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Relevant bibliographies by topics / Incidental vocabulary acquisition

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Academic literature on the topic 'Incidental vocabulary acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Incidental vocabulary acquisition"

1

Huckin, Thomas, and James Coady. "INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE." Studies in Second Language Acquisition 21, no. 2 (June 1999): 181–93. http://dx.doi.org/10.1017/s0272263199002028.

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It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.

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Vilkaitė, Laura. "Incidental acquisition of collocations in L2." ITL - International Journal of Applied Linguistics 168, no. 2 (December 30, 2017): 248–77. http://dx.doi.org/10.1075/itl.17005.vil.

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Abstract As collocations are very numerous, at least a part of them has to be learned incidentally when acquiring a second language. There is now an increasing body of evidence showing that incidental learning of collocations seems to be possible. The present study sets out to investigate whether collocations can be learned incidentally if encountered in their nonadjacent form (with words intervening between collocates). It also looks at the role of prior vocabulary knowledge in incidental acquisition of adjacent and nonadjacent collocations. The results show that nonadjacent collocations can be learned equally well as adjacent ones, at least to the recognition level of knowledge. Also, larger prior vocabulary knowledge seems to lead to better chances of learning both adjacent and nonadjacent collocations incidentally.

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Tang, Zhongqing. "A Review on Studies into Incidental Vocabulary Acquisition through Different Input." English Language Teaching 13, no. 6 (May 19, 2020): 89. http://dx.doi.org/10.5539/elt.v13n6p89.

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Vocabulary acquisition, after being neglected for centuries, aroused people’s attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass & Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listening activities was another good way to enhance incidental vocabulary acquisition. Nowadays, task mode of incidental vocabulary acquisition has become more pluralistic than before. This article is to review studies into incidental vocabulary acquisition through different input and point out the limitations of previous studies. The first limitation of previous studies is that word knowledge framework was undefined in previous studies and the second limitation is that prior knowledge, an factor which needs to be controlled, was neglected by some scholars. This review will hopefully provide some suggestions for both language teachers and language learners.

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Peters, Elke, and Stuart Webb. "INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING." Studies in Second Language Acquisition 40, no. 3 (January 30, 2018): 551–77. http://dx.doi.org/10.1017/s0272263117000407.

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AbstractResearch has begun to demonstrate that L2 words can be learned incidentally through watching audio-visual materials. Although there are a large number of studies that have investigated incidental vocabulary learning through reading a single text, there are no studies that have explored incidental vocabulary learning through viewing a single full-length TV program. The present study fills this gap. Additionally, three word-related variables (frequency of occurrence, cognateness, word relevance) and one learner-related variable (prior vocabulary knowledge) that might contribute to incidental vocabulary learning were examined. Two experiments were conducted with Dutch-speaking EFL learners to measure the effects of viewing TV on form recognition and meaning recall (Experiment 1) and meaning recognition (Experiment 2). The findings showed that viewing TV resulted in incidental vocabulary learning at the level of meaning recall and meaning recognition. The research also revealed that learning was affected by frequency of occurrence, prior vocabulary knowledge, and cognateness.

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Paribakht, T. Sima, and Marjorie Wesche. "READING AND “INCIDENTAL” L2 VOCABULARY ACQUISITION." Studies in Second Language Acquisition 21, no. 2 (June 1999): 195–224. http://dx.doi.org/10.1017/s027226319900203x.

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The present study is a follow-up to a classroom experiment with university ESL students that demonstrated incidental acquisition of new lexical knowledge through the reading of thematically related texts. Introspective data from similar students using the same materials are analyzed in this study to explore how vocabulary knowledge may be acquired as a by-product of reading for comprehension. The researchers sought to identify the strategies and the kinds of knowledge and information learners used when dealing with new L2 words they encountered while reading. Learners tended to ignore a large proportion of the words. For those words they attended to, inferencing was the main strategy employed. A taxonomy of the knowledge sources they used in inferring word meanings from various textual and other cues was developed, which provided a framework for describing learners' inferencing behavior. Findings are interpreted in terms of existing research and theory on incidental vocabulary acquisition within an input-processing framework. Pedagogical implications are drawn.

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Vela, Vjosa. "Using Glosses for Incidental Vocabulary Acquisition." Procedia - Social and Behavioral Sciences 199 (August 2015): 305–10. http://dx.doi.org/10.1016/j.sbspro.2015.07.551.

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Wang, Qian. "Incidental L2 Vocabulary Acquisition and Reading: Concerns, Progresses and Future Directions." Chinese Journal of Applied Linguistics 43, no. 4 (November 1, 2020): 469–88. http://dx.doi.org/10.1515/cjal-2020-0031.

