ABSTRACT

Content courses for modern language majors at United States universities are a teaching environment where limited research on second language (L2) vocabulary instruction has taken place. On the surface, it may seem that instructors do not plan vocabulary instruction. This study explores this assumption as well as the potential for learning of specialised words by examining the classroom discourse and the curricular materials, e.g., readings and instructor-created PowerPoints, of an advanced Spanish L2 culture course. Ten consecutive classroom sessions, taught by an experienced instructor, were analysed. A corpus-based analysis was conducted to identify 27 specialised target words that could potentially be learned based on their high frequency of use in classroom discourse and in the materials. In addition, the instructor-initiated lexical focus-on-form episodes on the target words were analysed, exploring the connection between the materials and the instructor’s pedagogical choices. For all lexical focus-on-form episodes, the materials prompted vocabulary instruction, mostly in a pre-emptive way. Since the target words were included in the teaching materials, instruction on these words could potentially be planned. That is, the dichotomy between planned and unplanned instruction is not such when including materials in the analysis.

摘要

美国大学现代语言专业的内容课程是一个教学环境，对第二语言 (L2) 词汇教学进行了有限的研究。从表面上看，教师似乎没有计划词汇教学。本研究通过检查高级西班牙语 L2 文化课程的课堂话语和课程材料（例如阅读材料和教师创建的 PowerPoint），探讨了这一假设以及学习专业词汇的潜力。对由经验丰富的教师教授的十次连续课堂进行了分析。进行了基于语料库的分析，以根据课堂话语和材料中的高使用频率来确定可能学习的 27 个专门目标词。此外，分析了教师针对目标词发起的词汇聚焦形式情节，探索材料与教师教学选择之间的联系。对于所有词汇聚焦形式的情节，这些材料主要以先发制人的方式提示词汇教学。由于目标词已包含在教材中，因此可以计划对这些词的教学。也就是说，在分析中包含材料时，计划和计划外教学之间的二分法不是这样的。可能会计划对这些词进行说明。也就是说，在分析中包含材料时，计划和计划外教学之间的二分法不是这样的。可能会计划对这些词进行说明。也就是说，在分析中包含材料时，计划和计划外教学之间的二分法不是这样的。