DEVELOPMENT OF B1 STUDENTS’ PRODUCTIVE VOCABULARY THROUGH AUTHENTIC PODCASTS
Keywords:
Authentic podcasts, productive vocabulary, productive vocabularyRussian as a foreign languageAbstract
This thesis examines how authentic podcasts can develop the productive vocabulary of B1 students in Russian language classes. It argues that podcasts provide meaningful input, repeated lexical exposure, and models for speaking. A staged method including pre-listening prediction, guided listening, note-taking, lexical recycling, and output tasks helps learners move words from recognition to active use. The approach increases motivation, contextual understanding, fluency, and confidence in classroom communication and academic interaction.
References
S. P. Nation, “Knowing a Word,” in Learning Vocabulary in Another Language (Cambridge
University Press, 2022); Stuart Webb, “Receptive and Productive Vocabulary Learning: The Effects of Reading and Writing on Word Knowledge,” Studies in Second Language Acquisition 27, no. 1 (2005).
Fernando Rosell-Aguilar, “Top of the Pods—In Search of a Podcasting ‘Podagogy’ for Language Learning,” Computer Assisted Language Learning 20, no. 5 (2007); Harika Hamzaoğlu and Zeynep Koçoğlu, “The Application of Podcasting as an Instructional Tool to Improve Turkish EFL Learners’ Speaking Anxiety,” Educational Media International 53, no. 4 (2016).
S. P. Nation, “Vocabulary and Listening and Speaking,” in Learning Vocabulary in Another Language (Cambridge University Press, 2022).
Niousha Pavia, Stuart Webb, and Farahnaz Faez, “Incidental Vocabulary Learning through Listening to Songs,” Studies in Second Language Acquisition (2019).
Zhouhan Jin and Stuart Webb, “The Effectiveness of Note Taking through Exposure to L2 Input: A Meta-analysis,” Studies in Second Language Acquisition 46, no. 2 (2024).
Stuart Webb, “Receptive and Productive Vocabulary Learning: The Effects of Reading and Writing on Word Knowledge,” Studies in Second Language Acquisition 27, no. 1 (2005).
Yanxue Feng and Stuart Webb, “Learning Vocabulary through Reading, Listening, and Viewing: Which Mode of Input Is Most Effective?” Studies in Second Language Acquisition (2019).
