Journal articles: 'Incidental vocabulary acquisition'

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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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Liu, Shan. "Review on Incidental Vocabulary Acquisition through Reading." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 702. http://dx.doi.org/10.17507/tpls.0806.22.

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The teaching and research of vocabulary acquisition, after having been neglected for decades in the arena of second language teaching and learning, has assumed its rightful place as a fundamentally important part of language development. Much research has been done on second language vocabulary acquisition. Among them plenty of studies have been conducted to find out how to enhance incidental vocabulary acquisition through reading. In the present paper, related research has been reviewed and evaluated, providing helpful information for future research.

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Huang, Shuyun. "A Verification of Involvement Load Hypothesis on Chinese Adult English Learners." International Journal of English Linguistics 8, no. 5 (May 23, 2018): 125. http://dx.doi.org/10.5539/ijel.v8n5p125.

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The present research designed six tasks with various distributions of involvement components: need, search and evaluation to verify the predictability of Involvement Load Hypothesis on Chinese adult English learners. The results showed that the vocabulary exercises did facilitate the incidental vocabulary acquisition, but the exercise with higher involvement load did not necessarily benefit the students more than the exercise with lower involvement. Three components of involvement did not reveal the same effect on incidental vocabulary acquisition. And the superiority of exercise with higher involvement load existing in the immediate vocabulary test did not survive in the delayed vocabulary test. In the delayed vocabulary test there were not any statistically significant differences among six groups. The further analysis reported besides the cognitive processing aroused by the tasks, other critical factors also worked on the incidental vocabulary acquisition: inference skill and repetition of occurrence.

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Jelani, Nurul Aini Mohd, and Frank Boers. "Examining incidental vocabulary acquisition from captioned video." Approaches to learning, testing, and researching L2 vocabulary 169, no. 1 (April 16, 2018): 169–90. http://dx.doi.org/10.1075/itl.00011.jel.

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Abstract Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.

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FatemeMoradianFard, FatemeMoradianFard. "Incidental Vocabulary Acquisition via Reading for Pleasure." IOSR Journal of Humanities and Social Science 11, no. 5 (2013): 69–73. http://dx.doi.org/10.9790/0837-1156973.

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Ryu, Hyeran, and Sungmook Choi. "Glossing, English proficiency, and incidental vocabulary acquisition." Secondary English Education 15, no. 1 (February 28, 2022): 46–70. http://dx.doi.org/10.20487/kasee.15.1.202202.46.

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Rosales, Alvin Salazar. "Vocabulary Acquisition (Incidental) through Watching Subtitled Video Material." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 190–97. http://dx.doi.org/10.15294/elt.v8i2.33356.

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Subtitle refers to the time-synchronized text on a video that translates the spoken audio to another language. This research deals with the effect of watching subtitled video material on the vocabulary acquisition (incidental) of the Filipino learners of English with an emphasis on the receptive and productive vocabulary knowledge. The study was participated by 100 university students in a private higher education institution in the Philippines. The study used a pretest and posttest design in which the Vocabulary Knowledge Scale developed by Paribakht and Wesche (1993) was employed. The results show that there is a significant difference between the pretest and the posttest performance in vocabulary acquisition in terms of receptive and productive vocabulary knowledge of the participants. The findings imply the integration of subtitled video material in the teaching of vocabulary in Philippine classrooms because of its effectiveness which, up to this point, is not yet realized.

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Pellicer-Sánchez, Ana. "INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING." Studies in Second Language Acquisition 38, no. 1 (August 18, 2015): 97–130. http://dx.doi.org/10.1017/s0272263115000224.

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Previous studies have shown that reading is an important source of incidental second language (L2) vocabulary acquisition. However, we still do not have a clear picture of what happens when readers encounter unknown words. Combining offline (vocabulary tests) and online (eye-tracking) measures, the incidental acquisition of vocabulary knowledge from reading and the online reading of unknown lexical items were examined. L2 English learners read a story containing unknown items while their eye movements were recorded. After eight exposures, L2 readers recognized the form and the meaning of 86% and 75% of the target nonwords, respectively, whereas they recalled the meaning of 55% of the nonwords. After three to four encounters, nonwords were read significantly faster, and by eight encounters they were read in a similar manner to previously known real words. Results also showed a positive relationship between new vocabulary learning outcomes and online reading, with longer reading times associated with higher vocabulary recall test scores. The study was also conducted with first language (L1) readers to provide baseline data for comparison. Results confirmed the L2 findings while also indicating an interesting L1-L2 distinction in the rate rather than in the ultimate outcome of the acquisition process.

