Abstract:
The nature of encounters with vocabulary and long-term vocabulary acquisition
This study investigates the contribution of learner beliefs, frequency and quality of vocabulary encounters to long-term vocabulary acquisition by tracking four adult learners of English through an intensive fourteen-week course in an EAP classroom. Case study data was comprised of both qualitative and quantitative methods including classroom observations, interviews, written documents from within and beyond class, course assessment, and pretest and posttest vocabulary scores from oral interviews. Three dimensions of vocabulary were measured: knowledge of word meaning, knowledge of word associates and ability to use target items in context.
Analysis revealed three main findings. First, a learner’s perception of the teaching context and teacher's style can enhance or inhibit learning. Second, vocabulary acquisition appeared to be a combined function of five factors: frequency, degree of cognitive processing direct vocabulary study, perceived learner need, and learning burden. Third different types of vocabulary encounters and different amounts of exposure to vocabulary enhanced different dimensions of vocabulary knowledge and use. At the initial stages of recognizing new word forms frequency appears to be the primary factor, without the need for more demanding cognitive processing. However, at the stage of integrating aspects of word meaning into the lexicon, deep-level cognitive processing enhances learning. Finally, the thesis discusses theoretical and pedagogical implications of the findings for the teaching and learning of vocabulary in an EAP context.
