Log in

Relevant bibliographies by topics / Incidental vocabulary learning / Journal articles

To see the other types of publications on this topic, follow the link: Incidental vocabulary learning.

Journal articles on the topic 'Incidental vocabulary learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Incidental vocabulary learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Allahmoradi, Nazal. "Investigating The Effect Of Textualization On Learning Vocabularies Among Iranian EFL Learners." Volume 1 Issue 6 1, no. 6 (2018): 51–62. http://dx.doi.org/10.31426/ijamsr.2018.1.6.616.

Full text

Abstract:

Both first language (L1) learners and second language (L2) learners may incidentally gain knowledge of meaning through reading. While researchers tend to agree that incidental learning is responsible for the vast majority of L1 vocabulary learning, there is some suggestion that explicit learning of vocabulary may be responsible for most L2 vocabulary learning However, researchers agree that incidental vocabulary learning should be encouraged and incorporated into L2 learning. - There is no relationship between textualization and learning vocabulary among Iranian EFL learners.

APA, Harvard, Vancouver, ISO, and other styles

2

Wing-man, CHAN. "INCIDENTAL OR INTENTIONAL? A CRITICAL ANALYSIS OF INCIDENTAL SECOND LANGUAGE VOCABULARY LEARNING." Advances in Education Sciences 3, no. 1 (2021): 4–22. https://doi.org/10.5281/zenodo.5791917.

Full text

Abstract:

It is observed that several first language vocabulary is acquired incidentally. Both learners and teachers are aware that learning a second language requires the successful acquisition of large numbers of words. Researchers suggest that second language learners need to know on average 3,000 - 4,000 word-families to understand audio input and up to 8,000 word-families to understand written input. Effective vocabulary learning is thus an enormous but essential task. Incidental vocabulary learning is considered to be the “by-product” of extensive reading and viewing. While there is su

APA, Harvard, Vancouver, ISO, and other styles

3

Hamed, Ahmad. "The Effect of Incidental Learning and Deliberate Learning on L2 Repertoire." International Journal of Management and Humanities 9, no. 9 (2023): 15–21. http://dx.doi.org/10.35940/ijmh.i1606.059923.

Full text

Abstract:

Vocabulary learning is a crucial aspect of language acquisition, and it can occur incidentally or deliberately. Incidental learning (also known as unintentional learning) indicates learning new words while reading or listening to spoken language. Deliberate learning, on the other hand, involves the intentional effort to learn new words through activities such as studying vocabulary lists, using flashcards, practicing with vocabulary exercises, or using a dictionary Both incidental and deliberate vocabulary learning have their advantages and disadvantages. Incidental learning is more natural an

APA, Harvard, Vancouver, ISO, and other styles

4

Ahmad, Hamed. "The Effect of Incidental Learning and Deliberate Learning on L2 Repertoire." International Journal of Management and Humanities (IJMH) 9, no. 9 (2023): 15–21. https://doi.org/10.35940/ijmh.I1606.059923.

Full text

Abstract:

<strong>Abstract:</strong> Vocabulary learning is a crucial aspect of language acquisition, and it can occur incidentally or deliberately. Incidental learning (also known as unintentional learning) indicates learning new words while reading or listening to spoken language. Deliberate learning, on the other hand, involves the intentional effort to learn new words through activities such as studying vocabulary lists, using flashcards, practicing with vocabulary exercises, or using a dictionary Both incidental and deliberate vocabulary learning have their advantages and disadvantages. Incidental

APA, Harvard, Vancouver, ISO, and other styles

5

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 (2018): 551–77. http://dx.doi.org/10.1017/s0272263117000407.

Full text

Abstract:

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 incide

APA, Harvard, Vancouver, ISO, and other styles

6

Murat, ATA. "A Comparison Of The Impact Of Intentional And Incidental Learning On Vocabulary And Understanding Comprehension Text." ISPEC International Journal of Social Sciences & Humanities 7, no. 3 (2023): 798–806. https://doi.org/10.5281/zenodo.8418820.

