Weinberg, A., Boukacem, D., & Burger, S. (2012). The teaching of a subject-specific vocabulary in two university immersion contexts: What approach to favor?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 1-27.
摘要:This study aims to investigate whether teaching vocabulary in immersion courses in two instructional contexts results in improvements in lexical acquisition. It was conducted with 11 students of law and 13 students of history who were enrolled in adjunct language courses linked to immersion courses at the University of Ottawa. Each week, for one university semester, the students completed a series of activities related to discipline vocabulary drawn from their readings or lectures. The participants' gains in target vocabulary knowledge were determined using pre-, post-, and delayed post-tests. The gains were compared for vocabulary items that were acquired incidentally and those that were explicitly taught. This study takes into account the specific characteristics of the vocabulary related to each discipline, how the vocabulary appears in the discipline course, and how it will have implications for the best pedagogical approach for the two language courses. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, Vocabulary Instruction, Immersion Programs, Higher Education, French as a Second Language Instruction, Learning Environment, Vocabulary Learning, Language Teaching Methods, French as a Second Language Learning