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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations? Zhao, T; Macaro, E In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014) Abstract: This study examined the differential effects of teachers' first language (L1) use and second language (L2)-only explanations on Chinese-speaking adults' acquisition of concrete and abstract English words. A quasi-experimental research design was used, in which 50 participants were assigned to an L1-use condition, 50 participants were assigned to an L2-only use condition, and another 48 participants served as a comparison group. Assessed with a pre-test, immediate post-test, and delayed post-test, each group's knowledge of the target words was compared with that of the other groups over time. The results suggest that teachers' L1 use, compared to L2-only explanations, might lead to greater vocabulary gains in immediate and delayed recall. Possible explanations for these findings are proposed. Keyword: Chinese learners of English; First language use; Medium of instruction; Second language explanations; Vocabulary acquisition URL: https://doi.org/10.1111/ijal.12080 BASE Hide details

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