Full text

Abstract:

Nowadays, with the dominance of communicative language teaching, the position of vocabulary and lexis in the field of language became significantly crucial in order to help learners develop communicative competence. To be able to negotiate with the target group of people, it is essential that the pool of vocabulary should be large enough to convey the meaning. In that case, the way how vocabulary is learned is brought into the debate. This study is intended to examine the impact of incidental and intentional vocabulary learning of Turkish learners of English on the vocabulary and comprehension

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

He, Yu. "The Literature Review of English Incidental Vocabulary Acquisition." Frontiers in Science and Engineering 3, no. 3 (2023): 74–78. http://dx.doi.org/10.54691/fse.v3i3.4537.

Full text

Abstract:

In the field of second language acquisition, Hulstijin (2001) believes that vocabulary incidental acquisition usually refers to the fact that when learners perform meaningful second-language language use or learning activities, such as reading articles, watching movies, or listening to music, their attention is not focused on vocabulary learning, but inadvertently acquires part of the knowledge about vocabulary, which is a kind of vocabulary cognitive activity that occurs incidentally when attention is focused on other activities. This vocabulary learning is a byproduct of second language lear

APA, Harvard, Vancouver, ISO, and other styles

9

Calvo-Ferrer, José Ramón, and Jose Belda-Medina. "The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us." Multimodal Technologies and Interaction 5, no. 12 (2021): 80. http://dx.doi.org/10.3390/mti5120080.

Full text

Abstract:

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer so

APA, Harvard, Vancouver, ISO, and other styles

10

Rodgers, Michael P. H., and Stuart Webb. "Incidental vocabulary learning through viewing television." ITL - International Journal of Applied Linguistics 171, no. 2 (2019): 191–220. http://dx.doi.org/10.1075/itl.18034.rod.

Full text

Abstract:

Abstract Previous research investigating L2 incidental vocabulary learning from video has primarily focused on short videos from genres that may be conducive to vocabulary learning. The research provides evidence that L2 incidental vocabulary learning can occur through video. However, it is uncertain whether viewing episodes of full-length television programs can contribute to incidental learning. This study investigated the effects of viewing 7+ hours of television on incidental vocabulary learning as well as the effects of the frequency and range. One-hundred and eighty-seven Japanese univer

APA, Harvard, Vancouver, ISO, and other styles

11

Malone, Jonathan. "INCIDENTAL VOCABULARY LEARNING IN SLA." Studies in Second Language Acquisition 40, no. 3 (2018): 651–75. http://dx.doi.org/10.1017/s0272263117000341.

Full text

Abstract:

AbstractThis study explored the roles of exposure frequency, aural enhancement (AE) of input, and individual differences in working memory (WM) during L2 incidental vocabulary learning while reading. Eighty intermediate-level English learners were divided into four treatment groups, and given reading tasks with target words embedded two or four times. Listening while reading was controlled, as well as duration of exposure to new words through timed reading tasks, and comprehension questions helped to ensure a focus on meaning. Surprise posttests assessed initial form recognition and form-meani

APA, Harvard, Vancouver, ISO, and other styles

12

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

13

Murphy, Josiah, Ryan T. Miller, and Phillip Hamrick. "Contributions of declarative memory and prior knowledge to incidental L2 vocabulary learning." Mental Lexicon 16, no. 1 (2021): 49–68. http://dx.doi.org/10.1075/ml.20012.mur.

Full text

Abstract:

Abstract The bulk of second language (L2) vocabulary learning happens incidentally through reading (Rott, 2007; Webb, 2008), but individual differences, such as prior knowledge, modulate the efficacy of such incidental learning. One individual difference that is strongly predicted to play a role in L2 vocabulary is declarative memory ability; however, links between these two abilities have not been explored (Hamrick, Lum, & Ullman, 2018). This study considered declarative memory in conjunction with varying degrees of prior knowledge, since declarative memory may serve a compensatory functi

APA, Harvard, Vancouver, ISO, and other styles

14

Kheryadi and Elpasari Permata. "Investigating The Learning of Incidental Vocabulary Through Animation Movie." Stairs 3, no. 1 (2022): 1–9. http://dx.doi.org/10.21009/stairs.3.1.1.