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Mao, Lidan, and Yanhong Zhang. "Research on the Influence of Computer Hypermedia Annotations on Incidental Vocabulary Acquisition in English Reading." International Journal of Emerging Technologies in Learning (iJET) 12, no. 08 (August 1, 2017): 95. http://dx.doi.org/10.3991/ijet.v12i08.7144.

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This paper aims at disclosing the influence of computer hypermedia annotations on the incidental vocabulary acquisition of Chinese students in English reading. Firstly, the author defines and explains the basic concepts, and summarizes the development trend of English reading vocabulary teaching. Through several experimental cases, the author discusses the effect of different annotation modes, ranging from English mode, Chinese mode, image mode, no-image mode, to the combination of texts and images, on the students’ incidental acquisition of English vocabularies, and analyzes the test results of the experimental cases in light of the characteristics of long-term memory. According to the empirical results, the combination of Chinese annotations and images has better effect than other modes, and plays a positive role in promoting students’ incidental vocabulary acquisition.

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Joe, Angela. "Text-based tasks and incidental vocabulary learning." Second Language Research 11, no. 2 (June 1995): 149–58. http://dx.doi.org/10.1177/026765839501100206.

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This case study investigates the vocabulary knowledge gains made by an L2 adult learner of English as a result of performing a read and retell task. The learner participated in a vocabulary knowledge interview, followed by a read and retell task. An oral protocol was taken from the retelling component of the task. Subsequently, a second vocabulary knowledge interview and two multiple-choice tests were completed. The effects of three learning conditions (attention, retrieval and generation) which can facilitate vocabulary learning from text-based tasks are discussed. Attending to the various components of a word and retrieving a to-be-learnt word in a text-based task facilitate the acquisition of unfamiliar words. More importantly, the quality of vocabulary use, or a higher level of generation, appears to have had a more powerful effect on vocabulary acquisition.

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Zhu, Yeqiu. "Revisiting Word Exposure Frequency and Incidental Vocabulary Acquisition." Theory and Practice in Language Studies 5, no. 5 (May 17, 2015): 968. http://dx.doi.org/10.17507/tpls.0505.11.

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Wode, Henning. "INCIDENTAL VOCABULARY ACQUISITION IN THE FOREIGN LANGUAGE CLASSROOM." Studies in Second Language Acquisition 21, no. 2 (June 1999): 243–58. http://dx.doi.org/10.1017/s0272263199002053.

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This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditional foreign language teaching and in naturalistic (untutored) L2 acquisition. The data derive from a communicative group test. It is shown that some of the lexical items cannot have come from the textbook or from other kinds of teaching materials used during regular foreign language instruction in the program. This leaves the teacher's oral use of English as the most likely source. Several implications for L2 acquisition theory and teaching practice are discussed.

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赵, 燕. "A Research Review of Incidental L2 Vocabulary Acquisition." Modern Linguistics 07, no. 03 (2019): 392–98. http://dx.doi.org/10.12677/ml.2019.73052.

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Hatami, Sarvenaz. "Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?" Canadian Journal of Applied Linguistics 21, no. 2 (March 15, 2019): 102–25. http://dx.doi.org/10.7202/1058463ar.

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Learning style matching is a neglected factor that may affect the complex process of second language (L2) incidental vocabulary acquisition through reading. The purpose of the current study is to investigate whether there is any difference in L2 incidental vocabulary acquisition and retention through reading when learners’ perceptual learning style is matched to their input mode, mismatched to their input mode, or mixed. The participants were 108 Iranian English as a foreign language (EFL) learners at pre-intermediate levels of English proficiency. Based on their perceptual learning style preferences (visual, auditory, kinaesthetic/tactile, mixed), they were divided into a reading group (consisting of three subgroups: Matched, Mismatched, Mixed) and a control group. The reading group read a graded reader containing 16 target words and then completed immediate and delayed (3 weeks later) vocabulary post-tests. The results revealed no significant differences between the three reading subgroups in terms of incidental vocabulary acquisition and retention. The findings suggest that perceptual learning style matching has no benefits for incidental word learning through reading.

