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Effects of word definitions on meaning recall: A multi-site intervention in language-diverse L2 English classrooms
Lund University, Sweden.
University of Oslo, Norway.
Karlstad University, Sweden.
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. Lund University, Sweden.ORCID iD: 0000-0002-8686-9959
2023 (English)In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 73, no 2, p. 403-444Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, SDG 10: Reduce income inequality within and among countries
Abstract [en]

Vocabulary experts recommend first language (L1) translation equivalents for establishing form–meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than multilingual learners. In our study, we investigated instructed English vocabulary learning through an intervention study in six language-diverse secondary school English classrooms in Sweden (N = 74) involving three conditions for presentation of word meanings: (a) definitions in the L2 (English), (b) translation equivalents in the shared school and majority language (Swedish), and (c) translation equivalents in the shared school and majority language plus other prior languages among the learners (Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalents yielded higher scores than did target language definitions in immediate posttests with a small effect size but no differences in delayed posttests.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023. Vol. 73, no 2, p. 403-444
Keywords [en]
multilingualism, L2 English, vocabulary learning, classroom research
National Category
Learning
Research subject
Humanities, English Education
Identifiers
URN: urn:nbn:se:lnu:diva-115323DOI: 10.1111/lang.12527ISI: 000864379300001Scopus ID: 2-s2.0-85139492302OAI: oai:DiVA.org:lnu-115323DiVA, id: diva2:1682923
Projects
MultiLingual Spaces
Funder
Swedish Research Council, VR-UVK 03469Available from: 2022-07-12 Created: 2022-07-12 Last updated: 2023-05-10Bibliographically approved

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Källkvist, Marie

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf