Mitigating ‘tip-of-the-tongue’ predicaments: a practical framework for vocabulary development in the EFL curriculum.
Saved in:
| Title: | Mitigating ‘tip-of-the-tongue’ predicaments: a practical framework for vocabulary development in the EFL curriculum. |
|---|---|
| Authors: | Yuan, Li1 (AUTHOR) lavenderyuan@stu.edu.cn |
| Source: | Language Learning Journal. Oct2025, p1-14. 14p. 2 Illustrations. |
| Subject Terms: | *SECOND language acquisition, *CONTEXTUAL learning, *PHRASEOLOGY, *INSTRUCTIONAL systems design, *EMPIRICAL research, *PSYCHOLOGY of students, *CURRICULUM, *COGNITIVE psychology |
| Abstract: | This study presents a practical framework for enhancing L2 learners’ productive vocabulary by integrating cognitive and pedagogical principles into a cohesive instructional design. Informed by the usage-based approach to language acquisition, the framework comprises four interrelated subsystems: microsystem, mesosystem, macrosystem, and chronosystem. These systems collectively address critical factors in vocabulary development: cognitive processing (elaboration and attention), motivation, and frequency of exposure. Its core principle is strengthening word-context associations through structured usage events, which promote active engagement with newly learned vocabulary in meaningful settings. To evaluate its effectiveness, a quasi-experimental study was conducted with 64 participants, alongside a qualitative exploration of learner perceptions to shed light on mechanisms facilitating vocabulary development. Results revealed significant gains in both receptive and productive vocabulary for the experimental group. Notably, while the control group showed a positive correlation between receptive vocabulary gains and productive vocabulary development, this relationship was absent in the experimental group, suggesting that the experimental approach disrupted the conventional L2 word form-to-L1 meaning association, instead fostering a more direct mapping of L2 vocabulary to contextual use. These findings support the instructional value of the proposed framework and its potential to inform context-rich, cognitively grounded vocabulary teaching practices in EFL settings. [ABSTRACT FROM AUTHOR] |
| Database: | Academic Search Index |
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstract: | This study presents a practical framework for enhancing L2 learners’ productive vocabulary by integrating cognitive and pedagogical principles into a cohesive instructional design. Informed by the usage-based approach to language acquisition, the framework comprises four interrelated subsystems: microsystem, mesosystem, macrosystem, and chronosystem. These systems collectively address critical factors in vocabulary development: cognitive processing (elaboration and attention), motivation, and frequency of exposure. Its core principle is strengthening word-context associations through structured usage events, which promote active engagement with newly learned vocabulary in meaningful settings. To evaluate its effectiveness, a quasi-experimental study was conducted with 64 participants, alongside a qualitative exploration of learner perceptions to shed light on mechanisms facilitating vocabulary development. Results revealed significant gains in both receptive and productive vocabulary for the experimental group. Notably, while the control group showed a positive correlation between receptive vocabulary gains and productive vocabulary development, this relationship was absent in the experimental group, suggesting that the experimental approach disrupted the conventional L2 word form-to-L1 meaning association, instead fostering a more direct mapping of L2 vocabulary to contextual use. These findings support the instructional value of the proposed framework and its potential to inform context-rich, cognitively grounded vocabulary teaching practices in EFL settings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2025.2577907 |