Full text

Abstract:

This study aims to determine the process of incidental vocabulary learning through animated films, to know what conditions students learn incidental vocabulary through animated films, and to know what makes students successful in learning incidental vocabulary through movie-watching. This study uses a qualitative case study design with four 8th grade student participants and 1 English teacher at SMPN 1 Bojonegara. The researchers conducted observations and interviews to investigate all activities and conducted interviews to find more in-depth research results in their English vocabulary learni

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

16

He, Fang. "Towards the correlation of working memory and incidental vocabulary learning." SHS Web of Conferences 168 (2023): 02029. http://dx.doi.org/10.1051/shsconf/202316802029.

Full text

Abstract:

Working memory means a lot in incidental vocabulary learning and retention. The present study examines the correlation between two types of working memory—complex working memory and phonological short-term memory—and incidental vocabulary learning from captioned videos. After conducting an empirical research to 125 young learners of English as a foreign language with two working memory tests: an operation span test, which measured complex working memory, and a non-word repetition test, which measured phonological short-term memory. It showed that complex working memory did not significantly pr

APA, Harvard, Vancouver, ISO, and other styles

17

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

Full text

Abstract:

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 incid

APA, Harvard, Vancouver, ISO, and other styles

18

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

Full text

Abstract:

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 glo

APA, Harvard, Vancouver, ISO, and other styles

19

Zhong, Chuhan. "A Review of Incidental L2 Vocabulary Learning of English." International Journal of Social Sciences and Public Administration 2, no. 2 (2024): 88–93. http://dx.doi.org/10.62051/ijsspa.v2n2.15.

Full text

Abstract:

This article discusses the importance of incidental vocabulary learning in English language acquisition. Incidental learning is an effective method for acquiring new words and phrases naturally through exposure to language input. The article emphasizes the role of incidental learning in increasing vocabulary knowledge and language understanding, and explores its pedagogical implications in language teaching.

APA, Harvard, Vancouver, ISO, and other styles

20

Lo, Siowai, and Wendy Mei Cheng Chan. "Vocabulary learning through dual-subtitled videos." Translation and Translanguaging in Multilingual Contexts 11, no. 2 (2025): 127–48. https://doi.org/10.1075/ttmc.00159.lo.

Full text

Abstract:

Abstract This quasi-experimental study explored the role that translation-based previewing interventions might play in fostering incidental vocabulary learning through audiovisual input. We investigated the effects of viewing dual-subtitled videos on EFL learners’ immediate vocabulary gains and vocabulary retention under an output-input viewing condition and an input-only viewing condition. A total of 38 Chinese-speaking intermediate EFL learners, who were studying at university, participated in this study. A counterbalanced 2×2 experimental design was utilised to allow all participants to exp

APA, Harvard, Vancouver, ISO, and other styles

21

Yamazaki, Asako. "Ways of Enhancing Incidental Vocabulary Learning." JLTA Journal 2 (1999): 23–34. http://dx.doi.org/10.20622/jlta.2.0_23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ashcroft, Robert John, Joseph Garner, and Oliver Hadingham. "Incidental vocabulary learning through watching movies." Australian Journal of Applied Linguistics 1, no. 3 (2018): 135–47. http://dx.doi.org/10.29140/ajal.v1n3.89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Shahiwala, Sofiya, D. R. Rahul, and John R. Baker. "Incidental vocabulary learning: A scientometric review." Research Methods in Applied Linguistics 3, no. 3 (2024): 100160. http://dx.doi.org/10.1016/j.rmal.2024.100160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Montero Perez, Maribel. "INCIDENTAL VOCABULARY LEARNING THROUGH VIEWING VIDEO." Studies in Second Language Acquisition 42, no. 4 (2020): 749–73. http://dx.doi.org/10.1017/s0272263119000706.

