There is a whole lot more to a word than its definition. How to use it in a sentence, level of politeness, nuances in meaning, countable/uncountable, male/female, etc. This can’t possibly be done consciously for every word out of the thousands of words that need to be learned.
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True, but that in itself is not an argument against some conscious learning and explicit teaching of grammar and vocab. Research is clear on the value of explicit vocab teaching, for example (eg Nation, Barcroft).
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Any papers that measure acquisition instead of learning? E.g. by not giving the learners the chance to use the monitor, like in spontaneous conversation.
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