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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.

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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.

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Shuke, Huang, and Pan Cuiqiong. "The Influence of Reading Purpose on Second Language: Incidental Vocabulary Acquisition." IRA International Journal of Education and Multidisciplinary Studies 14, no. 1 (January 29, 2019): 1. http://dx.doi.org/10.21013/jems.v14.n1.p1.

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In recent years, the study of incidental vocabulary acquisition has received worldwide attention from scholars at home and abroad. Based on the relevant literature and some relevant empirical studies, this paper mainly explores the influence of reading purposes on the incidental acquisition of second language vocabulary in natural reading. It also put forward some constructive suggestions on how to use these factors to guide students' vocabulary learning.

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Bahari, Akbar. "The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context." Revista de Lingüística y Lenguas Aplicadas 14, no. 1 (July 19, 2019): 45. http://dx.doi.org/10.4995/rlyla.2019.10785.

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Drawing on dynamic systems theory, FonF practice model was contextualized with respect to its impact on L2 learners’ incidental and intentional vocabulary acquisition in CALL context. To this end, a mixed methods approach was conducted on a sample of 93 intermediate EFL learners in CALL setting in keeping with the FonF practice model. Comparing incidental and intentional acquisition was the target of the study. The obtained results confirmed the effectiveness of the FonF practice model via form-, meaning-, and communication-oriented strategies to develop listening and speaking proficiency as well as incidental and intentional vocabulary acquisition among the experimental group. The main educational implication of the study is the effectiveness of FonF practice model at recruiting the potential behind CALL affordances towards developing listening-speaking proficiency and developing intentional and incidental vocabulary while catering for nonlinear dynamic motivational factors at individual L2 learner level.

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Bordag, Denisa, Amit Kirschenbaum, Maria Rogahn, and Erwin Tschirner. "The role of orthotactic probability in incidental and intentional vocabulary acquisition L1 and L2." Second Language Research 33, no. 2 (September 30, 2016): 147–78. http://dx.doi.org/10.1177/0267658316665879.

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Four experiments were conducted to examine the role of orthotactic probability, i.e. the sequential letter probability, in the early stages of vocabulary acquisition by adult native speakers and advanced learners of German. The results show different effects for orthographic probability in incidental and intentional vocabulary acquisition: Whereas low orthographic probability contributed positively to incidental acquisition of novel word meanings in first language (L1), high orthographic probability affected positively the second language (L2) intentional learning. The results are discussed in the context of the following concepts: (1) triggering the establishment of a new representation, (2) noticing of new lexemes during reading, and (3) vocabulary size of the L1 and L2 mental lexicons.

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Han, Mengqing, and Shanshan Niu. "Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading." International Journal of Emerging Technologies in Learning (iJET) 14, no. 13 (July 15, 2019): 21. http://dx.doi.org/10.3991/ijet.v14i13.10705.

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This paper aims at researching the effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of English reading of Chinese students. An empirical research experiment is designed based on the ideas of word annotation, incidental vocabulary acquisition, multimedia annotation, and so on. Through analyzing, three main problems are put forward in this paper. In the empirical experiment, two variables of different annotation modes and subjects’ English levels are designed and immediate test and delayed test are adopted. By selecting suitable test subjects, test materials and test tool, an empirical research has been conducted and the corresponding conclusions have been drawn. The re-search takes the effect of individual English level differences on incidental vocabulary acquisition of English reading and the experimental result play a positive role in the selection of suitable computer assisted annotation modes for students of different English levels.

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Brown, Cheryl, Sherri L. Sagers, and Carrie LaPorte. "INCIDENTAL VOCABULARY ACQUISITION FROM ORAL AND WRITTEN DIALOGUE JOURNALS." Studies in Second Language Acquisition 21, no. 2 (June 1999): 259–83. http://dx.doi.org/10.1017/s0272263199002065.

