INPUT, TASKS, AND PROCESSING SPECIFICITY IN SPANISH VOCABULARY LEARNING

This chapter explains and exemplifies which types of input and tasks are most effective for promoting Spanish vocabulary learning in Meaning-Oriented Instruction (MOI). It draws on research and theoretical advances in lexical input processing, including assertions that can be made about the processing of form and meaning based on the Type of Processing-Resource Allocation (TOPRA) model (Barcroft 2002). With reference to input, the chapter recommends input that is meaning bearing and sufficiently comprehensible, increased repetition of novel words, input enhancement in both the written and spoken modes, and the gradual build-up of language-specific word usage and meanings over time. It is also suggested that tasks not involve a large degree of semantic elaboration or forced output without access to meaning and that learners are provided with opportunities to retrieve novel words on their own. Given how these pedagogical recommendations are key tenets of Input-Based Incremental (IBI) vocabulary instruction (Barcroft 2012), the chapter also reviews the ten principles of the IBI approach and a seven-item checklist that can be used when designing IBI lessons along with a sample IBI lesson about the Galapagos Islands for intermediate learners of Spanish.