Vocabulary instruction should focus on procedures of meaning negotiation as much as on declarative word meanings¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1988 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? A communicative view of lexical negotiation requires pedagogical focus on procedures as much as on declarative meanings, contrasting with impoverished definitional approaches. → Robinson 1988

Evidence¶

Robinson 1988¶

Robinson, Peter J. (1988). Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learner's Lexicon. Paper presented at the 22nd Annual TESOL Convention, Chicago. https://eric.ed.gov/?id=ED296585

q1 · i? · theoretical · r2

Theoretical argument in the paper's introduction: Robinson contends that traditional approaches concentrate on building a store of definitional meanings, and that 'a communicative view of the interactive nature of lexical negotiation' demands equal attention to procedures. No empirical data are offered; the support is conceptual.

"A communicative view of the interactive nature of lexical negotiation requires thatwe focus pedagogically as much on procedures as we do on the more narrowly defined declarative meanings which specialist words have."

Discussion¶

Related Claims¶

• Sense relations such as synonymy are negotiated in discourse rather than pre-existing — a narrower finding that bears on this claim
• Prior research on task familiarity and negotiation of meaning is inconsistent, with some studies finding more negotiation for unfamiliar tasks and one finding no difference — related
• Pairing Contextual Encounters With Explicit Instruction Produces Stronger Vocabulary Outcomes Than Either Alone — a broader claim this one bears on
• In both high school and college groups, learners with negotiation of meaning scored higher on the delayed post-vocabulary test than learners with pre-modified input only — a narrower finding that bears on this claim
• Teachers framed communication and digital literacy as foundational skills requiring clear, contextually relevant definitions — related
• Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners — related
• In high school groups, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310) — a narrower finding that bears on this claim