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Academic Paper


Title: Using Post-Task Written Vocabulary Exercises in Task-Based Instruction
Paper URL: http://dx.doi.org/10.5746/LEiA/11/V2/I1/A02/Lee
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: Task-based instruction, which emphasizes authentic communication and holistic language learning opportunities, has been a prominent topic in Asia for both researchers and teachers. Still, relatively few studies have addressed vocabulary acquisition from a task-based perspective, notwithstanding second language learners' need to acquire thousands of words to deal with various language uses. In this paper, the teaching procedure and empirical data will be presented to showcase how 27 Hong Kong learners benefited from a combination of an authentic task and written vocabulary exercises, in terms of receptive and productive retention of the target words. Results indicated that such a combination yielded better immediate and delayed retention than a purely communicative approach, but form recall remained the most difficult type of word knowledge irrespective of the treatments. This highlights the value of traditional elements such as written exercises in task-based instruction.
Type: Individual Paper
Status: Completed
Publication Info: Language Education in Asia, Volume 2, Issue 1, 2011
URL: http://dx.doi.org/10.5746/LEiA/11/V2/I1/A02/Lee


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