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Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom

  • Joe Barcroft
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Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

This chapter reviews theoretical and research foundations of input-based incremental (IBI) vocabulary instruction (Barcroft 2004a, 2005, 2012) and exhibits how the IBI approach can be used to promote effective second language (L2) vocabulary instruction. It first considers key concepts (such as processing resource allocation) and pivotal research findings (such as the effects of sentence writing [Barcroft 2004a; Wong & Pyun 2012] and copying target words [Barcroft 2006] on L2 word learning), that underlie the approach. It then discusses ten principles of IBI vocabulary instruction (e.g., Use meaning-bearing comprehensible input when presenting new words) and provides a checklist for designing IBI vocabulary lessons. Finally, a sample IBI vocabulary lesson is presented along with an explanation of how the lesson incorporates various IBI principles.

Abstract

This chapter reviews theoretical and research foundations of input-based incremental (IBI) vocabulary instruction (Barcroft 2004a, 2005, 2012) and exhibits how the IBI approach can be used to promote effective second language (L2) vocabulary instruction. It first considers key concepts (such as processing resource allocation) and pivotal research findings (such as the effects of sentence writing [Barcroft 2004a; Wong & Pyun 2012] and copying target words [Barcroft 2006] on L2 word learning), that underlie the approach. It then discusses ten principles of IBI vocabulary instruction (e.g., Use meaning-bearing comprehensible input when presenting new words) and provides a checklist for designing IBI vocabulary lessons. Finally, a sample IBI vocabulary lesson is presented along with an explanation of how the lesson incorporates various IBI principles.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.09bar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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