The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom

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Gené Giron, Rosa
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Llanes Baró, Àngels
Universitat de Lleida, Facultat de Lletres
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Second Language Acquisition (SLA) is an important reality in the students’ language learning process. Findings in SLA research indicate that input mode plays a crucial role when learning a second language (L2). Teachers and professors need to implement the most effective input mode (listening only, reading while listening and reading only) in their foreign language (FL) classroom for teaching and achieving visible learning gains in the students’ vocabulary knowledge. The main purpose of this study is to investigate the role of input modality when learning L2 English vocabulary in a FL classroom. Three classes of 20 Catalan/Spanish high school students who were finishing their first year of Obligatory Secondary Education would have been examined. A mixed version of The updated Vocabulary Levels Test and a satisfaction questionnaire would have been used to collect data about L2 English vocabulary improvement. This paper could illustrate which the most efficient input mode to learn L2 English vocabulary in the FL classroom is. All in all, this study could be applied to diverse educational institutions utilizing different input modes to teach vocabulary.
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