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Abstract There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners ’ efficient communication and comprehension. Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary. This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks, possible explanatory variables mediating incidental vocabulary learning, and tasks targeted at enhancing incidental lexical growth. In line with analyses of findings yielded from an impressive number of illuminating studies conducted, this article calls for a diversification of efforts in relation to multi-word lexical items, multi-modal e-learning technologies, and insights from neuroscience that may warrant more scholarly attention. These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

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Cennetkusu, Nazmiye Gürel, Hüseyin Koc, and Esra Teker Kozcaz. "An Experimental Study on Incidental Vocabulary Acquisition: Incidental Vocabulary Acquisition in Foreign Language by Visual Literary Quotations." OALib 07, no. 03 (2020): 1–13. http://dx.doi.org/10.4236/oalib.1106176.

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Sok, Sarah, and ZhaoHong Han. "A study of L2 vocabulary acquisition under incidental and intentional conditions." Vigo International Journal of Applied Linguistics, no. 17 (January 20, 2020): 113–40. http://dx.doi.org/10.35869/vial.v0i17.1467.

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Vocabulary development is indisputably a vital aspect of second language acquisition. In spite of the abundant attention it has garnered over the past few decades, it remains unclear how adult learners fare with intentional and incidental ways of learning. The current study investigated the effects of intentional learning (via studying a word list), incidental learning (via reading), and combined intentional-andincidental learning (via studying a word list followed by reading) conditions on 30 adult learners’ second language vocabulary acquisition. Vocabulary acquisition was measured in terms of percentage gains as well as changes in the depth of vocabulary knowledge. Results showed that while both the intentional and incidental modes of learning led to vocabulary gains, the combined intentional-and-incidental condition resulted in significantly greater gains than either the intentional-only or the incidentalonly condition. No significant differences were found between the incidental-only and intentional-only conditions.

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Asmayanti, St. "USING INCIDENTAL VOCABULARY ACQUISITION TO ENRICH THE STUDENTS VOCABULARY MASTERY." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 4, no. 1 (May 6, 2015): 79. http://dx.doi.org/10.26618/ejpbi.v4i1.919.

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The research aimed to find out the improvement the students’vocabulary in terms of improving their understanding about of nouns and adjectives. To explain the increase, the researcher used a classroom action research (CAR) which was conducted in two cycles in which each cycle consisted of four meetings.The subject was the students at the eight grade of SMP Askari Pallangga Gowa. The number of samples consisted of 37 students. The research findings indicated that using Incidental Vocabulary Acquisition could improve the students’ vocabulary of noun and adjective.It was proved by the result of the diagnostic test, the students’ mean score got was 53.78. After applying the Incidental Vocabulary Acquisition in cycle I, the students’ achievement increased to be 63.6. In cycle II the students’ vocabulary increased to be 85.

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Dissertations / Theses on the topic "Incidental vocabulary acquisition"

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Mohamed, Ayman Ahmed Abdelsamie Larson-Hall Jenifer. "Investigating incidental vocabulary acquisition in ESL conversation classes." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12165.

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Mohamed, Ayman Ahmed Abdelsamie. "Investigating incidental vocabulary acquisition in ESL conversation classes." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12165/.

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This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.

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Erlandsson, Tina, and Gutierrez Sara Wallgren. "Incidental Vocabulary Acquisition through Reading : A Literature Review Examining Vocabulary Acquisition, Reading Comprehension and their Connection." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139095.

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In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when learning vocabulary? What does research say about incidental vocabulary learning through reading? What relationship does vocabulary have with reading comprehension? We have answered our questions by synthesizing and analyzing empirical studies which have been divided into two categories: cognitive processes and strategies, and vocabulary acquisition through reading. The findings show that, when encountering new vocabulary, learners use memory, determination, social and metacognitive strategies. Learning vocabulary happens both incidentally and intentionally and during this procedure words go through cognitive processes that determine where in our knowledge system they belong but this procedure can be affected by both internal and external factors. Results show that learners find reading and reading while listening to be a good method of learning vocabulary and these approaches also show good results in incidental vocabulary acquisition. Learners acquire new vocabulary incidentally through reading but the number of words they learn varies greatly. Learner’s prior vocabulary knowledge and the level of the target text is important for the outcome of new vocabulary acquisition. If the learner does not have an adequate prior vocabulary, associations and connections cannot be made and coherence not completed. In summary, the relationship between incidental vocabulary acquisition and reading comprehension is mutually beneficial. Reading provides context during a learner’s integration process and this leads to comprehension and vocabulary growth. There is a reciprocal relationship between comprehension and vocabulary growth, where both build on one another. However, since all the empirical studies did not take the same factors into consideration, the results have varied. In other words, external and internal factors can have a major impact on incidental vocabulary acquisition through reading. We suggest further research to investigate these factors in order to get a clearer picture of how we as teachers can improve strategies and instructions for vocabulary acquisition through reading.

