메뉴 건너뛰기




Volumn 35, Issue 3, 2007, Pages 353-367

Vocabulary learning from dictionary reference in collaborative EFL translational writing

Author keywords

Bilingual dictionaries; Collaborative task; Error; FL writing; Translation; Vocabulary learning

Indexed keywords


EID: 34547908135     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.system.2007.01.004     Document Type: Article
Times cited : (17)

References (53)
  • 2
    • 34547873209 scopus 로고
    • A decision-making approach to the extended writing lesson
    • Bruton A.S. A decision-making approach to the extended writing lesson. ELT Journal 35 (1981) 141-146
    • (1981) ELT Journal , vol.35 , pp. 141-146
    • Bruton, A.S.1
  • 3
    • 34547907125 scopus 로고
    • The hybrid writing exercise
    • Bruton A. The hybrid writing exercise. Modern English Teacher 10/3 (1983) 21-22
    • (1983) Modern English Teacher , vol.10-3 , pp. 21-22
    • Bruton, A.1
  • 4
    • 34547888752 scopus 로고
    • Acceso al diccionario: Un estudio introspectivo
    • Bruton A., and Arnold J. (Eds), Junta de Andalucía, Sevilla, Spain
    • Bruton A. Acceso al diccionario: Un estudio introspectivo. In: Bruton A., and Arnold J. (Eds). Lingüística Aplicada al Aprendizaje del Inglés: Resumen Monográfico 2 (1994), Junta de Andalucía, Sevilla, Spain 61-70
    • (1994) Lingüística Aplicada al Aprendizaje del Inglés: Resumen Monográfico , vol.2 , pp. 61-70
    • Bruton, A.1
  • 6
    • 34147196045 scopus 로고    scopus 로고
    • From tasking purposes to purposing tasks
    • Bruton A. From tasking purposes to purposing tasks. ELT Journal 56 (2002) 280-288
    • (2002) ELT Journal , vol.56 , pp. 280-288
    • Bruton, A.1
  • 7
    • 85044815425 scopus 로고    scopus 로고
    • Process writing and communicative-task-based instruction: Many common features, but more common limitations?
    • Bruton A. Process writing and communicative-task-based instruction: Many common features, but more common limitations?. TESL-EJ 9/3 (2005) 1-28
    • (2005) TESL-EJ , vol.9-3 , pp. 1-28
    • Bruton, A.1
  • 8
    • 27344435244 scopus 로고    scopus 로고
    • Task-based language teaching: for the state secondary FL classroom?
    • Bruton A. Task-based language teaching: for the state secondary FL classroom?. Language Learning Journal 31 (2005) 55-68
    • (2005) Language Learning Journal , vol.31 , pp. 55-68
    • Bruton, A.1
  • 9
    • 34547913827 scopus 로고    scopus 로고
    • Dictionary use and feedback in composition writing, and learning
    • Field J., Graham A., Griffiths E., and Head K. (Eds), IATEFL, Whitstable, UK
    • Bruton A., and Broca A. Dictionary use and feedback in composition writing, and learning. In: Field J., Graham A., Griffiths E., and Head K. (Eds). Teachers Develop Teachers' Research II (1997), IATEFL, Whitstable, UK 194-207
    • (1997) Teachers Develop Teachers' Research II , pp. 194-207
    • Bruton, A.1    Broca, A.2
  • 10
    • 34547863935 scopus 로고    scopus 로고
    • Acquiring and using dictionaries in state secondary schools
    • Bruton A., and Broca A. Acquiring and using dictionaries in state secondary schools. English Teaching Professional 31 (2004) 16-17
    • (2004) English Teaching Professional , vol.31 , pp. 16-17
    • Bruton, A.1    Broca, A.2
  • 11
    • 0242362238 scopus 로고    scopus 로고
    • The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
    • Chandler J. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12 (2003) 267-296
    • (2003) Journal of Second Language Writing , vol.12 , pp. 267-296
    • Chandler, J.1
  • 13
    • 0347141378 scopus 로고    scopus 로고
    • Dictionary use by EFL writers: What really happens?
    • Christianson K. Dictionary use by EFL writers: What really happens?. Journal of Second Language Writing 6 (1997) 23-43
    • (1997) Journal of Second Language Writing , vol.6 , pp. 23-43
    • Christianson, K.1
  • 14
    • 0346165064 scopus 로고    scopus 로고
    • Research on direct versus translated writing: students' strategies and their results
    • Cohen A.D., and Brooks-Carson A. Research on direct versus translated writing: students' strategies and their results. The Modern Language Journal 85 (2001) 169-188
    • (2001) The Modern Language Journal , vol.85 , pp. 169-188
    • Cohen, A.D.1    Brooks-Carson, A.2
  • 15
    • 0013051155 scopus 로고    scopus 로고
    • The case for grammar correction in L2 writing classes: a response to Truscott (1996)
