Second Language Vocabulary Acquisition: A Lexical Input Processing Approach

Joe Barcroft

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

Abstract: This article discusses the importance of vocabulary in second language acquisition (SLA), presents an overview of major strands of research on vocabulary acquisition, and discusses five principles for effective second language (L2) vocabulary instruction based on research findings on lexical input processing. These principles emphasize presentation of new words as input, allocation of limited processing resources during vocabulary acquisition, distinct components of vocabulary knowledge (e.g., form, meaning, mapping), and appropriate types of instruction for different stages of development. Empirical support is included.

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2001Learning Vocabulary in Another Language 1986The Input Hypothesis: Issues and Implications 1990Vocabulary : description, acquisition and pedagogy 1985Learning Words from Context 1996Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words 1976The Role of Vocabulary Teaching 1995Vocabulary, semantics, and language education 1990Attending to Form and Content in the Input

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2017Iconicity and Sign Lexical Acquisition: A Review 2015Lexical Input Processing and Vocabulary Learning 2008Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners 2015Second language acquisition of Mandarin Chinese vocabulary: context of learning effects 2017The Impact of Vocabulary Knowledge on Reading, Writing and Proficiency Scores of EFL Learners.2016Bilinguals’ Existing Languages Benefit Vocabulary Learning in a Third Language

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