This study considers the relative benefits for vocabulary learning of exposure to two types of texts—literary or nonliterary—used with two teaching approaches. These approaches were termed functional and creative, respectively. In the former, learners’ attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners’ personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre‐ and posttest: meaning recall of vocabulary contained in the texts, and learners’ general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.

中文翻译：

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文学和第二语言词汇学习：文本类型和教学方法的作用


这项研究考虑了接触两种类型的文本（文学或非文学）和两种教学方法对词汇学习的相对好处。这些方法分别被称为功能性方法和创造性方法。前者，学习者的注意力被吸引到事实信息和语言特征，以发展他们的语言知识。后者的目的是通过吸引学习者对文本的情感内容以及如何使用语言来表达含义的注意力来刺激学习者的个人和情感反应。我们分析了英国 8 所学校 160 名法语学习者的数据。四所学校的学习者学习法语诗歌，另外四所学校的学习者学习法语事实文本。每种文本条件下的教师都在平衡设计中采用了功能性和创造性的开发方法。我们在测试前和测试后评估了两种类型的词汇知识：文本中包含的词汇的含义回忆，以及学习者的一般词汇量。我们的结果表明两种文本类型的学习效果都有所提高。然而，文本类型和教学方法之间以及文本类型和教学方法使用顺序之间存在着重要的相互作用。最后，我们考虑这些发现对于通过文献理解词汇学习和课堂实践的影响。