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Effects of Word Definitions on Meaning Recall : A Multisite Intervention in Language-Diverse Second Language English Classrooms

Gyllstad, Henrik LU ; Sundqvist, Pia ; Sandlund, Erica and Källkvist, Marie LU orcid (2023) In Language Learning 73(2). p.403-444
Abstract

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... (More)

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.

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Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
EFL teaching, intervention, multilingualism, translation equivalents, word learning, word meaning
in
Language Learning
volume
73
issue
2
pages
403 - 444
publisher
Wiley-Blackwell
external identifiers
  • scopus:85139492302
ISSN
0023-8333
DOI
10.1111/lang.12527
project
Multilingual Spaces? Language Practices in English Classrooms
language
English
LU publication?
yes
id
d35184bc-c29d-4bdd-8828-971b0d22dd42
date added to LUP
2022-07-30 14:51:01
date last changed
2023-05-08 11:58:57
@article{d35184bc-c29d-4bdd-8828-971b0d22dd42,
  abstract     = {{<p>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.</p>}},
  author       = {{Gyllstad, Henrik and Sundqvist, Pia and Sandlund, Erica and Källkvist, Marie}},
  issn         = {{0023-8333}},
  keywords     = {{EFL teaching; intervention; multilingualism; translation equivalents; word learning; word meaning}},
  language     = {{eng}},
  month        = {{05}},
  number       = {{2}},
  pages        = {{403--444}},
  publisher    = {{Wiley-Blackwell}},
  series       = {{Language Learning}},
  title        = {{Effects of Word Definitions on Meaning Recall : A Multisite Intervention in Language-Diverse Second Language English Classrooms}},
  url          = {{http://dx.doi.org/10.1111/lang.12527}},
  doi          = {{10.1111/lang.12527}},
  volume       = {{73}},
  year         = {{2023}},
}