In:
Applied Linguistics Review, Walter de Gruyter GmbH, Vol. 10, No. 4 ( 2019-11-26), p. 603-624
Abstract:
The present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group.
Type of Medium:
Online Resource
ISSN:
1868-6311
,
1868-6303
DOI:
10.1515/applirev-2017-0084
Language:
English
Publisher:
Walter de Gruyter GmbH
Publication Date:
2019
detail.hit.zdb_id:
2575065-3
SSG:
7,11
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