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This paper is in answer to Ellis's (1994) call for more research about vocabulary acquisition from oral input in four areas. It is a hypothesis-generating study of nine advanced university EFL learners' incidental vocabulary acquisition from oral and written dialogue journals over a semester's time. All teacher and student entries in the two types of journals were transcribed and analyzed using WordCruncher (1993). The analyses compare the characteristics of the input to the learners in the two modes as well as quantitative and qualitative evidence of vocabulary acquisition by the learners from the two modes. Findings of this study indicate several specific places (14 statements) where further research could be undertaken. These fit in three of the areas Ellis named for exploration: (a) “the nature of the input,” (b) “the role of interaction,” and (c) “individual learner factors” (p. 1). The findings suggest measures that can be used for quantitative and qualitative evidence of vocabulary acquisition from natural sources

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Liu, Shan. "An Experimental Research on the Effects of Types of Glossing on Incidental Vocabulary Acquisition through Reading." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 782. http://dx.doi.org/10.17507/jltr.0804.19.

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A large amount of research has been conducted to delve into the means of improving the rate of incidental vocabulary acquisition through reading, which includes providing glosses or annotations, increasing the reoccurrence of the target words and taking the advantage of dictionaries. But little has been done on the effects of different types of glossing on incidental vocabulary acquisition through reading. The present study has been aimed at finding out whether the three different types of glossing, i.e. glossing in Chinese, glossing in English, and glossing in both Chinese and English, have different effects on enhancing the incidental vocabulary acquisition rate through reading. From the data analysis of the present study, it has been found that in terms of enhancing the depth of vocabulary knowledge in incidental vocabulary learning through reading, glossing in both Chinese and English is the most effective glossing type, whether it be in the immediate retention testing section or the delayed retention testing section. In terms of enhancing the breadth of vocabulary knowledge, glossing in Chinese is the most effective one in the immediate retention of the breadth of word knowledge, and glossing in both Chinese and English is the most effective in the delayed retention of the breadth of word knowledge. On the basis of these findings, implications and suggestions for the arena of foreign language teaching and other related fields have been proposed.

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Wu, Haiying. "The Effects of Field Independent/Field Dependent Cognitive Styles on Incidental Vocabulary Acquisition under Reading Task." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 813. http://dx.doi.org/10.17507/tpls.0807.12.

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The present study undertook an empirical study to investigate the effects of field independent/field dependent (FI/FD) cognitive style on incidental vocabulary acquisition from the perspective of reading task. The results show that the participants in both groups acquired the vocabulary knowledge incidentally, whether tasks were arranged or not. Besides, their FI/FD cognitive style had a significantly positive correlation with their outcomes of IVA. Moreover, when fulfilling the same tasks, the participants with FI cognitive style preference acquired relatively more vocabulary knowledge than that acquired by FD participants. The study offers some suggestions for learners in second language vocabulary building. Meanwhile, as for the pedagogical implications, language educators and teachers are informed that different cognitive style preferences must be highly considered for effective vocabulary teaching.

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Zou, Fangfang, and Xiaoqin Yan. "Incidental English Vocabulary Acquisition Through Reading: A Review in the Last Two Decades." English Language Teaching 12, no. 12 (November 12, 2019): 39. http://dx.doi.org/10.5539/elt.v12n12p39.

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This article reviews the empirical research on incidental vocabulary acquisition in English reading in the latest twenty years from three aspects: its comparison with intentional vocabulary acquisition, its affecting factors and previous studies of its problems. Teaching implications have also been provided.

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Singer, Nermeen. "Cartoons as the Incidental Vocabulary Acquisition Tool for English Language Learners." Arab World English Journal 13, no. 1 (March 24, 2022): 330–41. http://dx.doi.org/10.24093/awej/vol13no1.21.

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Incidental learning is a well-known process of acquiring new knowledge, vocabulary, or information without intention. Traditional or intentional learning is widely practiced in classroom environments, while incidental one receives less attention from educators, schools, and scholars. English Language Learners encounter various problems when they start learning the second language, including culture shock, lack of understanding of foreign culture, different contexts, and ineffective teaching strategies implemented by teachers. Many English Language Learners cannot communicate in a second language outside the classroom, yet, they are exposed to a variety of media, including cartoons and animated films, when they are at home. By using cartoons as the means of incidental learning among English Language Learners to acquire second language vocabulary, students could learn a foreign language faster. The current paper critically analyzes the benefits of incidental learning, the evidence of its effective implementation in the classroom with English Language Learners, and the results of previous studies using cartoons as the method of incidental learning among students, including English Language Learners. The paper recommends using incidental learning as one of the strategies to acquire second language vocabulary among English Language Learners. However, teachers must pair this practice with intentional learning to retain the results. Also, it is recommended to use cartoons with subtitles for students with basic or limited knowledge of a second language for effective accommodation and scaffolding of English Language Learners in general classrooms.

