Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66643

Is explicit vocabulary focus the reading teacher’s job?

File Size Format  
22 1 10125 66643 folse.pdf 96.52 kB Adobe PDF View/Open

Item Summary

dc.contributor.author Folse, Keith
dc.date.accessioned 2020-05-22T02:10:19Z
dc.date.available 2020-05-22T02:10:19Z
dc.date.issued 2010-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66643
dc.description.abstract This paper reports findings from a case study of the amount of explicit vocabulary focus (EVF) that occurred in a week of classes for one group of upper intermediate students in an intensive English program (IEP). To assess EVF, instruction from a total of 25 hours of classes was analyzed to see if the number of EVF events was more connected with the course (i.e., grammar, reading, composition, communication skills, or TOEFL), the instructor, or both. Data reveal that the reading course, long assumed to be the source of most vocabulary focus, may or may not be the main source in an IEP curriculum. Data from this study demonstrate that a better predictor of EVF in any given class or course may be the instructor, and that the number of EVFs in a week of intensive instruction is surprisingly low.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject vocabulary
dc.subject curriculum
dc.subject reading
dc.subject intensive English program
dc.subject ESL
dc.title Is explicit vocabulary focus the reading teacher’s job?
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66643
prism.volume 22
prism.number 1
prism.startingpage 139
prism.endingpage 160
local.rfl.topic Lexis
Appears in Collections: Volume 22, No. 1 Special Issue: In Honor of Paul Nation


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.