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Literature and Second Language Vocabulary Learning: The Role of Text Type and Teaching Approach

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Title: Literature and Second Language Vocabulary Learning: The Role of Text Type and Teaching Approach
Language: English
Authors: Suzanne Graham (ORCID 0000-0002-7743-3977), Pengchong Zhang (ORCID 0000-0002-2136-4984), Julia Hofweber, Linda Fisher (ORCID 0000-0001-7916-9199), Heike Krüsemann (ORCID 0000-0003-1978-7969)
Source: Modern Language Journal. 2024 108(3):579-600.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Vocabulary Development, Role Theory, Teaching Methods, Language Usage, French, Poetry, Literary Genres, Reader Response, Functional Reading, Reading Comprehension, Pretests Posttests, Literature, Reading Writing Relationship
DOI: 10.1111/modl.12946
ISSN: 0026-7902
1540-4781
Abstract: This study considers the relative benefits for vocabulary learning of exposure to two types of texts--literary or nonliterary--used with two teaching approaches. These approaches were termed "functional and creative", respectively. In the former, learners' attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners' personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre- and posttest: meaning recall of vocabulary contained in the texts, and learners' general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437144
Database: ERIC
FullText Text:
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  Data: Literature and Second Language Vocabulary Learning: The Role of Text Type and Teaching Approach
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  Data: <searchLink fieldCode="AR" term="%22Suzanne+Graham%22">Suzanne Graham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7743-3977">0000-0002-7743-3977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pengchong+Zhang%22">Pengchong Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2136-4984">0000-0002-2136-4984</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julia+Hofweber%22">Julia Hofweber</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+Fisher%22">Linda Fisher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7916-9199">0000-0001-7916-9199</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heike+Krüsemann%22">Heike Krüsemann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1978-7969">0000-0003-1978-7969</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. 2024 108(3):579-600.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Theory%22">Role Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Poetry%22">Poetry</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Response%22">Reader Response</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Reading%22">Functional Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Writing+Relationship%22">Reading Writing Relationship</searchLink>
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  Data: 10.1111/modl.12946
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  Data: 0026-7902<br />1540-4781
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  Data: This study considers the relative benefits for vocabulary learning of exposure to two types of texts--literary or nonliterary--used with two teaching approaches. These approaches were termed "functional and creative", respectively. In the former, learners' attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners' personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre- and posttest: meaning recall of vocabulary contained in the texts, and learners' general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.
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  Data: 2024
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  Data: EJ1437144
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        PageCount: 22
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    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Role Theory
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      – SubjectFull: Reader Response
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      – SubjectFull: Functional Reading
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Literature
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      – SubjectFull: Reading Writing Relationship
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