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West, Joyce. "Incidental Vocabulary Acquisition as Student Performance Determinant in Undergraduate Research Modules." Journal of Education and Training Studies 5, no. 10 (September 18, 2017): 177. http://dx.doi.org/10.11114/jets.v5i10.2588.

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Vocabulary knowledge plays an important role in determining a person’s language proficiency level. This study investigates the role vocabulary plays in determining students’ performance within research modules at private higher education institutions (HEIs). The discipline-specific vocabulary in this study includes target words, sampled from an undergraduate research module’s prescribed textbook. A mixed-method design is used to explain students’ challenges and concerns with regard to research modules. An investigation is launched into students’ research vocabulary acquisition by administering pre- and post-testing with regular reliability. By measuring the students’ research vocabulary acquisition, the effectiveness of the research module’s (mostly incidental) learning process is determined. The relationship between the students’ research vocabulary acquisition and their research module performance as part of a Bachelor of Education degree (B.Ed.) curriculum is also established. This study contributes to the development of best practices and the advancement of institutional research development across HEI; it also stimulates interdisciplinary engagement within the research field research modules at HEI in South Africa.

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Fan, Yao. "A Study on the Effects of Chinese EFL Learners’ English Proficiency and Involvement Load on Incidental Vocabulary Acquisition." International Journal of English Linguistics 11, no. 4 (July 9, 2021): 76. http://dx.doi.org/10.5539/ijel.v11n4p76.

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The effects of EFL learners’ English proficiency and involvement load induced by tasks on incidental vocabulary acquisition are observed in this study. 163 students of non-English majors in a local university of China were divided into two groups of different English proficiency according to their scores of College English Test Band 4 (CET-4). The students in each group were randomly assigned one of three tasks (reading-for-comprehension, blank-filling, and writing) involving 10 target words. Fifteen minutes after they finished the task, they were required to take an immediate vocabulary test about the target words. Two weeks later, they were asked to take the same kind of vocabulary test to examine their delayed memory of the target words. All of the students did not know about the vocabulary tests beforehand. The results show that: in the process of immediate incidental vocabulary acquisition, both learners’ English proficiency and involvement load have a main effect on immediate memory, but the interactive effect of these two factors on incidental vocabulary acquisition is not significant; in the vocabulary retention test, learners’ English proficiency does not have a significant main effect on delayed memory, but the main effect of involvement load is still significant; at the same time, the interactive effect of these two factors is still not significant.

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Duan, Shiping. "Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning." English Language Teaching 11, no. 3 (February 19, 2018): 88. http://dx.doi.org/10.5539/elt.v11n3p88.

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Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

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Heidari-Shahreza, Mohammad Ali, Ahmad Moinzadeh, and Hossein Barati. "The Effect of Exposure Frequency on Incidental Vocabulary Acquisition." GEMA Online Journal of Language Studies 14, no. 01 (February 1, 2014): 43–55. http://dx.doi.org/10.17576/gema-2014-1401-04.

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Bensalem, Elias. "The Efficacy of Captions on Students' Incidental Vocabulary Acquisition." Journal of Teaching and Teacher Education 6, no. 1 (January 1, 2018): 1–11. http://dx.doi.org/10.12785/jtte/060101.

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Ender, Andrea. "Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition." Applied Linguistics 37, no. 4 (October 10, 2014): 536–60. http://dx.doi.org/10.1093/applin/amu051.

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van Zeeland, Hilde, and Norbert Schmitt. "Incidental vocabulary acquisition through L2 listening: A dimensions approach." System 41, no. 3 (September 2013): 609–24. http://dx.doi.org/10.1016/j.system.2013.07.012.

