Research Article
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Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks

Year 2019, Volume: 2 Issue: 2, 114 - 131, 23.12.2019
https://doi.org/10.35207/later.647156

Abstract

This study examines the common pedagogical approaches
of L2 Spanish textbooks that are currently used at the college-level in the
United States, and investigates whether they embrace the notion of input as a
key concept in aiding L2 learners in learning new vocabulary words through
activities that guide them from input/comprehension to output/production in a
meaningful way.  The analysis revealed
that the textbooks surveyed in this study overall exhibited the common
organization and presentation of the new vocabulary words. Despite these
apparent similarities of organization in presenting new vocabulary, the surveyed
textbooks differed in the manner in which the input-based instruction and the
output-based instruction were employed. More specifically, the activities found
in the surveyed textbooks exhibited varying degrees of manipulation involved in
both input and output-based tasks, and they also differed in the number of
input-based and output-based activities as well as in the logical progression
between the two types of activities. The findings of this study suggest that
the surveyed textbooks showed a predominant tendency towards the output-based
instruction of vocabulary, putting an emphasis on the production of new L2
vocabulary. This study provides further evidence that the input-based
instruction, despite its effectiveness of teaching and learning L2 as
demonstrated in many previous studies, is not systematically incorporated into
most L2 textbooks, thus implying a gap between theory and practice. 

References

  • Alsaif, A., & Milton. J. (2012). Vocabulary input from school textbooks as potential contributor to the small vocabulary uptake gained by English as a foreign language learners in Saudi Arabia. Language Learning Journal, 40, 21-33.
  • Azizi, A. (2016). Effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL Learners’ vocabulary learning. Journal of Language Teaching and Research, 7(4), 773-779. DOI: http://dx.doi.org/10.17507/jltr.0704.19
  • Benati, A. (2001). A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5, 95-127.
  • Benati, A. (2016). Input manipulation, enhancement and processing: Theoretical views and empirical research. Studies in Second Language Learning and Teaching, 6(1), 65-88. doi: 10.14746/ssllt.2016.6.1.4
  • Benati, A., & Tanja, A. (2015). The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands. IRAL-International Review of Applied Linguistics in Language Teaching, 53(2). DOI: 10.1515/iral-2015-0012
  • Chujo, K. (2004). Measuring vocabulary levels of English textbooks and tests using a BNC lemmatised high frequency word list. Language and Computers, 51, 231-249.
  • Demir, Y. The role of in-class vocabulary strategies in vocabulary retention of Turkish EFL learners. Elementary Education Online, 12(4), 1173-1187.
  • Ellis, R. (2009). Editorial. Language Teaching Research, 13(4), 333–335.
  • Ellis, R. (2012). Language teaching research and pedagogy. West Sussex: Wiley-Blackwell.
  • Farley, A. (2001). Processing instruction and meaning-based output instruction: A comparative study. Spanish Applied Linguistics, 5, 57-93.
  • Gablasova, D. (2014). Learning and retaining specialized vocabulary from textbook reading: Comparison of learning outcomes through L1 and L2. The Modern Language Journal, 98(4), 976-991.
  • Hardin, K. (2012). Targeting oral and cultural proficiency for medical personnel: An examination of current medical Spanish textbooks. Hispania, 95(4), 698–713.
  • Izumi, S., & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34(2), 239-278. DOI: 10.2307/3587952
  • Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal, 59, 322–332.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon: Oxford.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
  • Lee, J. F., & Benati, A. (2007). Delivering processing instruction in classrooms and virtual contexts: Research and practice. London: Equinox.
  • Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.
  • Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
  • Long, M. (1980). Input, interaction and second language acquisition. Unpublished PhD dissertation. Los Angeles: UCLA.
  • López-Jiménez, M. D. (2013). Multi-word lexical units in L2 textbooks. Revista Española de Lingüística Aplicada, 26, 333-348.
  • López-Jiménez, M.D. (2014). A critical analysis of the vocabulary in L2 Spanish textbooks. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 22, 163–182.
  • Mármol, G. A. (2011). Vocabulary input in classroom materials: Two EFL coursebooks used in Spanish schools. Revista Española de Lingüística Aplicada, 24, 9-28.
  • Matsuoka, W., & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language, 22(1), 56-70.
  • Morgan-Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction. Studies in Second Language Acquisition, 28, 31-65.
  • Nation, I. S. p. (2013). Learning vocabulary in another language (2n ed.). Cambridge: Cambridge University Press.
  • Neary‐Sundquist, C. A. (2015). Aspects of vocabulary knowledge in German textbooks. Foreign Language Annals, 48(1), 68–81.
  • Paribakht, T. S., & Wesche, M. B. (1996). Enhancing vocabulary acquisition through reading: a hierarchy of text-related exercise types. Canadian Modern Language Review, 52(2), 155-78.
  • Ramos, J. E. (2015) Developing law students' communicative-linguistic competence: Analysis of eight Spanish legal textbooks from a sociopragmatic perspective. Language Learning in Higher Education, 5(1), 125-155.
  • Rassaei, E. (2012). The effects of input-based and output-based instruction on L2 development. TESL-EJ (Teaching English as a Second or Foreign Language),16(3), 1-25.
  • Sakata, N. (2019). Profiling vocabulary for proficiency development: Effects of input and general frequencies on L2 learning. System, 87. https://doi.org/10.1016/j.system.2019.102167.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274. https://doi.org/10.1017/S0261444819000053
  • Schumm, J. S. (1991). Vocabulary learning in content area reading: Can textbooks make the difference? Journal of Reading; 35(3), 249.
  • Schwarts, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-164.
  • Swain, M. (1985). Communicative competence: some roles for comprehensible input and comprehensible output in its development. In S. Gass & C.
  • Madden (Eds.), Input and Second Language Acquisition (pp. 235-253). Rowley, MA: Newbury House.
  • Swain, M. (2000). The output hypothesis and beyond. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
  • Swain, M. (2005). The output hypothesis: theory and research. In E. Hinkel (Ed.). Handbook of research in second language teaching and learning (pp. 471-483). Mahwa, NJ: Lawrence Erlbaum.
  • Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
  • Tajeddin, Z., & Rahimi, A. (2017). A conversation analysis of ellipsis and substitution in global business English textbooks. International Journal of Society, Culture & Language, 5(1), 1-14.
  • Toth, B. (2006). Processing instruction and a role for output in second language acquisition. Language Learning, 56, 319-385.
  • VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26, 435-450.
  • VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition: Theory and research. Norwood, NJ: Ablex.
  • VanPatten, B. (2002). From input to output: A teacher's guide to second language acquisition.McGraw-Hill Humanities/Social Sciences/Languages.