    • Ferris D. The case for grammar correction in L2 writing classes: a response to Truscott (1996). Journal of Second Language Writing 8 (1999) 1-11
    • (1999) Journal of Second Language Writing , vol.8 , pp. 1-11
    • Ferris, D.1
  • 16
    • 3342979589 scopus 로고    scopus 로고
    • The "Grammar Correction" Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime ...?)
    • Ferris D.R. The "Grammar Correction" Debate in L2 Writing: Where are we, and where do we go from here? (and what do we do in the meantime ...?). Journal of Second Language Writing 13 (2004) 49-62
    • (2004) Journal of Second Language Writing , vol.13 , pp. 49-62
    • Ferris, D.R.1
  • 17
    • 0347195168 scopus 로고
    • An educational, or process, approach to the teaching of professional genres
    • Flowerdew J. An educational, or process, approach to the teaching of professional genres. ELT Journal 47 (1993) 305-315
    • (1993) ELT Journal , vol.47 , pp. 305-315
    • Flowerdew, J.1
  • 18
    • 4344615867 scopus 로고    scopus 로고
    • Can learners use concordance feedback for writing errors?
    • Gaskell D., and Cobb T. Can learners use concordance feedback for writing errors?. System 32 (2004) 301-319
    • (2004) System , vol.32 , pp. 301-319
    • Gaskell, D.1    Cobb, T.2
  • 19
    • 0012853719 scopus 로고    scopus 로고
    • Reading and vocabulary development in a second language
    • Coady J., and Huckin T. (Eds), Cambridge University Press, Cambridge
    • Grabe W., and Stoller F.L. Reading and vocabulary development in a second language. In: Coady J., and Huckin T. (Eds). Second Language Vocabulary Acquisition (1997), Cambridge University Press, Cambridge 98-122
    • (1997) Second Language Vocabulary Acquisition , pp. 98-122
    • Grabe, W.1    Stoller, F.L.2
  • 20
    • 0010963992 scopus 로고
    • The learner as word processor
    • AILA Review. Nation P., and Carter R. (Eds), AILA, Amsterdam
    • Haastrup K. The learner as word processor. In: Nation P., and Carter R. (Eds). AILA Review. Vocabulary Acquisition vol. 6 (1989), AILA, Amsterdam 34-46
    • (1989) Vocabulary Acquisition , vol.6 , pp. 34-46
    • Haastrup, K.1
  • 21
    • 0037878880 scopus 로고    scopus 로고
    • The role of writing in classroom second language acquisition
    • Harklau L. The role of writing in classroom second language acquisition. Journal of Second Language Writing 11 (2002) 329-350
    • (2002) Journal of Second Language Writing , vol.11 , pp. 329-350
    • Harklau, L.1
  • 22
    • 84937385542 scopus 로고    scopus 로고
    • Taking a lexical approach to teaching: principles and problems
    • Harwood N. Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics 12 (2002) 139-155
    • (2002) International Journal of Applied Linguistics , vol.12 , pp. 139-155
    • Harwood, N.1
  • 23
    • 34547922832 scopus 로고    scopus 로고
    • Quantity vs. quality: using intensive and extensive reading in the FL classroom
    • Brauer G. (Ed), Ablex, Stamford, CT
    • Homstad T., and Thorson H. Quantity vs. quality: using intensive and extensive reading in the FL classroom. In: Brauer G. (Ed). Writing Across Languages (2000), Ablex, Stamford, CT 141-152
    • (2000) Writing Across Languages , pp. 141-152
    • Homstad, T.1    Thorson, H.2
  • 24
    • 0041625602 scopus 로고    scopus 로고
    • Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity
    • Robinson P. (Ed), Cambridge University Press, Cambridge
    • Hulstijn J.H. Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In: Robinson P. (Ed). Cognition and Second Language Instruction (2001), Cambridge University Press, Cambridge 258-286
    • (2001) Cognition and Second Language Instruction , pp. 258-286
    • Hulstijn, J.H.1
  • 25
    • 0007181751 scopus 로고    scopus 로고
    • Incidental learning of second language vocabulary in computer-assisted reading and writing tasks
    • Albrechtsen D., Hensrikse B., Mees I.M., and Poulsen E. (Eds), Odense University Press, Odense, Denmark
    • Hulstijn J.H., and Trompetter P. Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In: Albrechtsen D., Hensrikse B., Mees I.M., and Poulsen E. (Eds). Perspectives on Foreign and Second Language Pedagogy (1998), Odense University Press, Odense, Denmark 191-200
    • (1998) Perspectives on Foreign and Second Language Pedagogy , pp. 191-200
    • Hulstijn, J.H.1    Trompetter, P.2
  • 26
    • 0038261857 scopus 로고    scopus 로고
    • Genre-based pedagogies: a social response to process
