Volume 4, Issue 1
  • ISSN 1879-7865
  • E-ISSN: 1879-7873
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This study examined lexical development from an interactionist perspective. More specifically, we investigated student gains in seven specific vocabulary words as a function of their frequency of occurrence and the type and amount of focus on form episodes related to them. Pretests and posttests were given to an intact class of second-year Spanish students to assess their gains for the seven words. Each day of class was recorded and transcribed to enable corpus- and interaction-based analyses of target word use whether in isolation or within focus on form episodes. We present the results of overall (quantitative) and more finely-grained, word-by-word (qualitative) analyses, both of which indicate the insufficiency of any single variable to predict lexical development, thus providing support for multifaceted and mixed-method approaches to the understanding and research of vocabulary acquisition. Finally, the results are discussed in relation to models of L2 vocabulary learning, within the interactionist framework in particular.


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  • Article Type: Research Article
Keyword(s): focus on form; interaction; mixed-methods; second language; Spanish; vocabulary acquisition

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