition for higher and lower proficiency students. Pedagogical implications for this type of lexical focus in the context of a meaning-focused activity are discussed. Keyword: Applied Linguistics and Educational Linguistics; Communication and Culture; Language; Linguistics URL: http://ecite.utas.edu.au/140217 https://doi.org/10.1080/09571736.2013.849751 BASE Hide details 2 Direct teaching of vocabulary after listening: is it worth the effort and what method is best? Hennebry, M; Rogers, V; Macaro, E... In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013) BASE Show details 3 The effects of L1 use on vocabulary acquisition Hennebry, M; Rogers, V; Macaro, E. - : Scitsiugnil Press, 2012 BASE Show details

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