    • Hyland K. Genre-based pedagogies: a social response to process. Journal of Second Language Writing 12 (2003) 17-29
    • (2003) Journal of Second Language Writing , vol.12 , pp. 17-29
    • Hyland, K.1
  • 27
    • 84965535065 scopus 로고
    • Learning an alien lexicon: a teach-yourself case study
    • Jones F.R. Learning an alien lexicon: a teach-yourself case study. Second Language Research 11 (1995) 95-111
    • (1995) Second Language Research , vol.11 , pp. 95-111
    • Jones, F.R.1
  • 28
    • 0040938184 scopus 로고
    • Effects of first language on second language writing: translation versus direct composition
    • Kobayashi H., and Rinnert C. Effects of first language on second language writing: translation versus direct composition. Language Learning 42 (1992) 183-215
    • (1992) Language Learning , vol.42 , pp. 183-215
    • Kobayashi, H.1    Rinnert, C.2
  • 29
    • 84937310320 scopus 로고
    • Using collaborative language production tasks to promote students' language awareness
    • Kowal M., and Swain M. Using collaborative language production tasks to promote students' language awareness. Language Awareness 3/2 (1994) 73-93
    • (1994) Language Awareness , vol.3-2 , pp. 73-93
    • Kowal, M.1    Swain, M.2
  • 30
    • 84979418165 scopus 로고
    • We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis
    • Krashen S. We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. The Modern Language Journal 73 (1989) 440-464
    • (1989) The Modern Language Journal , vol.73 , pp. 440-464
    • Krashen, S.1
  • 31
    • 0035649809 scopus 로고    scopus 로고
    • Error correction strategies used by learners of Japanese when revising a writing task
    • Kubota M. Error correction strategies used by learners of Japanese when revising a writing task. System 29 (2001) 467-480
    • (2001) System , vol.29 , pp. 467-480
    • Kubota, M.1
  • 32
    • 0035286039 scopus 로고    scopus 로고
    • Incidental vocabulary acquisition in a second language: The construct of task-induced involvement
    • Laufer B., and Hulstijn J. Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22 (2001) 1-26
    • (2001) Applied Linguistics , vol.22 , pp. 1-26
    • Laufer, B.1    Hulstijn, J.2
  • 33
    • 0003711724 scopus 로고
    • Language Teaching Publication, Hove, UK
    • Lewis M. The Lexical Approach (1993), Language Teaching Publication, Hove, UK
    • (1993) The Lexical Approach
    • Lewis, M.1
  • 34
    • 0000190559 scopus 로고    scopus 로고
    • Focus on form: theory, research, and practice
    • Doughty C., and Williams J. (Eds), Cambridge University Press, Cambridge
    • Long M.H., and Robinson P. Focus on form: theory, research, and practice. In: Doughty C., and Williams J. (Eds). Focus on Form in Classroom Second Language Acquisition (1998), Cambridge University Press, Cambridge 15-41
    • (1998) Focus on Form in Classroom Second Language Acquisition , pp. 15-41
    • Long, M.H.1    Robinson, P.2
  • 35
    • 84937378026 scopus 로고    scopus 로고
    • The teacher as language learner: Worlds of difference?
    • McDonough J. The teacher as language learner: Worlds of difference?. ELT Journal 56 (2002) 404-411
    • (2002) ELT Journal , vol.56 , pp. 404-411
    • McDonough, J.1
  • 36
    • 85050415815 scopus 로고    scopus 로고
    • The effects of inferring, verifying, and memorizing on the retention of L2 word meanings
    • Mondria J.-A. The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition 25 (2003) 473-499
    • (2003) Studies in Second Language Acquisition , vol.25 , pp. 473-499
    • Mondria, J.-A.1
  • 38
    • 34547882798 scopus 로고    scopus 로고
    • Oxford Pocket para estudiantes de inglés. 1995. Oxford University Press, Oxford.
  • 39
    • 0037540902 scopus 로고    scopus 로고
    • Toward a more comprehensive view of L2 writing: foreign language writing in the US
    • Reichelt M. Toward a more comprehensive view of L2 writing: foreign language writing in the US. Journal of Second Language Writing 8 (1999) 181-204
    • (1999) Journal of Second Language Writing , vol.8 , pp. 181-204
    • Reichelt, M.1
  • 40
    • 84937338485 scopus 로고    scopus 로고
    • A critical review of foreign language writing research on pedagogical approaches
    • Reichelt M. A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal 85 (2001) 578-598
    • (2001) The Modern Language Journal , vol.85 , pp. 578-598
    • Reichelt, M.1
  • 41
    • 85069288390 scopus 로고    scopus 로고
