NOTE-TAKING AND SELF-TRANSCRIPTION STRATEGIES’ IMPACT ON EFL VOCABULARY ACQUISITION

Abstract

This paper describes an ethnographic research based on note-taking and self-transcription strategies. It aimed at analyzing the English as Second Language (ESL) Acquisition process of 18 High School students. For this experiment it was considered the implementation of a Task-Based Language Learning and Teaching theory (TBLT) (DOUGHTY, 2003; ELLIS, 2003; WILLIS; WILLIS, 2007) and a pedagogic cycle for ESL note-taking (SIEGEL; 2015a, 2016). In conclusion we found out that the dynamism of the process, the words frequency and the frequency in syntax (restructuration), evidenced in the participants productions, has influenced the ESL learning process.