Boers (2021) synthesises the research on teaching words, phrases and patterns into a set of explicit practices that look ‘commonsensical’ but now have an evidence base: pre-teach, review content, vary explicit techniques, set output with a purpose, review vocabulary regularly, and enhance texts for noticing.
Source
Boers, F. (2021). Evaluating Second Language Vocabulary and Grammar Instruction: A Synthesis of the Research on Teaching Words, Phrases, and Patterns. Routledge.
Practices as applied (EAL, international school)
- Pre-teach vocabulary for upcoming topics (see Pre-teach academic vocabulary with a subject-EAL cycle).
- Schedule content reviews: repeated exposure, output, retrieval.
- Vary explicit instruction: guided inductive as well as deductive; delayed focus on form.
- Output tasks with an audience, format and purpose (YouTube-style explainers, assembly talks).
- 10–15 minutes of vocabulary review each session (“word envelopes”); a shared doc for emergent words.
- Text enhancement (bolding targets). The evidence for incidental gains is inconclusive: “a leap of faith at times”.
Limits
Boers notes that the underlying studies describe their instruction thinly. Pete admits drifting to gap-fills because learners find them familiar.
Apply in my context (Claude)
- Boers (2021) is the single best recent citation for a DELTA lexis LSA background essay. It’s a research synthesis by a leading vocabulary researcher, rather than a blog.
Connections
Spaced retrieval is the best-supported technique · Output tasks after reading boost vocabulary retention · Nation’s eight principles of learning as a task checklist