Full text

Abstract:

AbstractThere is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological short-term me

APA, Harvard, Vancouver, ISO, and other styles

25

Yawaningsih, Nur Indri, Syarifuddin Dollah, and Andi Muliati. "The Effects of Watching Captioned English Video on Incidental Vocabulary Learning Among Gifted Eight Grade Students of SMPN 3 Bissappu." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 3, no. 2 (2024): 201. http://dx.doi.org/10.26858/performance.v3i2.61960.

Full text

Abstract:

The objective of this study was to identify the effect of watching captioned English on incidental vocabulary learning among gifted eighth grade students of SMPN 3 Bissappu. Pre-experimental design was used with the population of SMPN 3 Bissappu eighth grade students in the academic year of 2022/2023. Through the purposive sampling technique 24 students from eight classes were selected as the sample of this study. Meaning and recall vocabulary test which was delivered as the pretest and the post-test was chosen as the instrument. The findings of this study implied that watching captioned Engli

APA, Harvard, Vancouver, ISO, and other styles

26

Feifei, Yan. "A REVIEW OF INCIDENTAL LEARNING OF VOCABULARY AND COLLOCATION IN DIFFERENT MODES OF INPUT." International Journal of Education Humanities and Social Science 06, no. 01 (2023): 149–55. http://dx.doi.org/10.54922/ijehss.2023.0480.

Full text

Abstract:

More and more attention has been paid to the incidental learning of vocabulary and multiword expressions in different modes of input in recent years. This paper reviews empirical studies that have examined the incidental learning of vocabulary and multiword expressions in four modes of second language input (reading, listening, watching, and reading while listening). It was found that most studies concentrated on the learning of vocabulary and collocations rather than other types of multiword expressions. More attention should be paid to the incidental learning of different types of multiword

APA, Harvard, Vancouver, ISO, and other styles

27

Каракулова, У. "Employing incidental learning of vocabulary through videos." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (2023): 12–16. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp12-16.

Full text

Abstract:

Teaching is aimed to allow the language learners to practice developing skills. In our case it is vocabulary development. In incidental learning, the situations are chosen by language learners. This means that the language learners initiate the interaction by requesting the participation of a teacher. Most often, incidental learning is used in the study of foreign languages, and is considered here in this context. The learner’s request can be verbal or non-verbal: for example, he can reach for an object that is out of reach, damage his clothes, cry, call an a teacher by name, ask for a toy, fo

APA, Harvard, Vancouver, ISO, and other styles

28

Dibaj, Farzad. "Vocabulary learning." Australian Review of Applied Linguistics 34, no. 2 (2011): 193–215. http://dx.doi.org/10.1075/aral.34.2.04dib.

Full text

Abstract:

The purpose of this study is to compare the vocabulary learning of monolingual learners of English as a second language with bilingual learners of English as a third language. The study is based on data from 52 monolingual Persian-speaking learners of English and 45 bilingual Azeri-Persian-speaking learners of English. All the participants were females studying English as a foreign language at two universities in Iran. The informants were exposed to two incidental and four intentional vocabulary learning exercises. They were then measured at four difficulty levels using the Vocabulary Knowledg

APA, Harvard, Vancouver, ISO, and other styles

29

Pavia, Niousha, Stuart Webb, and Farahnaz Faez. "INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS." Studies in Second Language Acquisition 41, no. 04 (2019): 745–68. http://dx.doi.org/10.1017/s0272263119000020.