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Zahar, Richard M. "Examining conditions of incidental L2 vocabulary acquisition through reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ55013.pdf.

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Brooks, Philip, and Anton Sundin. "The Effectiveness of Incidental Vocabulary Acquisition on L2 Learners." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35547.

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Bisson, Marie-Josee. "Incidental acquisition of foreign language vocabulary through multi-modal situations." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13883/.

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There are many advantages to learning a foreign language, such as a better understanding of another culture, a better chance of employment, as well as metalinguistic and cognitive benefits. Unfortunately, language learning can be a long and difficult process, partly because of the amount of words necessary to achieve fluency in a language. However, informal exposure to languages can help language learning. The aim of this thesis was to explore the impact of informal exposure on the incidental acquisition of foreign language vocabulary with complete beginners in a foreign language. This was investigated in the context of multi-modal situations including verbal (auditory and written) and pictorial information. The first study investigated the acquisition of foreign language vocabulary through watching a film with subtitles, as well as the processing of subtitles using eye-tracking. In the second study, a simpler multi-modal situation (one spoken and written foreign language word form along with a line drawing depicting the meaning of the word) was used to investigate incidental vocabulary acquisition. In addition, this study investigated the use of a potentially more sensitive measure of early vocabulary learning based on the savings paradigm. The third study reported in this thesis explored the number of exposures to multi-modal stimuli necessary for incidental learning to occur. The fourth study, explored the type of connections resulting from the multi-modal incidental learning situation in the context of the current models of FL word learning. Finally, in the fifth study, the allocation of attention to the verbal and pictorial elements of the multi-modal situation were investigated using eye-tracking, as well as the impact of attention on vocabulary acquisition. The results of the studies presented in this thesis showed that incidental acquisition of foreign language vocabulary happens rapidly during a simple multi-modal situation, and that the pictorial information plays an important role. Furthermore, this type of situation was shown to be effective even with complete beginners in a foreign language and therefore could be exploited to promote informal language learning.

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Noe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.

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Lee, David B. "Incidental Vocabulary Acquisition in Middle School: An Examination of Three Instructional Conditions." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6506.

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The importance of vocabulary knowledge gained through incidental learning is well documented. The growth of incidental vocabulary knowledge is especially crucial for middle school students due to the complex words encountered in their studies. However, research on incidental vocabulary acquisition for middle school students is lacking. The purpose of this study was to compare the relative effectiveness of three instructional conditions (reading, writing, and reading and writing) on incidental vocabulary acquisition and retention with middle school students in an English as a first language (L1) environment. In this within subjects repeated measure study, 263 eighth-grade participants received treatment in three instructional conditions with three differing levels of involvement load. Data from 2,893 individual student measures were used to evaluate the influence of instructional conditions on incidental vocabulary acquisition and retention. Analysis of mixed-effects models showed that participant scores on the reading and writing condition were consistently higher than the writing only or the reading only condition. These results indicate that instructional tasks with higher involvement loads (e.g., reading and writing or writing) offer benefits to L1 middle school students for the incidental vocabulary acquisition necessary to be academically successful.

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James, Brian. "Effects of multimedia glossary annotations on incidental vocabulary acquisition in L2 learners of Japanese /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3062.pdf.

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James, Brian Gleason. "Effects of Multimedia Glossary Annotations on Incidental Vocabulary Acquisition in L2 Learners of Japanese." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1812.

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In recent years, advances in computer technology have allowed increasingly rich multimedia content to be incorporated into educational materials in many fields, including the field of language teaching. Yet as visually appealing as such products may be, we must ask whether multimedia-enriched materials actually improve learning in a measurable way. If so, individual curriculum makers can then decide whether the benefits of the multimedia materials justify the cost of purchasing and implementing them. This study attempted to examine the effects of multimedia glossary aids on incidental vocabulary acquisition rates of L2 learners of Japanese. Subjects included 35 third- and fourth-year students of Japanese at a large private university in the United States, who read a Japanese short story using an online web application that included a multimedia-enriched glossary. A total of 27 keywords were selected from the text for inclusion in the glossary. A third were annotated with English text definitions only; another third had an English text definition plus a picture illustration; the final third had an English text definition plus a video illustration. An unannounced post-test measured vocabulary gains. A logistic mixed models regression was performed to test for differences in acquisition rate across the annotation types. Also, due to the unique dual nature of Japanese orthography, which includes both the phonemic kana and so-called ideographic kanji characters, the regression also examined interaction between orthographic representation of the keyword and annotation type on acquisition rate. A significant result (p<0.0001) was found for annotation type as a main effect, with video-annotated words showing the highest acquisition rates. Additionally, a significant interaction (p=0.0139) was observed between orthography and annotation type, indicating that multimedia glossary annotations may have affected the acquisition of phonemic kana representations of keywords differently than they affected ideographic kanji representations.

