All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete meaning-focused oral tasks by applying different sequence combinations within three weeks. Vocabulary meaning and application, involving meaning recognition, meaning recall, and form recall, were assessed using pre-and post-tests. The results confirmed the efficacy of meaning-focused oral tasks in promoting incidental vocabulary learning and showed that different sequence combinations can lead to varying learning outcomes. The findings suggest that incidental vocabulary meaning learning is more dependent on meaning-focused tasks and less influenced by task sequences. On the other hand, vocabulary application learning is more influenced by task sequences, indicating that a balance between cognitive load and involvement load may have a positive effect on application learning. Pedagogically, the simple-complex-complex sequence in monologic tasks and the complex-simple-complex sequence in dialogic tasks were found to result in significantly worse performance than other sequence combinations for both vocabulary meaning and application learning.

ltrq.2024.45.03.pdf

Original Research 

ltrq.2024.45.03.xml

The Impact of Monologic and Dialogic Sequences on Incidental Vocabulary Learning among Chinese Vocational High School EFL Learners

While extensive research has explored Second Language Vocabulary Acquisition (SLVA) acquisition, there has been a lack of comprehensive bibliometric analysis on this topic. This study addresses this gap by investigating research trends and collaboration networks in SLVA over the past 24 years. Publications on SLVA were retrieved and analysed using data extracted from the Web of Science, a widely-used research database. Using CiteSpace software, we analysed bibliographic details, including countries, institutions, authors, and keywords, and created interactive visualizations. A total of 3905 publications were identified as of April 2, 2024. The United States led in productivity with 1079 publications, while Radboud University Nijmegen was the most prolific institution with 55 publications. Stuart Webb emerged as the most active author, contributing 29 publications. &lsquo;Vocabulary&rsquo; was the most frequent keyword, appearing 1033 times, highlighting its centrality in research developments. The analysis of scientific network maps and keywords revealed significant changes and emerging trends in SLVA research. These results provide meaningful insights and highlight several promising avenues for future exploration in SLVA research.

ltrq.2024.45.10.pdf

Review Article

ltrq.2024.45.10.xml

Bibliometric Evaluation of Publications on Second Language Vocabulary Acquisition (2000-2024)