İkinci Dil Öğretiminde Kelime Öğretimi ve Öğrenimi: İspanyolca Ders Kitaplarında Yaklaşımlar

Year 2019, Volume: 2 Issue: 2, 114 - 131, 23.12.2019
https://doi.org/10.35207/later.647156

Abstract

Bu çalışma, şu
anda Amerika Birleşik Devletleri'nde üniversite düzeyinde kullanılan ikinci dil
(L2) olarak İspanyolca ders kitaplarının ortak pedagojik yaklaşımlarını
incelemektedir. Bu çalışma L2 İspanyolca kitaplarının öğrenme sürecinin
başından sonuna kadar anlamlı bir şekilde rehberlik eden etkinlikler yoluyla
yeni sözcükler öğrenme sürecinde L2 öğrencilerine yardımcı olmada girdi
kavramını anahtar bir öge olarak benimseyip benimsemediklerini araştırmaktadır.
Yapılan analizler sonucunda bu çalışmada incelenen ders kitaplarının genel
olarak yeni kelimeleri ortak düzen içerisinde sunduğu sonucuna varılmıştır.
Yeni kelimelerin sunulma düzenindeki bu belirgin benzerliklerine rağmen, ankete
katılan ders kitaplarının girdi-temelli öğretme ve çıktı-temelli öğretim
uygulamalarında farklılık gösterdikleri belirlenmiştir. Daha spesifik olarak,
ankete katılan ders kitaplarında bulunan faaliyetler hem girdi hem de çıktı temelli
görevlerde çeşitli derecelerde değişiklik göstermişlerdir. Bunlar aynı zamanda
girdi tabanlı ve çıktı tabanlı faaliyetlerin sayısı ve iki tip faaliyet
arasındaki mantıksal ilerleme bakımından da farklılık göstermiştir. Bu
çalışmanın bulguları, incelenen ders kitaplarının, yeni L2 kelime hazinesinin
üretilmesine önem vererek, çıktı temelli kelime öğretimi yönündeki eğilimi
gösterdiğini ortaya koymaktadır. Bu çalışma, daha önceki çalışmalarda
gösterildiği gibi, L2 öğretme ve öğrenmenin etkinliğine rağmen, girdi tabanlı
öğretimin çoğu L2 ders kitabına sistematik olarak dahil edilmediğine ve
dolayısıyla teori ile pratik arasında bir boşluğa işaret ettiğine dair daha
fazla kanıt sunmaktadır.

