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E-raamat: Spanish Vocabulary Learning in Meaning-Oriented Instruction

Edited by (University of Oxford, UK), Edited by (Washington University)
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"Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI). Key features: A breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary; A combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary; Guidance on the difficulties teachers face when teaching vocabulary in the classroom; Clear explanations with plenty of examples and useful references; Tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content. Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition"--

Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).

Key features:

  • A breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary;

  • A combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary;

  • Guidance on the difficulties teachers face when teaching vocabulary in the classroom;

  • Clear explanations with plenty of examples and useful references;

  • Tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content.

Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition.



Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).

List of figures and tables
x
Notes on contributors xii
Meaning and vocabulary: two key elements in Spanish language teaching 1(6)
Joe Barcroft
Javier Munoz-Basols
1 Identifying target Spanish vocabulary: issues of regional variation
7(19)
Manuel Diaz-Campos
Laura M. Merino Hernandez
1 Introduction
7(2)
2 Vocabulary acquisition
9(3)
3 Pedagogical implications of lexical variation
12(3)
3.1 Frequency and context of use
12(1)
3.2 Learner needs
13(2)
3.3 Formality
15(1)
4 Communicative language teaching and task-based learning
15(2)
5 Sample lessons
17(2)
5.1 Lexical lessons
17(2)
5.2 Discursive-pragmatic lexical lesson
19(1)
6 Conclusions
19(1)
7 Bibliography
20(6)
2 Input, tasks, and processing specificity in Spanish vocabulary learning
26(18)
Joe Barcroft
1 Introduction
26(2)
2 Theory and research on lexical input processing
28(9)
2.1 What is the TOPRA model and what does it predict?
30(4)
2.2 What is the most effective type of input?
34(1)
2.3 What are the most effective types of tasks?
35(2)
3 The IBI approach
37(1)
3.1 IBI principles
37(1)
3.2 IBI checklist
37(1)
4 Integration within MOI
38(1)
4.1 Intentional vocabulary learning as focus on meaning
38(1)
4.2 Increased exposure to words while focusing on meaning
38(1)
5 Sample lesson
39(3)
5.1 Sample IBI lesson
39(2)
5.2 Completion of seven-item checklist for the sample lesson
41(1)
6 Conclusions
42(1)
7 Bibliography
42(2)
3 Incidental learning of L2 Spanish vocabulary
44(18)
Maria Pilar Agustin-Llach
1 Introduction
44(1)
2 Theory and research
45(5)
2.1 Input hypothesis
46(1)
2.2 Output hypothesis
47(1)
2.3 Interaction hypothesis
47(1)
2.4 The Involvement Load Hypothesis
48(1)
2.5 The TOPRA model
49(1)
2.6 Summary
50(1)
3 Methods and techniques: activities for incidental vocabulary acquisition
50(2)
3.1 Reading
50(1)
3.2 Writing
51(1)
3.3 Other activities
52(1)
4 Incidental vocabulary acquisition within Meaning-Oriented Instruction (MOI)
52(3)
4.1 Communicative language teaching
52(1)
4.2 Task-based instruction
53(1)
4.3 Content-based instruction
53(1)
4.4 Toward more effective MOI
54(1)
5 Sample activities for L2 Spanish
55(1)
6 Conclusions
56(1)
7 Bibliography
57(5)
4 Acquisition of idiomatic language in L2 Spanish
62(27)
Frank Boers
Javier Munoz-Basols
1 Introduction
63(2)
2 Theory and research
65(3)
3 Methods and techniques
68(4)
3.1 Justification for a focus on idioms
68(4)
4 Integration within Meaning-Oriented Instruction (MOI)
72(3)
4.1 The benefits of recognizing the literal underpinnings of idioms
72(1)
4.2 Why learners need assistance in establishing connections between idiomatic meanings and their literal underpinnings
73(2)
5 Sample activities
75(7)
5.1 Selecting, organizing, and systematizing the linguistic material
75(2)
5.2 Applying a constructivist approach
77(5)
6 Conclusions
82(1)
7 Bibliography
83(6)
5 Lexicographic perspectives and L2 Spanish vocabulary
89(23)
Antoni Nomdedeu Rull
1 Introduction
89(2)
2 Theory and research
91(9)
2.1 How has the SFL/SSL dictionary been used in general?
91(1)
2.2 How can the dictionary be better used in a Spanish class?
92(2)
2.3 What is the meaning of the Spanish learners' dictionary?
94(1)
2.4 What are the characteristics of Spanish learners' dictionaries?
94(4)
2.5 How do Spanish learners gain access to the dictionary?
98(1)
2.6 Are existing Spanish dictionaries designed for learners adequate?
98(1)
2.7 What possible solutions are there to reverse the lack of adequate online dictionaries?
99(1)
3 Methods and techniques
100(1)
4 Integration within MOI
101(2)
4.1 Should dictionaries be used within MOI?
102(1)
4.2 How can dictionaries be used effectively within MOI?
103(1)
5 Sample activities
103(3)
5.1 Activities to familiarize the students with the text
104(1)
5.2 Activities involving dictionaries
105(1)
6 Conclusions
106(1)
7 Bibliography
107(5)
6 Quality of lexicosemantic representations in L2 Spanish
112(18)
Gretchen Sunderman
Jamile Forcelini
1 Introduction
113(1)
2 Theory and research
113(6)
2.1 Cognates and cognate facilitation: Definitions and empirical evidence
113(2)
2.2 Psycholinguistic perspective
115(2)
2.3 Second language processing perspective
117(2)
3 Methods and techniques
119(2)
4 Integration within MOI
121(1)
5 Sample activity
121(4)
6 Conclusions
125(1)
7 Bibliography
126(4)
7 Testing L2 Spanish vocabulary knowledge
130(20)
Ignacio Rodriguez Sanchez
1 Introduction
130(1)
2 Theory and research
130(5)
2.1 Dimensions of vocabulary knowledge
131(1)
2.2 Some measures of vocabulary knowledge
132(3)
3 Methods and techniques
135(8)
3.1 Proficiency guidelines used in vocabulary testing
136(2)
3.2 Classroom-based assessment
138(5)
3.3 Eight recommendations
143(1)
4 Integration within MOI
143(2)
4.1 The inextricability of vocabulary and grammar
143(1)
4.2 Comparing proficiency with learner corpora
144(1)
5 Sample activity
145(2)
6 Conclusions
147(1)
7 Bibliography
147(3)
8 New vocabulary levels tests for L2 Spanish
150(1)
Paul Chandler
1 Introduction
150(1)
2 Theory and research
151(7)
3 Methods and techniques
158(7)
4 Integration within MOI
165(1)
5 Conclusions
166(1)
6 Bibliography
167(2)
Index 169
Joe Barcroft is Professor of Spanish and Second Language Acquisition and Affiliate Professor of Psychological & Brain Sciences at Washington University in St. Louis (USA).

Javier Muñoz-Basols is Senior Lecturer in Spanish at the University of Oxford (UK) and President of the Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE).
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