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Do Reading and Interactive Vocabulary Instruction Make a Difference? An Empirical Study.
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Zimmerman, Cheryl Boyd – TESOL Quarterly, 1997
Reports on a pilot study examining the effects of reading and interactive vocabulary instruction on the vocabulary development of English-as-a-Second-language students attending a U.S. university-preparatory intensive English program. Findings suggest that such instruction combined with self-selected and course-related reading can improve…
Descriptors: College Students, English (Second Language), Independent Study, Intensive Language Courses