The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary
The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary
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DOI：
10.1111/j.1540-4781.2008.00690.x
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发表时间：
2008-03-01
影响因子：
4.9
通讯作者：
Kim, Youjin
中科院分区：
文献类型：
--
作者：
Kim, Youjin
在过去的20年里，研究表明，学习者合作促进第二语言（L2）的习得（Lapkin，Swain，& Smith，2002;麦克多诺，2004; Storch，1998，2004; Swain & Lapkin，1998）。采取社会文化观点（例如，Swain & Lapkin，1998），本研究比较了合作任务和个人任务对韩国语作为第二语言（KSL）学习者（N = 32）二语词汇习得的有效性。学习者完成了一个前测，一个听写任务，和两个后测超过3周的时间。一半的学习者两人一组进行听写，而另一半则在大声思考的同时单独进行。协作对话和有声思维协议被转录，并确定语言相关的事件（LRE）。结果表明，尽管参与合作任务的学习者与单独工作的学习者的LRE数量相似，但他们在词汇测试中的表现明显更好。本文还讨论了合作任务对二语词汇习得的教学意义。
Over the past 2 decades, research has demonstrated that learner collaboration facilitates second language (L2) acquisition (Lapkin, Swain, & Smith, 2002; McDonough, 2004; Storch, 1998, 2004; Swain & Lapkin, 1998). Adopting a sociocultural perspective (e.g., Swain & Lapkin, 1998), the current study compared the effectiveness of collaborative and individual tasks on the acquisition of L2 vocabulary by Korean as a second language (KSL) learners (N = 32). The learners completed a pretest, a dictogloss task, and two posttests over a 3-week period. Half the learners carried out the dictogloss in pairs, but the other half worked individually while thinking aloud. The collaborative dialogue and think-aloud protocols were transcribed, and language-related episodes (LREs) were identified. The results indicated that although the learners who participated in the collaborative task had a similar number of LREs as the learners who worked individually, they performed significantly better on the vocabulary tests. The pedagogical implications for the use of collaborative tasks to promote the acquisition of L2 vocabulary are discussed.