Develop learners' personal sets of effective vocabulary strategies rather than teaching arbitrary strategy lists¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that strategy mastery predicted incidental vocabulary acquisition, the authors recommend that "teachers may encourage L2 learners to become strategic learners by developing a personal set of effective strategies, instead of teaching them a group of arbitrary strategies." They also suggest teachers may encourage incidental vocabulary learning anxiety because it guides attention to unknown words, while stressing that these instructional implications require future examination.

Design Implications¶

Context¶

Requirements¶

• Instruction should address cognitive (strategy mastery) and affective (anxiety) skills in addition to linguistic skills

Constraints¶

• The authors state these instructional implications require future examination; the study is correlational and cannot support causal conclusions

Target Learners¶

• L2 English learners, particularly Chinese-speaking English majors

Target Learning Goals¶

• Incidental vocabulary acquisition through reading

Related Strategies¶

Examples¶

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Key Sources¶

• Zhao, A., Guo, Y., Biales, C., & Olszewski, A. (2016). Exploring learner factors in second language (L2) incidental vocabulary acquisition through reading. Reading in a Foreign Language, 28(2). http://nflrc.hawaii.edu/rfl. doi:10.64152/10125/66903