Overview of L2 Vocabulary Acquisition with Technology and Suggestions for Future Research
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An important challenge for second language (L2) learners is the acquisition of the vast amount of vocabulary in a selected language. In recent years, technology has demonstrated great potential by providing pedagogical advantages such as easier access to target words in context and tailoring learning to the diverse needs of individual students. Many studies have shown how this technology can enrich the development of instructional materials and learning activities, and enhance L2 vocabulary learning. This paper reviews the research of computer-based or -assisted vocabulary learning since 1995. The review identifies three areas of research according to the focus of each study, while acknowledging their interrelationships. First, it considers use of technology as reference resources and selection of vocabulary by use of technology or corpus analysis. Secondly, it examines research evidence on students’ learning processes of vocabulary with computer-based instructional techniques, illustrating learner-gathered data on performance. Thirdly, it outlines research on the much understudied lexical knowledge testing. Based on the assessment of the current state of the field, this paper concludes that technology can play an important role in the broader context of L2 vocabulary learning beyond serving as a supplementary teaching aid. Possible directions for future research are also discussed.
Abstract
An important challenge for second language (L2) learners is the acquisition of the vast amount of vocabulary in a selected language. In recent years, technology has demonstrated great potential by providing pedagogical advantages such as easier access to target words in context and tailoring learning to the diverse needs of individual students. Many studies have shown how this technology can enrich the development of instructional materials and learning activities, and enhance L2 vocabulary learning. This paper reviews the research of computer-based or -assisted vocabulary learning since 1995. The review identifies three areas of research according to the focus of each study, while acknowledging their interrelationships. First, it considers use of technology as reference resources and selection of vocabulary by use of technology or corpus analysis. Secondly, it examines research evidence on students’ learning processes of vocabulary with computer-based instructional techniques, illustrating learner-gathered data on performance. Thirdly, it outlines research on the much understudied lexical knowledge testing. Based on the assessment of the current state of the field, this paper concludes that technology can play an important role in the broader context of L2 vocabulary learning beyond serving as a supplementary teaching aid. Possible directions for future research are also discussed.
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