Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge – written form, meaning and form, and grammatical functions – were each assessed by receptive and productive tests. It was found that (1) both tasks led to significant immediate and long-term development of word knowledge of written form, form and meaning, and grammatical functions; and (2) the continuation task showed superiority over the MAFW task in enhancing productive knowledge of written form, and receptive and productive knowledge of form and meaning as well as grammatical functions....

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Productive vocabulary is widely recognized as an essential component of second language proficiency, yet it remains one of the most challenging aspects of lexical development. This study investigated whether continuation writing could enhance learners’ productive vocabulary knowledge. In a longitudinal experiment, 75 Chinese EFL learners were assigned to either an experimental group or a control group. The experimental group completed a continuation writing practice every 2 weeks, followed by a free writing post-test 1 week later; the control group completed independent writing practices and took the same post-tests. A total of 525 essays were collected. Indices of lexical density, diversity, and sophistication were extracted using TAALED and TAALES, and analyzed through linear mixed-effects models and repeated-measures correlation...

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