Select authentic texts with highly informative contextual cues matched to learner proficiency, and add multimodal glosses when context is insufficient¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's pedagogical implication is that teachers should choose authentic texts whose contextual cues allow subconscious vocabulary acquisition at the learners' proficiency level, and that material developers should add multimodal glosses when context does not support inference. The review states the importance of "selecting authentic texts with highly informative contextual cues manageable for the level of proficiency of learners" and tasks focusing attention at word and global comprehension levels.

Design Implications¶

Context¶

Requirements¶

• Texts must contain contextual cues informative enough for learners to infer word meaning
• Glosses should be added when the surrounding context is not useful for correct inference

Constraints¶

• Reading is reported as more beneficial for low and intermediate learners, while listening improved retention for advanced learners

Target Learners¶

• L2 learners across proficiency levels, from beginners to advanced

Target Learning Goals¶

• Incidental acquisition of L2 vocabulary meaning and form during reading and listening

Related Strategies¶

• Match glossed-text difficulty to learners' proficiency level and vary gloss placement beyond marginal glosses
• Multimodal Presentation

Examples¶

-

Key Sources¶

• Restrepo Ramos, F. D. (2015). Incidental vocabulary learning in second language acquisition: A literature review. PROFILE Issues in Teachers' Professional Development, 17(1), 157-166. http://dx.doi.org/10.15446/profile.v17n1.43957