Research on ESL vocabulary acquisition

ESL Vocab Acquisition

Deriving a Pedagogical Strategy for Vocabulary Acquisition Instruction

Among ESL Students

Learning a new language is among the most confounding of challenges to those entering into new countries of school systems. In addition to the conceptual and practical challenges that impact this process, there are considerable cultural and structural obstacles that the learner must face. This is why the discussion on English Second Language (ESL) instruction is so highly beset with philosophical and pedagogical disagreement. As the research hereafter will consider, the task of providing English language instruction to a classroom of learners should be informed by strategies proven effective by cogent research. But as a focus in instruction widens from an emphasis on generative linguistics to an inclusion of vocabulary acquisition strategies, the job of devising an instructional strategy has been confounded by an absolute glut of ideological consideration. Within said consideration is an endless array of comparative research examinations aimed at endorsing vocabulary acquisition strategies and at demonstrating the presence of some best practice standards there within. The present research is aimed at parsing through some available research in order to construct a strategy for designing a classroom curriculum.

Statement of Problem:

As noted here above, the overarching problem in our research is the over-abundance of opinions and positions relating to the use of vocabulary acquisition strategies. This largely owed to the relatively new discussion on its value and the increasing acceptance of this idea. The result is the need identified here and illustrated by the research to produce a more navigable framework for designing an ESL curriculum based on available research.

Literature Review:

The literature review presented hereafter offers a preliminary examination of the research subject and a preview of the methodology in its more expanded form.

Aykin, N. (2009). Internationalization, Design and Global Development: Third International Conference. Springer.

The text by Aykin is a collection of articles designed to offer a comprehensive look at the human experiences created by the irresistible forward thrust of global free trade. Phenomena in commercial engagement, technological accessibility and political orientation have created an increasingly interdependent global community. The essay of particular interest to the present research in this text is that by Devshikha Bose and Dotty Sammons, which examines one aspect of English language development within this context. The essay in question is of use to the research here for a number of reasons, not the least of which is its emphasis on computer-mediated strategies for assistance in vocabulary acquisition. This denotes a distinctly modern approach to helping ESL students develop broader and more fluid vocabularies in which "language learners can develop second language literacy skills and intercultural understanding by reading authentic texts on the internet and in multimedia computer-assisted language learning environments. Students have been found to make significant learning gains when they were able to use technology support scaffolds that were congruent to their preferred learning strategies than they did in non-technology supported learning conditions." (Aykin, p. 148) This is a valuable strategy endorsement that can be used to further a research endeavor focused on the prospects for computer-mediated instruction. In addition, the context in which the article is presented also offers a subtext denoting the relationship between technology, globalization and such cultural experiences as language acquisition.

Brown, T.S. & Perry, F.L. (1991). A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition. TESOL Quarterly, 25(4).

The article by Brown & Perry (1991) is the earliest of included studies here and serves as something of a precursor to many of the comparative studies that would emerge thereafter. The research approach is something of a template for others included in this study which are collectively aimed at measuring emergent vocabulary acquisition strategies. Here, the strategies in question are denoted as 'depths of processing' and are divided into three categories of testing: keyword, semantic, and keyword-semantic. The research would ultimately find that different levels of language proficiency called for different strategies. Divided into two groups, respondents in the lower proficiency group responded best to keyword methods whereas those in the higher proficiency group responded best to keyword-Semantic methods of instruction. Among the applications of value to the present research is illustration of the necessity to account for different proficiency levels when constructing a research design.

Cervatiuc, a. (2008). ESL Vocabulary Acquisition: Target and Approach. The Internet TESL Journal, 14(1).

The article by Ceravutic (2008) is distinct among those considered because it evaluates native vs. non-native English speakers. Its subject of focus is whether or not the latter can acquire a receptive knowledge of vocabulary on par with that of the former. One of the most valuable aspects of this article is that it actually attempts to provide instructors with a practicable strategy for implementing an instruction approach. The article offers that assessment that "teachers of English as a second language and curriculum developers may want to consider creating teaching materials and designing units in accordance with word frequency lists and concordances in order to approach vocabulary instruction in a principled and systematic way that is informed by research findings." (p. 1)

Coady, J. & Huckin, T.N. (1997). Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge University Press.