Full text

Abstract:

AbstractResearch investigating incidental vocabulary learning through listening to songs has primarily relied on participant’s self-report surveys on listening behaviors and its relationship with their vocabulary knowledge (Kuppens, 2010). Only one experimental study has investigated vocabulary learning gains from listening to songs (Medina, 1993). From the results, the researcher concluded that learning does occur from listening to songs. However, the learning gains were not provided. The present study investigated incidental learning of three vocabulary knowledge dimensions (spoken-form reco

APA, Harvard, Vancouver, ISO, and other styles

30

Zhuo, Rongrong, and Yuqing Wang. "A Study of Impacts of Audiovisual Input Modes on Incidental Vocabulary Acquisition in Second Language Learning." Scientific Journal Of Humanities and Social Sciences 7, no. 1 (2025): 125–35. https://doi.org/10.54691/kgkkes42.

Full text

Abstract:

This literature review aims to analyze previous studies exploring the impact of audiovisual input modes on incidental vocabulary learning in second language acquisition. The articles included in this literature review look into the combination of language modalities, subtitle presentation modes, and the diversity of video types that affect incidental vocabulary learning. The findings show that L2 learners develop much of their vocabulary by incidental means through exposure to words in audiovisual contexts. Moreover, this exposure is promoted by viewing and enhanced through multimodal glosses.

APA, Harvard, Vancouver, ISO, and other styles

31

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

Full text

Abstract:

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 co

APA, Harvard, Vancouver, ISO, and other styles

32

Zai, Fengyu. "How Subtitles in Videos Affect Chinese University Students’ Incidental Vocabulary Learning?" Research and Advances in Education 2, no. 8 (2023): 13–29. http://dx.doi.org/10.56397/rae.2023.08.02.

Full text

Abstract:

Video subtitles have become an increasingly popular foreign language learning tool, but their effectiveness in facilitating incidental vocabulary acquisition among Chinese university students has not been extensively studied. In order to investigate the effect of video subtitles on incidental vocabulary acquisition, a quantitative research was conducted with 90 Chinese university students. The research used an experimental research design in which participants were randomly divided into three groups: a no subtitle group, a Chinese subtitles group and an English subtitles group. Each group watc

APA, Harvard, Vancouver, ISO, and other styles

33

Sinyashina, Ekaterina. "‘Incidental + Intentional’ vs ‘Intentional + Incidental’ Vocabulary Learning: Which is More Effective?" Complutense Journal of English Studies 28 (November 24, 2020): 81–96. http://dx.doi.org/10.5209/cjes.66685.

Full text

Abstract:

This study compares the effectiveness of two combinations of new vocabulary learning techniques: ‘incidental + intentional’ and ‘intentional + incidental’. For the incidental part, the participants viewed 3 hours of captioned authentic videos, whereas for the intentional one they were asked to do a set of tasks with the target vocabulary at home. Three aspects of the target words were tested: form recognition, meaning recall and written use in a sentence. The overall scores revealed better performance of the ‘incidental + intentional’ condition in the three tests. Nevertheless, a variety of sc

APA, Harvard, Vancouver, ISO, and other styles

34

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

35

Choi, Yunjeong. "An Examination of the Impact of Text Modification on EFL Reading Comprehension and Vocabulary Learning." Korea English Language Testing Association 17, no. 2 (2022): 79–99. http://dx.doi.org/10.37244/ela.2022.17.2.79.

Full text

Abstract:

The present study investigated the effect of different text types (original, elaborated, and simplified) on Korean EFL learners’ reading comprehension and incidental vocabulary learning, focusing on language proficiency as a moderator. Three groups of 110 Korean high school students participated, each reading a different type of text. Their reading comprehension was measured with a multiple-choice comprehension test and a recall protocol. In addition, the students’ incidental vocabulary learning was assessed by the achievement score in the pre- and post- vocabulary tests. A series of two-way A

APA, Harvard, Vancouver, ISO, and other styles

36

Li, Yifan, Shufan Ying, Qu Chen, and Jueqi Guan. "An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography." Sustainability 14, no. 22 (2022): 15359. http://dx.doi.org/10.3390/su142215359.