    • Guiding relationships between form and meaning during task performance: the role of the teacher
    • Bygate M., Skehan P., and Swain M. (Eds), Longman, London
    • Samuda V. Guiding relationships between form and meaning during task performance: the role of the teacher. In: Bygate M., Skehan P., and Swain M. (Eds). Researching Pedagogic Tasks (2001), Longman, London 119-140
    • (2001) Researching Pedagogic Tasks , pp. 119-140
    • Samuda, V.1
  • 42
    • 84937317437 scopus 로고
    • Prose modeling and metacognition: the effect of modeling on developing a metacognitive stance toward writing
    • Stolarek E.A. Prose modeling and metacognition: the effect of modeling on developing a metacognitive stance toward writing. Research in the Teaching of English 28 (1994) 154-174
    • (1994) Research in the Teaching of English , vol.28 , pp. 154-174
    • Stolarek, E.A.1
  • 43
    • 0002588177 scopus 로고    scopus 로고
    • The output hypothesis and beyond: mediating acquisition through collaborative dialogue
    • Lantolf J.P. (Ed), Oxford University Press, Oxford
    • Swain M. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In: Lantolf J.P. (Ed). Sociocultural Theory and Second Language Learning (2000), Oxford University Press, Oxford 97-114
    • (2000) Sociocultural Theory and Second Language Learning , pp. 97-114
    • Swain, M.1
  • 44
    • 24744461237 scopus 로고
    • Problems in output and the cognitive processes they generate: a step towards second language learning
    • Swain M., and Lapkin S. Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics 16 (1995) 371-391
    • (1995) Applied Linguistics , vol.16 , pp. 371-391
    • Swain, M.1    Lapkin, S.2
  • 45
    • 0030507912 scopus 로고    scopus 로고
    • The case against grammar correction in L2 writing
    • Truscott J. The case against grammar correction in L2 writing. Language Learning 46 (1996) 327-369
    • (1996) Language Learning , vol.46 , pp. 327-369
    • Truscott, J.1
  • 46
    • 0013147857 scopus 로고    scopus 로고
    • The case for The case against grammar correction in L2 writing classes: a response to Ferris
    • Truscott J. The case for The case against grammar correction in L2 writing classes: a response to Ferris. Journal of Second Language Writing 8 (1999) 111-122
    • (1999) Journal of Second Language Writing , vol.8 , pp. 111-122
    • Truscott, J.1
  • 47
    • 10844243171 scopus 로고    scopus 로고
    • Evidence and conjecture on the effects of correction: a response to Chandler
    • Truscott J. Evidence and conjecture on the effects of correction: a response to Chandler. Journal of Second Language Writing 13 (2004) 337-343
    • (2004) Journal of Second Language Writing , vol.13 , pp. 337-343
    • Truscott, J.1
  • 48
    • 0347108930 scopus 로고    scopus 로고
    • Second language learners' process of L1 writing, L2 writing, and translation from L1 to L2
    • Uzawa K. Second language learners' process of L1 writing, L2 writing, and translation from L1 to L2. Journal of Second Language Writing 5 (1996) 271-294
    • (1996) Journal of Second Language Writing , vol.5 , pp. 271-294
    • Uzawa, K.1
  • 50
    • 33748574001 scopus 로고    scopus 로고
    • L1 and L2 glosses: their effects on incidental vocabulary learning
    • Yoshii M. L1 and L2 glosses: their effects on incidental vocabulary learning. Language Learning and Technology 10/3 (2006) 85-101
    • (2006) Language Learning and Technology , vol.10-3 , pp. 85-101
    • Yoshii, M.1
  • 51
    • 84995120605 scopus 로고
    • Writing: The process of discovering meaning
    • Zamel V. Writing: The process of discovering meaning. TESOL Quarterly 16 (1982) 195-209
    • (1982) TESOL Quarterly , vol.16 , pp. 195-209
    • Zamel, V.1
  • 52
    • 33746504340 scopus 로고
    • In search of the key: research and practice in composition
    • Handscombe J., Orem R.A., and Taylor B.P. (Eds), TESOL, Washington, DC
    • Zamel V. In search of the key: research and practice in composition. In: Handscombe J., Orem R.A., and Taylor B.P. (Eds). On TESOL '83: The Question of Control (1983), TESOL, Washington, DC 195-207
    • (1983) On TESOL '83: The Question of Control , pp. 195-207
    • Zamel, V.1
  • 53
    • 84981660758 scopus 로고
    • Responding to student writing
    • Zamel V. Responding to student writing. TESOL Quarterly 19 (1985) 79-101
    • (1985) TESOL Quarterly , vol.19 , pp. 79-101
    • Zamel, V.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.