The text compiled by Coady and Huckin (1997) offers an array of essays by various authors which examine different issues facing second language learners. Many of these essays are focused on language comprehension through various vocabulary development learning frameworks and contributed to the evolving discussion on this aspect of ESL instruction. For instance, one illuminating essay, by Roann Altman, discusses the concept of vocabulary instruction using oral production based activities. Chapter 5 of the text, the essay uses a case study in the instruction of Hebrew using journal-driven data-collection in order to examine the characteristics identified the distinct stages of assimilating the language orally. Here, the essay observed that "the learner awareness expressed in these journal entries enabled the identification of approximately three stages in the acquisition of Hebrew verbs. The stages are, of course, somewhat overlapping since not all form in any one category can be learned at the same time. The tend, however, was as follows: That which was produced at one stage had been noticed at an earlier stage. That which was produced easily was once noted as problematic." (Coady & Huckin, p. 88) Such findings provide support for assertions in the research endorsing the effectiveness of vocabulary acquisition strategies for education. Further, a bevy of such assertions can be found through the myriad essays in this text, all of them contributing different strands and perspectives to a highly nuanced discussion.

Collins, M.F. (2005). ESL preschoolers' English vocabulary acquisition from storybook reading. Reading Research Quarterly, 40(4), 406-408.

The article by Collins (2005) focuses on the experience of young ESL learners and therefore offers a study centered on the impact of storybook reading to preschoolers on their vocabulary acquisition. Building on the understanding that monolingual learners experience significantly better vocabulary acquisition outcomes when read to by their parents as preschoolers, the Collins study observes that "the treatment (i.e., explana- tion of new vocabulary) effected significant gains in ESL preschoolers' new vocabulary acquisition from storybook reading. Rich explanation, initial English receptive level, initial English expressive level, and the frequency of reading at home made significant, independent contributions to target vocabulary acquisition. L1 receptive level (i.e., Portuguese) did not influence significantly the acquisition of target vocabulary." (p. 407) This denotes that the use of storybook reading was, more than any other variables measured, the greatest effecter of successful vocabulary acquisition.

Kim, Y.J. (2008). The Role of Task-Induced Involvement and Learning Proficiency in L2 Vocabulary Acquisition. Applied Linguistics, 58(2), 285-325.

Kim (2008) provides a two part study on adult vocabulary acquisition as it is effected by different learning tasks. The purpose of the study is to build on a study by Hulstijn & Laufer (2001) asserted that that "a motivational-cognitive construct of task-induced involvement to account for variation in effectiveness." (Kim, p. 285) the article contributes the idea to the present research that instructional methods may have variant results and that these variances are less a consequence of distinctions between learning styles, aptitudes or cognitive abilities and that variances are instead connected to different instructional strategies. For instance, the study found that learning tasks which incorporated a high level of learner involvement had a propensity to lead to better initial learning and better rates of retention. Such studies serve to guide instruction by suggesting teaching strategies with proved effectiveness among adult ESL learners.

Laufer, B. (2009). Second Language Vocabulary Acquisition From Language Input and From Form-Focused Activities. Language Teaching, 42(3). 341-354.

The study by Laufer (2009) underscores one focal point of the present research, differentiating between the instructional philosophies emphasizing 'generative linguistics' and 'L2 vocabulary learning.' These key terms denote the more traditional former approach focusing on the construction of rules and context driven technical development of language use and a latter approach designed to build vocabulary. This approach, Lauer's study indicates, gained some ground in the 1980s and consequently provoked what the article identifies as a bevy of research on the vocabulary approach to ESL instruction. This article is of value to the present research for its identification of some critical research promoting the integration of vocabulary acquisition strategies into more traditional modes of language development instruction.

Laufer, B. & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411

This article by Laufer & Rozovski-Roitblat (2011) adds to the recurrent discussion -- often featuring contributions from Laufer -- regarding task differentiation and its impact on learning patterns among ESL students. The article here considers that a combination of learning task orientation and the degree of occurrence of a targeted term can be assessed in evaluating the effectiveness of certain teaching strategies in producing longterm retention. According to the study, in the methodology and data-gathering processes, "learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were subsequently tested on them by two unannounced tests: passive recall and passive recognition." (Laufer & Rozovski-Roitblat, p. 391) This approach, distinctly focused on matters of vocabulary acquisition as opposed to applied linguistic usage, would reveal a higher level of passive recall and passive recognition as word occurrence exceeded four times in the test-text. This finding suggests to the present research that distinctions between linguistic and vocabulary based instructional strategies allow for the benefit of strategies such as repetition.

Li, X. & Brand, M. (2009).. Effectiveness of Music on Vocabulary Acquisition, Language Usage, and Meaning for Mainland Chinese ESL Learners. Contributions to Music Education, 36(1), 73-84.

Among the more compelling studies referenced in our research is that by Li & Brand (2009) which suggests that the use of music may have the effect of improving both acquisition and retention of target language vocabulary. Li & Brand conduct their study using Chinese students studying English and they proceed from already established ideas about the value of music in producing positive learning outcomes. In their research, this value would prove to extend into the area of ESL vocabulary acquisition. The researchers report that "varying the degree of use of songs produced differential English language achievement. Specifically, the subjects who were exposed to the most music obtained higher achievement and attitude posttest scores immediately following treatment, as well as on the delayed post-test three weeks following treatment." (p. 73) as this concerns the broader research here, music-based instruction represents one of the more unique options in an already expansive range of instructional possibilities.