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Books on the topic "Incidental vocabulary acquisition"

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Yoshii, Makoto. Daini gengo ni okeru rīdingu to goi gakushū: Fuzuiteki goi gakushū ni okeru chū no kōka = L2 reading & vocabulary learning : effect of glosses on incidental vocabulary learning. Hiroshima-shi: Keisuisha, 2009.

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Yoshii, Makoto. Daini gengo ni okeru rīdingu to goi gakushū: Fuzuiteki goi gakushū ni okeru chū no kōka = L2 reading & vocabulary learning : effect of glosses on incidental vocabulary learning. Hiroshima-shi: Keisuisha, 2009.

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Sylvén, Liss Kerstin. Teaching in English or English teaching?: On the effects of content and language integrated learning on Swedish learners' incidental vocabulary acquisition. Göteborg: University of Gothenburg, 2010.

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Ridder, Isabelle De. Reading from the Screen in a Second Language: Empirical Studies on the Effect of Marked Hyperlinks on Incidental Vocabularly Learning, Text Comprehension & the Reading Process. Garant Uitgevers N V, 2003.

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Book chapters on the topic "Incidental vocabulary acquisition"

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Boers, Frank. "Estimating the Chances of Incidental Acquisition." In Evaluating Second Language Vocabulary and Grammar Instruction, 17–35. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-3.

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Jelani, Nurul Aini Mohd, and Frank Boers. "Examining incidental vocabulary acquisition from captioned video." In Benjamins Current Topics, 169–89. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.109.itl.00011.jel.

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Ellis, Rod. "Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input." In Studies in Bilingualism, 35. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.17.06ell.

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Huang, Ben-Gao, and Jie Chi Yang. "The Effects of Prior Knowledge for Incidental Vocabulary Acquisition on Multiplayer Online Role-Playing Game." In Advances in Web-Based Learning – ICWL 2014, 98–105. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09635-3_10.

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Cottam, Michael E., and Wilhelmina C. Savenye. "The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Incidental Vocabulary Acquisition, and Cognitive Load." In Educational Media and Technology Yearbook, 83–113. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06314-0_6.

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Teng, Mark Feng. "Introduction to Vocabulary Knowledge and Incidental Vocabulary Acquisition." In Language Learning Through Captioned Videos, 1–14. Routledge, 2020. http://dx.doi.org/10.4324/9780429264740-1.

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Teng, Mark Feng. "Language Learning and Incidental Vocabulary Acquisition From Captioned Videos." In Language Learning Through Captioned Videos, 35–52. Routledge, 2020. http://dx.doi.org/10.4324/9780429264740-3.

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Teng, Mark Feng. "Research Methods for Using Captioned Videos in Incidental Vocabulary Acquisition." In Language Learning Through Captioned Videos, 78–94. Routledge, 2020. http://dx.doi.org/10.4324/9780429264740-5.

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Alghamdi, Emad A. "Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 427–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch021.

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Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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Alghamdi, Emad A. "Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention." In Research Anthology on Developments in Gamification and Game-Based Learning, 580–601. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch027.

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Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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Conference papers on the topic "Incidental vocabulary acquisition"

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Xu, Li. "Effect of Teacher Talk on L2 Incidental Vocabulary Acquisition." In IPEC 2021: 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452446.3452621.

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"Effects of Glosses and Involvement Loads on Incidental Vocabulary Acquisition." In 2017 4th International Conference on Literature, Linguistics and Arts. Francis Academic Press, 2017. http://dx.doi.org/10.25236/iclla.2017.08.

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Qian, Jing. "AN EMPIRICAL STUDY ON ONLINE READING AND INCIDENTAL VOCABULARY ACQUISITION." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.023.

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Bordag, Denisa, Amit Kirschenbaum, Andreas Opitz, and Erwin Tschirner. "Incidental vocabulary acquisition during reading by adult native speakers of German." In 5th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2012/05/0006/000212.

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Hui, Liang. "The Factors Influencing the Efficacy of Incidental Vocabulary Acquisition in English Reading." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.96.

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Liu, Ke. "An Analysis of the Factors Affecting the Incidental Vocabulary Acquisition in Reading." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.39.

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Reports on the topic "Incidental vocabulary acquisition"

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Dodson, Eric. Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1638.

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