References

  • Alsaif, A., & Milton. J. (2012). Vocabulary input from school textbooks as potential contributor to the small vocabulary uptake gained by English as a foreign language learners in Saudi Arabia. Language Learning Journal, 40, 21-33.
  • Azizi, A. (2016). Effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL Learners’ vocabulary learning. Journal of Language Teaching and Research, 7(4), 773-779. DOI: http://dx.doi.org/10.17507/jltr.0704.19
  • Benati, A. (2001). A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5, 95-127.
  • Benati, A. (2016). Input manipulation, enhancement and processing: Theoretical views and empirical research. Studies in Second Language Learning and Teaching, 6(1), 65-88. doi: 10.14746/ssllt.2016.6.1.4
  • Benati, A., & Tanja, A. (2015). The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands. IRAL-International Review of Applied Linguistics in Language Teaching, 53(2). DOI: 10.1515/iral-2015-0012
  • Chujo, K. (2004). Measuring vocabulary levels of English textbooks and tests using a BNC lemmatised high frequency word list. Language and Computers, 51, 231-249.
  • Demir, Y. The role of in-class vocabulary strategies in vocabulary retention of Turkish EFL learners. Elementary Education Online, 12(4), 1173-1187.
  • Ellis, R. (2009). Editorial. Language Teaching Research, 13(4), 333–335.
  • Ellis, R. (2012). Language teaching research and pedagogy. West Sussex: Wiley-Blackwell.
  • Farley, A. (2001). Processing instruction and meaning-based output instruction: A comparative study. Spanish Applied Linguistics, 5, 57-93.
  • Gablasova, D. (2014). Learning and retaining specialized vocabulary from textbook reading: Comparison of learning outcomes through L1 and L2. The Modern Language Journal, 98(4), 976-991.
  • Hardin, K. (2012). Targeting oral and cultural proficiency for medical personnel: An examination of current medical Spanish textbooks. Hispania, 95(4), 698–713.
  • Izumi, S., & Bigelow, M. (2000). Does output promote noticing and second language acquisition? TESOL Quarterly, 34(2), 239-278. DOI: 10.2307/3587952
  • Koprowski, M. (2005). Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal, 59, 322–332.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon: Oxford.
  • Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
  • Lee, J. F., & Benati, A. (2007). Delivering processing instruction in classrooms and virtual contexts: Research and practice. London: Equinox.
  • Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.
  • Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
  • Long, M. (1980). Input, interaction and second language acquisition. Unpublished PhD dissertation. Los Angeles: UCLA.
  • López-Jiménez, M. D. (2013). Multi-word lexical units in L2 textbooks. Revista Española de Lingüística Aplicada, 26, 333-348.
  • López-Jiménez, M.D. (2014). A critical analysis of the vocabulary in L2 Spanish textbooks. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 22, 163–182.
  • Mármol, G. A. (2011). Vocabulary input in classroom materials: Two EFL coursebooks used in Spanish schools. Revista Española de Lingüística Aplicada, 24, 9-28.
  • Matsuoka, W., & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language, 22(1), 56-70.
  • Morgan-Short, K., & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction. Studies in Second Language Acquisition, 28, 31-65.
  • Nation, I. S. p. (2013). Learning vocabulary in another language (2n ed.). Cambridge: Cambridge University Press.
  • Neary‐Sundquist, C. A. (2015). Aspects of vocabulary knowledge in German textbooks. Foreign Language Annals, 48(1), 68–81.
  • Paribakht, T. S., & Wesche, M. B. (1996). Enhancing vocabulary acquisition through reading: a hierarchy of text-related exercise types. Canadian Modern Language Review, 52(2), 155-78.
  • Ramos, J. E. (2015) Developing law students' communicative-linguistic competence: Analysis of eight Spanish legal textbooks from a sociopragmatic perspective. Language Learning in Higher Education, 5(1), 125-155.
  • Rassaei, E. (2012). The effects of input-based and output-based instruction on L2 development. TESL-EJ (Teaching English as a Second or Foreign Language),16(3), 1-25.
  • Sakata, N. (2019). Profiling vocabulary for proficiency development: Effects of input and general frequencies on L2 learning. System, 87. https://doi.org/10.1016/j.system.2019.102167.
  • Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schmitt, N. (2019). Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching, 52(2), 261–274. https://doi.org/10.1017/S0261444819000053
  • Schumm, J. S. (1991). Vocabulary learning in content area reading: Can textbooks make the difference? Journal of Reading; 35(3), 249.
  • Schwarts, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-164.
  • Swain, M. (1985). Communicative competence: some roles for comprehensible input and comprehensible output in its development. In S. Gass & C.
  • Madden (Eds.), Input and Second Language Acquisition (pp. 235-253). Rowley, MA: Newbury House.
  • Swain, M. (2000). The output hypothesis and beyond. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
  • Swain, M. (2005). The output hypothesis: theory and research. In E. Hinkel (Ed.). Handbook of research in second language teaching and learning (pp. 471-483). Mahwa, NJ: Lawrence Erlbaum.
  • Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
  • Tajeddin, Z., & Rahimi, A. (2017). A conversation analysis of ellipsis and substitution in global business English textbooks. International Journal of Society, Culture & Language, 5(1), 1-14.
  • Toth, B. (2006). Processing instruction and a role for output in second language acquisition. Language Learning, 56, 319-385.
  • VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26, 435-450.
  • VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition: Theory and research. Norwood, NJ: Ablex.
  • VanPatten, B. (2002). From input to output: A teacher's guide to second language acquisition.McGraw-Hill Humanities/Social Sciences/Languages.
There are 45 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Jiyoung Yoon 0000-0001-9151-8371

Publication Date December 23, 2019
Acceptance Date December 11, 2019
Published in Issue Year 2019 Volume: 2 Issue: 2

Cite

APA Yoon, J. (2019). Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks. Language Teaching and Educational Research, 2(2), 114-131. https://doi.org/10.35207/later.647156