Using vocabulary notebooks for vocabulary acquisition and teaching
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Deborah Dubiner [1]
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[1] Oranim Academic College of Education
Oranim Academic College of Education
Israel
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 71, Nº 4, 2017, págs. 456-466
- Idioma: inglés
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Resumen
Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers’ own development: (1) linguistic (expansion of their own vocabulary) and (2) pedagogical (internalization of the approach and their readiness/willingness to use vocabulary notebooks in class; empathy towards their own students; and comprehension of the learning processes in light of their own successes and failures in vocabulary acquisition). Participants were 13 third-year students in an English teaching programme at a teachers’ college in Israel. A mixed methodology was implemented. Results indicate positive outcomes in target vocabulary acquisition and retention. Results are discussed from theoretical and pedagogical perspectives.
