The impact of Teacher-Researcher collaboration on L2 learners’ vocabulary acquisition in the Federation Wallonia-Brussels

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

Vocabulary learning is a complex process in second language acquisition. Many strategies are depicted in the literature to implement vocabulary teaching and learning in foreign language classrooms. Building a Teacher-Researcher collaboration is therefore interesting to have teachers’ opinion about various methods (cf. construct information sheet) that are recommended by academic research. The present research based on second language teachers’ testimonies shows that a vast majority of the teacher participants already make use of strategies approved by academic research. This collaboration also offered the participants some new vocabulary teaching ideas. These main results reveal that second language teachers are aware of a great deal of teaching strategies as far as new vocabulary teaching is concerned. However, it also points out the gap between the teaching world and the research world since some participants were unaware of certain aspects depicted in academic research such as the formulaic language, awareness raising and negotiation of meaning constructs. Therefore, Teacher-Researcher collaborations play an important role in the pedagogical sphere since it offers teachers a broader view of teaching practices, and it also enables researchers to validate or not what is recommended in academic research.