Vocabulary learning in L2 Spanish content-based courses: Opportunities from and with classroom materials

Second language (L2) vocabulary is an important area of L2 learning (Schmitt, 2008). Nonetheless, the field knows little about vocabulary instruction in relation to materials. For example, research on vocabulary episodes (VEs)-moments where a word is the focus of the classroom discussion (Basturkmen & Schaleford, 2015; Folse, 2010)-has mostly not considered neither materials nor materials use. This study explores how relevant materials are in vocabulary research by exploring two upper-level Spanish L2 culture courses. The two courses were video-recorded for four weeks of a 12-week semester. Each course, with 16 students, was taught by a different, experienced instructor. Students completed three vocabulary tests based on frequent words of classroom reading that showed modest gain. The recordings were further explored regarding the materials used.  As a classification was needed for materials, two groups emerged from the recordings: required materials-i.e., readings, videos, and audios-and pedagogical materials-e.g., PowerPoints, blackboard, etc. Each VE was coded regarding 1) the classroom-discourse mode (lecture format, student-led presentation, student-led discussion, invited speaker-led discussion, managerial, review, and text-based, adapted from Walsh, 2011); 2) the required materials and 3) the pedagogical materials. Required materials prompted VEs within lecture format and text-based modes. In student-led discussions, learners integrated vocabulary items in their self-designed, pedagogical materials. That is, materials were interconnected with specific classroom-discourse modes. The link between classroom-discourse modes and materials for vocabulary instruction compel us to examine them jointly as materials regulate VE. A stronger presence of sociomaterial perspectives is needed in L2 vocabulary research.