Do Reading and Interactive Vocabulary Instruction Make a Difference? An Empirical Study.

Zimmerman, Cheryl Boyd

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Peer reviewed

ERIC Number: EJ544515

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0039-8322

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Do Reading and Interactive Vocabulary Instruction Make a Difference? An Empirical Study.

Zimmerman, Cheryl Boyd

TESOL Quarterly, v31 n1 p121-40 Spr 1997

Reports on a pilot study examining the effects of reading and interactive vocabulary instruction on the vocabulary development of English-as-a-Second-language students attending a U.S. university-preparatory intensive English program. Findings suggest that such instruction combined with self-selected and course-related reading can improve vocabulary knowledge. (48 references) (Author/CK)

Descriptors: College Students, English (Second Language), Independent Study, Intensive Language Courses, Interaction Process Analysis, Language Processing, Psycholinguistics, Questionnaires, Reading Materials, Second Language Instruction, Vocabulary Development

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A