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Effect of lexical patterns finding instruction on L2 vocabulary learning in the Chinese EFL classroom setting

Research Scholar

Suxian Weng, assistant professor, Guangzhou University (China)
Lin Ding, faculty mentor

Background

  • Hometown: Guangdong, China
  • Degrees received: Master of Arts in linguistics, Guangdong University of Foreign Studies, China.

What is the issue or problem addresses in your research?

The present study investigates the effects of lexical patterns finding instruction on L2 vocabulary learning in the Chinese EFL classroom setting from a cognitive psychological perspective.

What methodology did you use in your research?

Sixty-eight college freshmen were randomly assigned to the experimental group and the control group. After the training, the two groups were given three post-tests, i.e., (1) an immediate posttest, (2) a delayed posttest and (3) a sensitivity post-test. In addition, they were asked to respond to a questionnaire on their opinions about the effectiveness of the instruction. Data from the experiment were analyzed both quantitatively and qualitatively.

What are the purpose/rationale and implications of your research?

Although there is consensus among language teachers that Hoey’s theory of lexical patterns (1991) should be applied to foreign/second language vocabulary teaching,no empirical research has been conducted to examine how exactly the knowledge about lexical patterns in text would enhance learners’ foreign/second language learning. Yamada’s study (2005) is the only empirical study that examines L2 learners’ perception of lexical patterns, but it is not concerned with the application of lexical patterns to language teaching. To overcome the weaknesses in the previous studies, a one-month training program on lexical patterns was designed. Results from the study may have implications for vocabulary instruction in the foreign language classroom setting.