Abstract:
Research in second language vocabulary acquisition has generally recommended a combination of extensive reading with explicit instruction as part of a thorough vocabulary intervention programme. However, a gap remains between research and its pedagogical application to task design and materials (Chacón-Beltrán, Abello-Contesse and Torreblanca-López, 2010). A study by Macaro and Mutton (2009) shows that the use of graduated codeswitched texts with strategy instruction is more effective in raising successful inferencing than relying on graded readers. Nevertheless, there are no previous studies done on the effects of codeswitched reading tasks in second language vocabulary learning. This study investigates the use of codeswitched texts in enhancing L2 learners’ lexical inferencing and lexical recall of target words. A treatment group of EFL learners exposed to codeswitched texts is compared with another group of EFL learners exposed to graded readers in terms of receptive and productive vocabulary measured by a modified Vocabulary Knowledge Scale and recall of target words assessed by retrieval-retention tests. Statistical findings were triangulated with protocol analyses of concurrent think alouds. Quantitative and qualitative results show that the treatment group outperformed the control group in successful lexical inferencing and retention-retrieval, with proficiency as a second influencing variable. Metacognitive skills in evaluating and monitoring semantic hypotheses are also found to be crucial in increasing accurate guesses. Specifically, knowledge of claim types and local discourse coherence are knowledge sources used to arrive at successful semantic hypotheses. This study recommends that codeswitching reading tasks, as a less intensive vocabulary strategy, be incorporated in a comprehensive ESL vocabulary intervention programme.