FLIPPED VOCABULARY INSTRUCTION EXPERIENCE WITH ADULT LANGUAGE LEARNERS

Abstract

This paper reports on the longitudinal experience and insights gained from numerous flipped vocabulary instruction episodes with adult language learners. The instruction program was vocabulary and meaning focused, and the target words were chosen from the New GSL dataset. Several different tutoring groups were formed in different time periods. The participants were instructed and trained to deal with the target words outside the class to the extent that their skills and abilities allowed. The aspects of learning that required higher cognitive skills were carried out in the classroom with the instructor. The sessions were discussed and modified with the participants taking into account the participants’ instructional needs. As a result, a flipped vocabulary instruction model was developed. It is suggested that many principles of second language vocabulary acquisition can be applied with a flipped learning approach, and this approach has the potential to resolve the related issues.