Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-19T14:51:04.350Z Has data issue: false hasContentIssue false
  • English
  • Français

Vocabulary elaboration in teachers' speech to L2 learners1*

Published online by Cambridge University Press:  07 November 2008

Craig Chaudron
Craig Chaudron
Affiliation:
University of California, Los Angeles
Get access Rights & Permissions [Opens in a new window]

Abstract

Subject-matter lessons taught to English as a second language learners in several school levels were transcribed and analyzed. Characteristics of the teachers' speech when elaborating vocabulary were isolated and described, with a view to determining which characteristics would be helpful and which harmful to the students' comprehension and acquisition of vocabulary. It is seen that a major problem for the student may lie in the teacher's overelab-oration of vocabulary meanings through increased redundancy; the non-native listener may find it difficult to decode the exact message, because he cannot discern whether the same information has been provided redundantly or whether new information has been supplied.

Type
Research Notes
Information
Studies in Second Language Acquisition , Volume 4 , Issue 2 , Spring 1982 , pp. 170 - 180
Copyright
Copyright © Cambridge University Press 1982

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Atkinson, R.C. 1975. Mnemotechnics and second-language learning. American Psychologist 30. 821–828.Google Scholar
Chaudron, C. (In press). Foreigner talk in the classroom: An aid to learning? Classroom language acquisition and use: New perspectives, ed. by Seliger, H.W. and Long, M.H.. Rowley, Massachusetts: Newbury House Publishers.Google Scholar
Cohen, A. D., and Fine, J.. 1978. Reading history in English: Discourse analysis and the experience of native and non-native readers. Working Papers on Bilingualism, No. 16, 55–74. Toronto: Ontario Institute for Studies in Education.Google Scholar
Conrad, A. W., and Fishman, J. A.. 1977. English as a world language: The evidence. The spread of English, Fishman, J.A.Cooper, R.L., and Conrad, A.W., 3–76. Rowley, Massachusetts: Newbury House Publishers.Google Scholar
Dale, E., O'Rourke, J., and Bamman, H. A.. 1971. Techniques of teaching vocabulary. Palo Alto, California: Field Educational Publications, Inc.Google Scholar
Halliday, M.A.K., and Hasan, R.. 1976. Cohesion in English. London: Longman Group, Ltd.Google Scholar
Henzl, V. 1973. Linguistic register of foreign language instruction. Language Learning 23 (2).207–222.CrossRefGoogle Scholar
Henzl, V. 1979. Foreign talk in the classroom. IRAL 17 (2).159–167.Google Scholar
Lyons, J. 1977. Semantics, Volume 1. Cambridge, England: Cambridge University Press.Google Scholar
Muller, C. 1978. Lexique et procédures heuristiques. Arguments pour un renouvellement de l'enseignement du vocabulaire au degré élémentaire. Bulletin CILA 28, 50–65. Neuchâtel, Switzerland: Commission interuniversitaire suisse de linguistique appliquée.Google Scholar
Ott, C. E., Butler, D. C., Blake, R. S., and Ball, J. P.. 1973. The effect of inter-active image elaboration on the acquisition of foreign language vocabulary. Language Learning 23 (2). 197–206.Google Scholar
Rainsbury, R. 1976. Who's he when he's at home? or what does ‘what does it mean’ mean? On TESOL '76. ed. by Fanselow, J.F. and Crymes, R.H., 195–201. Washington, D.C.: TESOL.Google Scholar
Richards, J. C. 1976. The role of vocabulary teaching. TESOL Quarterly 10 (1) 77–89.CrossRefGoogle Scholar
Shuy, R. 1978. Learning to talk like teachers. Paper presented at the Conference of the American Educational Research Association,March, Toronto, Canada.Google Scholar
Snow, C. 1972. Mothers' speech to children learning language. Child Development 43. 549–565.CrossRefGoogle Scholar