Editorial: Incorporating technology for teaching vocabulary to second language learners

Frontiers in Psychology

article

Ehsan Rassaei¹ 

[1] Majan University College

关键词: vocabulary;    Technology;    Call;    L2;    Smartphones;    language learning;   

DOI  :  10.3389/fpsyg.2022.1081901

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Since learning vocabulary plays an essential role in second language (L2) acquisition, a lot of attention has been paid to developing techniques as well as investigating factors that lead to and promote L2 vocabulary learning (e.g., Nassaji and Tian, 2010; Huang and Lin, 2014; Sun, 2017; Rassaei, 2018; Nguyen and Boers, 2019). The bulk of the extant research on L2 vocabulary has been devoted to investigating techniques that are beneficial to L2 vocabulary leaning. These studies highlighted the importance of several factors which should be considered in designing L2 vocabulary learning tasks. One such factor is the level of L2 learners' engagement with the learning task. According to the involvement load hypothesis (Hulstijn and Laufer, 2001), the level of learners' cognitive involvement with the vocabulary learning task, which is determined by three factors namely search, choice, and evaluation, is essential for vocabulary learning. An implication of this hypothesis is that vocabulary learning tasks that are more cognitively engaging are more effective for L2 vocabulary learning. Further research also indicated the benefits of productive vocabulary learning activities that engage learners in recycling new words productively while performing learning tasks (e.g., Laufer, 2006; Keating, 2008; Min, 2008; Rassaei, 2017). These studies in general suggest that activities that result in more elaborative processing lead to more fruitful results.

【 授权许可】

CC BY