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[Workshop] Experimental tasks and paradigms in second-language vocabulary learning

With Dr. Aline Godfroid, January 25, 2018

ARiEAL Researcher, Dr. Victor Kuperman at the Reading Lab, is hosting a three-hour workshop on "Experimental tasks and paradigms in second-language vocabulary learning" on January 25, 2018. The workshop will be presented by Dr. Aline Godfroid from Michigan State University.

Presenter: Dr. Aline Godfroid
Date: Thursday, January 25, 2018
Time: 9:30 am to 12:30 pm
Location: Burke Science Building (BSB) Room 117, McMaster University
RSVP: If you are interested, please email by Tuesday, January 23, 2018.

Abstract of the Workshop

A growing number of researchers investigate aspects of second-language vocabulary learning as a cornerstone of learning another language. This workshop introduces selected topics and tasks that have shaped the vocabulary research agenda in recent years and are likely to continue doing so. Fundamental to a discussion of vocabulary tasks and paradigms is the distinction between intentional and incidental learning (e.g., Hulstijn, 2001), which refers to whether or not participants are explicitly informed their task is to learn new words. To some extent, the intentional-incidental distinction mirrors vocabulary learning that takes place in instructed and naturalistic contexts, respectively, such as the language classroom and language learning while immersed in a foreign country. Dr. Godfroid will present an overview of natural language tasks that have been used to study vocabulary learning under incidental conditions and present the major questions that have guided research in this area. For intentional learning conditions, the paired-associates learning paradigm remains the gold standard for lab-based research due to its relative ease of implementation and flexibility of use. During the workshop, Dr. Godfroid will present an overview of the methodological decisions that need to be made when designing a paired-associates learning experiment. Finally, in the area of vocabulary assessment, the multicomponential nature of vocabulary knowledge (Nation, 1990, 2000, 2013) is now well recognized, as seen in the use of multiple tests of word form, meaning, and use. Even so, these tests continue to be primarily explicit-declarative (e.g., recognition or recall tests), leaving out other dimensions of lexical knowledge. In the final part of the workshop, Dr. Godfroid will present a selective overview of real-time methodologies—reaction time measurement, priming, and eye-movement recordings—that hold promise for measuring implicit-tacit or procedural vocabulary learning and knowledge (Godfroid, under review). The goal of this workshop is to provide a broad overview of issues in vocabulary studies combined with in-depth discussion of selected techniques to promote well-informed and well-designed research studies.

Godfroid, A. (under review). Sensitive measures of vocabulary knowledge and processing: Expanding Nation’s framework.
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (ed.), Cognition and second language instruction (pp. 258-286). Cambridge: Cambridge University Press.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language (1st ed.). Cambridge: Cambridge University Press.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press.