Acquiring Academic Vocabulary for Post-Secondary English Learners: A Research Synthesis

Abstract

This research synthesis describes, critiques, and synthesizes intervention studies related to the academic vocabulary acquisition of postsecondary English learners. Using the article matrix and constant-comparative methods of analysis, this review includes all relevant studies so as to provide a knowledge base for both researchers and practitioners moving forward. Descriptive findings indicate the need for more experimental research in this area that reduces threats to validity, employs a combination of standardized and researcher-created instruments (with reported reliability), and reports detailed procedures of any interventions. The research focus up to this point has been on general academic vocabulary; further research is still needed in this area, though there is also a need for discipline-specific academic vocabulary at the postsecondary level. Findings regarding best practices include the following: a) there are significant benefits to combining embedded academic vocabulary learning with explicit, isolated word learning; b) technology is most effective when combined with other well-established aspects of quality vocabulary instruction; c) receptive vocabulary gains are highest when pairing the learning and assessment modes (i.e., receptive vs. productive) and pursuing consistency over structure; and d) specific tools and materials, such as using a concordance or dictionary, can significantly enhance productive academic vocabulary.