Qualitative analyses of learners’ discourse about their on productive vocabulary in spoken interactions

Abstract

This article looks at L2 vocabulary learning from the learner’s perspective. Qualitative data was collected in France from nine Master’s level EFL learners’ weekly comments in learning diaries. The students, a heterogenous group, commented on their interactive classroom activities (games) and their self-reflexive learning. Our analysis of the data focused on three emergent dimensions: vocabulary building, vocabulary learning strategies and evolutionary attitudes towards their learning. The data suggests that game playing in English contributed to the development of their repertoire of vocabulary building strategies, and overall motivation. As such, the knowledge gained from the learners’ diaries has implications for EFL theory and practice and it could prompt teachers to emphasize vocabulary learning and use, in meaningful interactive situations.

Keywords

• vocabulaire
• stratégies d’apprentissage
• journal auto-réflexif
• autonomie
• interaction