Second language acquisition. The role of instruction focusing on incidental and explicit vocabulary in SLA (original) (raw)

2019, Second language acquisition: Increasing incidental vocabulary opportunities for learning in explicit teaching methods

Vocabulary knowledge, one of the most pivotal factors in primary and secondary language acquisition (Alqahtani, 2015) has defied researchers and theorists in determining the singular means for developing the best teaching models, strategies and methods for second language acquisition (SLA) (Meara, 1980). Vocabulary teaching and learning strategies have been regarded as the building blocks for language development and learning (Saunders, Goldenberb, & Marcelletti, 2013). One of the issues commonly addressed in modern research is what type of classroom input can be more effective for SLA if the student were in an immersion environment (Nation, 2001). Research often focuses on topics that determine if explicit instruction can supersede implicit instruction in its effectiveness (Hulstijn, 2001), and vice versa. In terms of effectiveness, explicit instruction has been shown to be a key component in having significant impact on SLA outcomes more so than implicit instruction (Norris & Ortega, 2000) while implicit instruction has been found to increase vocabulary learning. However, both types of instruction for input, having beneficial impact in some aspect of SLA, if left unregulated or relied exclusively upon, can have a negative impact or weaken SLA learning. Qureshi’s (2015) research notes that, “age of exposure did not seem to affect outcome for early and late learners” (Qureshi, 2015, p. 159), therefore increasing incidental learning opportunities is not limited to the age of the learner. To help determine when to integrate incidental learning strategies, an educator’s examination of the different roles that incidental SLA can have on explicit instruction will to develop the relationship of varied incidental teaching methods can strengthen teaching styles, strategies and methods.