Combine implicit and explicit word instruction, ensure repeated exposures, and use interesting topics and delayed-feedback review to support vocabulary learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's conclusion offers teachers a set of implementable moves: "it is more effective for teachers to combine both implicit and explicit instructions on the target words", teach word formation knowledge, create opportunities for enough exposures to words, employ activities that draw attention to target words, use materials on topics of interest and relevant to daily life, integrate vocabulary goals with various contexts such as rewarding policies, and plan tests with answer review in the next class to promote retention.

Design Implications¶

Context¶

Requirements¶

• Teachers able to select texts with target words, plan exposure opportunities, and schedule delayed review sessions

Constraints¶

• The review notes even the best materials are of little use if students do not get themselves involved in learning

Target Learners¶

• L2 English learners in classroom settings

Target Learning Goals¶

• L2 vocabulary acquisition and retention of target words encountered through reading

Affordances¶

• Word Text Learner Incidental Factors Framework

Related Strategies¶

Examples¶

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Key Sources¶

• Zou, F., & Yan, X. (2019). Incidental English Vocabulary Acquisition Through Reading: A Review in the Last Two Decades. English Language Teaching, 12(12). https://doi.org/10.5539/elt.v12n12p39