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Chang, Le, and Juncai Ma. "Comparing the Effects of Listening Input and Reading Input on EFL Learners’ Incidental Vocabulary Acquisition." Chinese Journal of Applied Linguistics 41, no. 2 (June 26, 2018): 169–81. http://dx.doi.org/10.1515/cjal-2018-0010.

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AbstractThis study examined the effects of either listening or reading input on 88 first-year non-English-major Chinese university EFL students’ incidental acquisition in vocabulary form, meaning and production. The students were put into a Listening Group (n = 47) and a Reading Group (n = 41), each of which finished either two listening activities (each consisting of a dialogic text and an information transfer task) or two reading activities (each consisting of a reading text and five multiple-choice questions). The four texts all contained five low-frequency target words which a revised Vocabulary Knowledge Test had shown to be only slightly known by the participants before the activities. The results of the post-tests showed that the Reading Group had general acquisition advantage over the Listening Group in terms of all the three vocabulary aspects, and due to the fact of rich target word contexts and repeated access to the texts, the Listening Group manifested vocabulary meaning acquisition nearly equal to the Reading Group. Overall, the study shows the notably advantageous effects of reading input on incidental vocabulary acquisition, and concerning facilitating vocabulary acquisition through listening, it points out the importance of increasing opportunities for learners to process listening input with rich contextual clues through task repetition.

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Shih, Ya-Chun. "Vocabulary Acquisition From a Virtual Street-View Context." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (October 2020): 14–32. http://dx.doi.org/10.4018/ijcallt.2020100102.

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This study incorporated Google Street View into a 3D virtual environment, known as VECAR, in which EFL learners controlled their avatars to learn vocabulary in a context of New York City. New York City's Times Square is full of real-life materials, realia, which can be used to assist situated incidental vocabulary learning and to connect vocabulary acquisition to the real world. The case study design combining both qualitative and quantitative analysis was used mainly to investigate the program's impact on vocabulary acquisition, and to track the ongoing dynamics of the vocabulary acquisition across the four research phases, learner motivation in terms of self-efficacy and attitudes toward vocabulary learning, and strategy use across learners. The results showed that all participants involved in the study acquired the target vocabulary, increased motivation, and deepened strategy use gradually over time. The program supported both contextualized and motivated vocabulary learning processes in realistic situations.

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Aradi, Csenge. "English L2 thematic vocabulary acquisition through graded readers." EduLingua 7, no. 1 (2021): 25–45. http://dx.doi.org/10.14232/edulingua.2021.1.2.

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This paper investigates multiple aspects of incidental vocabulary acquisition through a series of thematically connected graded texts (crime stories) designed for English L2 learners. In line with some of the main trends in L2 extensive reading research, the study focuses on the effects of extensive reading on vocabulary growth, contextual and syntactic use of target items, and the enhancement of L2 associative networks. The pre-test/post-test research design employed multiple measurement instruments, including a lexical familiarity assessment scale and a sentence production task. Results indicate improvement on all the three measured aspects of vocabulary acquisition, with vocabulary growth and associative recall being the most salient benefits of the reading process.

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Lee, James F. "THE INCIDENTAL ACQUISITION OF SPANISH." Studies in Second Language Acquisition 24, no. 1 (March 2002): 55–80. http://dx.doi.org/10.1017/s0272263102001031.

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The present study examines the processing of Spanish future tense morphology incidentally while reading in a second language. Previous L1 and L2 reading research has demonstrated that readers can acquire new vocabulary as a result of reading, but can they also acquire formal properties of the second language grammatical system? The participants in the present study had no previous knowledge of future tense morphology such that, as they read the passage used in the study, they encountered the target form for the first time, which is an accented á on the end of an infinitive—for example, dependerá “he, she, or it will depend.” Several variables were manipulated: (a) the frequency with which the target form appeared in the input passages (6, 10, or 16 exposures); (b) the learner-readers' orientation to the task (neutral, meaning oriented, or form oriented); and (c) cues to meaning (the presence or absence of future-oriented adverbials). The effects of these variables were measured on both comprehension and input processing immediately after reading, 2 weeks later, and 1 month later. Comprehension was measured with a free-written recall and a multiple-choice comprehension test. Input processing was measured with a multiple-choice form recognition test and a modified cloze-form production test. The results indicate that all three variables have some effect on comprehension and input processing.

