Abstract

Developing a better understanding of the beliefs and practices that students hold concerning their English vocabulary development should assist lexical instruction and learning. To explore different connections between lexical development and learner autonomy, changes and developments over time in the vocabulary practices and goals of several students engaged in content-based learning projects through English were tracked. After reconstructing their vocabulary histories, participants kept dedicated vocabulary notes and reflections. This study examines the developments that one individual goes through over time in his vocabulary practices andgoals, in order to better understand processes of lexical restructuring and network building. From this analysis, connections to a Vygotskian view of conceptual development are drawn, particularly with regard to what such a model may indicate about learners’ situated lexical development.

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