Un vocabulaire riche favorise le développement des habiletés de communication, d’expression et de l’esprit critique. Afin d’aider les élèves à croitre, il est crucial de dispenser un enseignement lexical efficace. Cependant, les enseignants auraient peu recours aux pratiques recommandées par la recherche, celles de l’enseignement direct du vocabulaire. Les mots enseignés devraient être expliqués dans un contexte authentique, rencontrés fréquemment et réinvestis lors d’activités ludiques, ce qui n’est pas toujours fait. Peu de formations portant sur le vocabulaire sont offertes aux enseignants. Les objectifs de notre recherche sont d’élaborer une formation sur l’enseignement direct du vocabulaire, d’expérimenter et documenter sa mise en place et de déterminer son efficacité. Pour élaborer notre formation, nous nous sommes basés sur les recherches portant sur l’efficacité des dispositifs de formation continue. Nous avons mis sur pied une formation distribuée dans le temps, dans laquelle les enseignants participent activement avec leurs collègues de cycle. Six enseignants du primaire ont participé à la formation. Trois entrevues ont été menées avec les participants avant la formation, immédiatement après celle-ci et deux mois plus tard sur leurs conceptions et leurs pratiques relatives au vocabulaire. La mise en place et le déroulement de la formation ont été documentés. Des analyses thématiques ont permis d’identifier les forces externes, centrales et structurelles ainsi que les éléments propres à la formation qui ont influé sur sa mise en place. Les résultats d’analyses qualitatives longitudinales sur les entretiens suggèrent que les conceptions et, dans une moindre mesure, les pratiques des enseignants ont évolué à la suite de la formation. / A rich vocabulary supports the development of communication, expression and critical thinking skills. To help students grow, effective lexical instruction is crucial. However, teachers reportedly make little use of the research-recommended practice of direct vocabulary instruction. The words taught should be clearly explained in an authentic context, frequently encountered and reused in playful activities, which is not always done. Little training ob vocabulary is offered to teachers. The objectives of our research are to develop a training course on robust vocabulary instruction, to experiment and document its implementation and to determine its effectiveness. In developing our training, we drew on research on the effectiveness of professional development schemes. We set up a time-distributed professional development training course in which teachers actively participate with their cycle colleagues. Six primary school teachers participated in the training. Three interviews were conducted with the participants before the training, immediately after the training, and two months later on their conceptions and practices regarding vocabulary. The set-up and conduct of the training were documented. Thematic analyses were used to identify external, central and structural forces as well as elements specific to the training that influenced its implementation. The results of longitudinal qualitative analyses of the interviews suggest that teachers' conceptions and, to a lesser extent, practices evolved with the training.

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Language instructors play a decisive role in adult language learners' learning and retention of vocabulary through planning, selection, and teaching of vocabulary and strategies. However, some professional language schools lack extensive teacher-training programs that prepare instructors with the skills required to select and teach vocabulary, which results in a gap in practice. The purpose of this study was to explore teacher-related factors in beyond Interagency Language Roundtable (ILR) Level 2 vocabulary instruction to adults in a classroom setting in intensive language-training programs. The conceptual framework consisted of the theory of noticing hypothesis, synformy, and the comprehensible input hypothesis. Research questions addressed instructors' experiences when teaching vocabulary and synforms, the training they received on how to teach vocabulary, and the resources they need. Data were collected through semistructured interviews with 9 language instructors of less-commonly taught languages. Data were analyzed using an open-coding strategy. Results indicated participants were uncertain about their roles in teaching and selecting vocabulary and about the use of strategies and approximate number of words and kinds of words that students require to achieve general proficiency (ILR Level 3). Participants reported they had no systematic approach to teaching vocabulary or synforms. Participants also expressed a desire to receive training on vocabulary learning strategies, evidence-based best practices in teaching vocabulary, and facilitating vocabulary retention. Findings may be used to guide directors of intensive language programs in developing systematic approaches to selecting and teaching vocabulary.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

<p>The question of whether second languages (L2s) are best learned implicitly or explicitly has been a topic of much empirical discourse, with the majority of studies pointing to the benefits of explicit instruction when learning L2 grammar rules. However, given the focus on grammar, it is unclear how generalizable these findings are to other linguistic domains, such as L2 speech and L2 vocabulary. The previous focus on laboratory-based settings, and the language bias in the literature, also make it unclear how ecologically valid and applicable these findings are to the real world. To address these macro research questions, two experiments were carried out on English-speaking L2 learners of German.</p> <p>Experiment I (ExI) investigated the effects of implicit and explicit learning on the acquisition of Final Obstruent Devoicing and Dorsal Fricative Assimilation. The effect of the two learning conditions on L2 perception was also measured using a perceptual discrimination task and a perceptual identification task. Experiment II (ExII) investigated the effects of explicit historical instruction on the learning of English-German cognates, which were compared to the effects of a non-explicit learning condition. To examine whether declarative knowledge of relevant historical changes can aid in vocabulary learning, an explicit condition received instruction on the Second Germanic Sound Shift, Ingvæonic Palatalization, and relevant historical semantic changes. Both experiments followed a pre-/post-/delayed-post-test design.</p> <p>Results indicate that the two explicit conditions significantly outperformed the non-explicit conditions, suggesting that explicit learning and explicit instruction can be beneficial when learning L2 speech and L2 vocabulary. In ExI, acoustic analyses of learner speech samples indicate that the explicit condition was more successful in the learning of the two phonological rules. In ExII, the explicit condition was more successful in the identification and learning of cognates, suggesting that knowledge of language history, and instruction on applied historical linguistics, can be beneficial when learning a language that is historically related to a language that learners already speak. The results from this dissertation are discussed in the context of implicit and explicit learning and instruction, the role of attention, and the role of declarative knowledge, with concluding remarks pointing to the importance of metacognitive and metalinguistic awareness in adult or university-level language courses.</p>