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BORDAG, DENISA, and MARIA ROGAHN. "The role of literariness in second language incidental vocabulary acquisition." Applied Psycholinguistics 40, no. 2 (December 18, 2018): 399–425. http://dx.doi.org/10.1017/s0142716418000620.

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ABSTRACTIn two reading experiments involving a self-paced reading task, we explored how literariness affects initial stages of incidental vocabulary acquisition during reading in second language German. In Experiment 1, literariness was operationalized along the formalist, language-driven approach, focusing on the role of literary devices and their assumed ability to draw readers’ attention to the verbal message itself. In Experiment 2, we included conventions related to reading fiction (book title, author name, and year of publishing) to modulate the reader’s mode of text processing, which defines literariness according to reader-driven approaches (e.g., reception theory). Contrary to the expectations based on the noticing hypothesis (Schmidt, 2012), we did not observe any advantage for incidental vocabulary acquisition in literary texts compared to nonliterary ones. However, in accordance with claims taking into account the limits of cognitive resources, we found evidence that acquisition of unknown words is impeded, if these directly participate in a literary device.

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Reynolds, Barry Lee. "The effects of nonce words, frequency, contextual richness, and L2 vocabulary knowledge on the incidental acquisition of vocabulary through reading: more than a replication of Zahar et al. (2001) & Tekmen and Daloğlu (2006)." International Review of Applied Linguistics in Language Teaching 58, no. 1 (March 26, 2020): 75–102. http://dx.doi.org/10.1515/iral-2015-0115.

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AbstractResearchers investigating the incidental acquisition of vocabulary through reading must select either real or nonce words as targets. To determine whether this decision affects acquisition, English as a foreign language classes (English experimental n=80; nonce experimental n=89) were given a 2,381-token short story containing either 26 target English or nonce words. Analysis of the gain scores on an unexpected meaning recognition assessment for the two experimental and two control groups (English control n=73; nonce control n=114) found a statistically significant difference in acquisition. The large effect size found indicates the choice to use nonce targets has a clear effect on acquisition outcomes. Additional analysis also indicated the contextual richness of the words surrounding targets was subordinate to frequency of exposure in terms of encouraging incidental acquisition. Furthermore, learners’ L2 vocabulary size had only a negligible effect on acquisition outcomes. Further analyses, implications, and consequences in regard to research practices are discussed.

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Burger, Sandra, and Alysse Weinberg. "Three factors in vocabulary acquisition in a university French immersion adjunct context." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 23–52. http://dx.doi.org/10.1075/jicb.2.1.02bur.

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This study investigates the role of teaching, context, and repetition in the acquisition of specialized vocabulary. It involves thirteen students enrolled in a French immersion class linked to a French adjunct language course at the University of Ottawa, Canada. Based on Webb’s (2008) classification, the researchers have examined and rated the contexts in which students were exposed to a sample of thirty words in their immersion course (lectures and readings). Of these, some (n = 22) were taught explicitly over the semester and others (n = 8) were not taught, as they were words students encountered incidentally in their readings or lectures. Results in this study showed that: a) incidental exposure did not lead to vocabulary acquisition regardless of clarity of context and number of exposures, and b) explicit teaching led to differential learning outcomes not fully explained by clarity of context or number of exposures. The study concludes with a discussion of other factors affecting vocabulary learning in the immersion adjunct context.

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Danilina, Svetlana, and Viktoriia Shabunina. "INTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS." Advanced Education 7, no. 16 (December 16, 2020): 18–27. http://dx.doi.org/10.20535/2410-8286.200729.

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Agustín-Llach, Maria Pilar. "Maximising Incidental Vocabulary Acquisition in Spanish as a Foreign Language." Open Journal of Modern Linguistics 05, no. 03 (2015): 262–76. http://dx.doi.org/10.4236/ojml.2015.53023.

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Restrepo Ramos, Falcon Dario. "Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review." PROFILE Issues in Teachers' Professional Development 17, no. 1 (January 23, 2015): 157–66. http://dx.doi.org/10.15446/profile.v17n1.43957.

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Journal articles on the topic 'Incidental vocabulary acquisition'

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