Min, H.T. (2008). EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading. Language Learning, 58(1), 73-115.

The study by Min (2008) compares two approaches to instructing in the acquisition of vocabulary in a target language. One approach uses reading activities and vocabulary enhancement activities in coordination while the other approach uses narrow and repeated reading strategies. A major distinction between this and other studies included in the present research is its focus on somewhat more advanced students. Indeed, the employment of instructional strategies based on reading activities suggests the existence of foundational linguistic capabilities in all respondents. According to the study, the reading activities and vocabulary enhancement activities in tandem produced better acquisition outcomes than did narrow themed reading activities. 3

Qian, D.D. (1996). ESL Vocabulary Acquisition: Contextualization and Decontextualization. Canadian Modern Language Review, 53(1), 120-142.

The article by Qian contributes a dissenting opinion to one of the traditionally held assumptions of language instruction. Underscoring one of the major distinctions of vocabulary instruction from traditional linguistic building approaches, Qian evaluates the necessity of context in instruction. Contrary to much existing research on the subject, Qian indicates that there may be an argument in favor of instructional strategies that do not rely on contextualization. This may be consistent with research suggesting the use of repetition and task involvement, mentioned in other sources included here, as means to achieving long-term retention of newly acquired English terms.

Pelletreau, T.R. (2006). Computer-Assisted Vocabulary Acquisition in the ESL Classroom. University of Pittsburgh.

Alongside the growing acceptance of vocabulary acquisition as a strategy for learning the English language in a formal setting has been a growing interest in mediating this learning strategy effectively. The article by Pelletreau (2006), like the article noted in the Aykin text, considers the virtues of vocabulary acquisition as a computer-mediated experience. Accordingly, Pelletreau reports that "traditionally, research on explicit and incidental vocabulary has been conducted without computer technology, at least for studies involving English. This thesis examines the opportunities that intermediate ESL learners had to acquire vocabulary while reading pre-selected texts every week using a computer program known as REAP as part of their coursework in the English Language Institute." (p. 1) the 'explicit' and 'incidental' terms noted above are, respectively, those which are identified as targeted vocabulary terms and those which appear in the reading and provoke definitional inquiry. As the methodology delineated above indicates, in addition to the use of computer-mediated instruction, the strategy here also employs contextualized reading, which aligns with the endorsement of other resources consulted in this review.

Synthesis and Critical Appraisal:

Reflecting on the literature review constructed here above, there is clear value in the fact that so much speculation, scrutiny and difference of opinion have colored the discussion. This variation is evidence alone that there is must interest in moving forward the pedagogical integration of vocabulary acquisition strategies with traditional generative linguistic studies. The sheer level of interest denoted there within is also an indication that vocabulary acquisition as a strategy has gained mainstream acceptance. However, it is difficult if not impossible to depart from the literature review above with any certainty about how best to employ a strategy of instruction in one's own classroom. This is because there is no sense that scholars examining this area of instruction have reached a consensus at this juncture. In fact, we find that there are myriad points of divergence represented here above. For instance, Qian endorses decontextualization of vocabulary words whereas Min indicates that the use of reading tasks is like to have a beneficial impact. These conclusions seem in some ways to be in direct contradiction of one another. Likewise, we find that repetition of word occurrence in reading material, according to Laufer & Rozovski-Roitblat, will likely lead to longterm retention and we find that, according to Kim, task involvement is the most valuable way to produce longterm retention. These findings, while not in contradiction to one another, make it particularly challenging for an instructor to select a pedagogical platform. This shortcoming in the literature review is a reiteration of the initial research problem and provides a rational segue into the proposed methodology hereafter.

Methodology:

The literature review provided here above offers a preliminary basis for a proposed methodology calling for a more expansive and simultaneously more focused research process. Because the literature review here produces something of an inconclusive set of findings, it is necessary to construct a research process in which literature is gathered, reviewed and indexed in order to achieve some degree of consensus on a number of the issues discussed here above. Most importantly, a wide array of pedagogical strategies are considered in the literature review here, and typically in comparison to one another. It is here proposed that an index and scoring system be designed as a way of quantifying the number of dissenting and advocating positions in available research for a wide host of pedagogical strategies. The deliverables in such a research endeavor would be a thick verbal synethesis of qualitative findings in a broad sampling of research -- the sample size of which is yet to be determined -- and a quantified index of the consensus or lack of consensus on different vocabulary acquisition strategies. It is hoped that the results of such research would provide a more direct and accessible reference to ESL educators attempting to design or refine instructional strategies.