hypergogue

To reach the goal of the study two groups of EFL language learners at intermediate language proficiency level were randomly assigned to a control and an experimental group. Both groups received instruction on vocabulary learning strategies through a 10-week period of instruction. However, only the experimental group received metacognitive strategy training during the course of the semester. The training model used was based on the framework for direct language learning strategies instruction proposed by Chamot and O'Malley (1994). The result of the study showed that explicit metacognitive strategy training has a significant positive effect on the vocabulary learning of EFL students

This is from a cached version of the report.

Take-aways: explicit instruction in metacognition is beneficial. And, interestingly:

"research shows that for most adult learners direct vocabulary instruction is beneficial and necessary, due to the fact that students are not able to acquire the mass of vocabulary just by meaningful reading, listening, speaking and writing"

How much stuff can we not acquire through 'meaningful' activity (and have to have presented in a Teachable Equivalent?) I wonder if games and Task-Based Learning would overcome this - or even if it's valid that there is prescribed content? Linguistic performance is achievable in finite but hugely unpredictable ways.

I digress.

A debate I once witnessed on how to help learners score highly on vocabulary tests