Full text

Abstract:

EFL learners encounter a number of challenges in English for specific purposes, especially in understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary and its applications is the key area of ESP. VR, as a newer type of audiovisual input on incidental vocabulary learning, is an important tool for innovation in language education. With its sense of presence and immersion, VR constructs an experiential learning process for students involving incidental vocabulary acquisition to promote their learning engagement and performance. Therefore, this stud

APA, Harvard, Vancouver, ISO, and other styles

37

Kim, Hyunjin. "The Effect of Elaborated Text and Vocabulary Repetition to Incidental Vocabulary Acquisition in a Second Language: Targeting for Beginners in Korean Language." Korean Society of Bilingualism 80 (September 30, 2020): 79–104. https://doi.org/10.17296/korbil.2020..80.79.

Full text

Abstract:

This research is to prove the effectiveness of learning vocabulary when the Korean beginners were practiced incidental vocabulary acquisition in a second language via reading elaborated texts and repeating exposures to vocabularies. Vocabulary learning effectiveness is defined as the learner’s effectiveness to acquiring spelling, meaning, and usage of the vocabularies and reading comprehension. As a result, the incidental vocabulary acquisition in a second language had the most positive effect on acquiring spelling of the vocabulary. The positive results were followed by correct usage of the w

APA, Harvard, Vancouver, ISO, and other styles

38

Song, Yanjie, and Robert Fox. "Using PDA for undergraduate student incidental vocabulary testing." ReCALL 20, no. 3 (2008): 290–314. http://dx.doi.org/10.1017/s0958344008000438.

Full text

Abstract:

AbstractRecent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobi

APA, Harvard, Vancouver, ISO, and other styles

39

Gass, Susan. "DISCUSSION." Studies in Second Language Acquisition 21, no. 2 (1999): 319–33. http://dx.doi.org/10.1017/s0272263199002090.

Full text

Abstract:

This paper takes the papers in this special collection as a starting point and raises issues concerning key terms, with particular emphasis on incidental. It is argued that there is no clear way to show that a word has been learned incidentally, if one means that specific attention is not drawn to that word either by some external force or by the learner. I further argue that, to understand vocabulary learning, linguists cannot limit the investigation to word meaning. Essential to a study of the lexicon is the study of syntax—in particular, the incorporation of syntactic subcategorizations. Ta

APA, Harvard, Vancouver, ISO, and other styles

40

Xia, Zhan, Omer Hassan Ali Mahfoodh, and Malini NG Ganapathy. "The Impact of Monologic and Dialogic Sequences on Incidental Vocabulary Learning among Chinese Vocational High School EFL Learners." Language Teaching Research Quarterly 45 (November 2024): 39–56. https://doi.org/10.32038/ltrq.2024.45.03.

Full text

Abstract:

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete meaning-focused oral tasks by applying different sequence combinations within three weeks. Vocabulary meaning and application, involving meaning recognition, meaning recall, and form recall, were assessed using pre-and post-tests. The results confirme

APA, Harvard, Vancouver, ISO, and other styles

41

Mubarok, Abdullah Husni, Slamet Asari, and Ratchanee Thiprak. "Incidental Vocabulary Learning Through Audio-Assisted Comic: An Experimental Study on Vocabulary Gain." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 2, no. 1 (2023): 241. http://dx.doi.org/10.30587/umgeshic.v2i1.5214.

Full text

Abstract:

Comic start to gain popularity and many people start to read it for different purpose. In education field, researchers tried to see the potential of comic in improving student’s ability in many areas. This study aimed to investigate the effect of using comic to gain incidental vocabulary, specifically in at-home situation where people usually read a comic. A pretest-posttest design was administered to 34 junior high school students in Thailand. A VKS (Vocabulary Knowledge Scale) was used to assess their result about 15 target vocabularies. The control group only read the comic while the experi

APA, Harvard, Vancouver, ISO, and other styles

42

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

Full text

Abstract:

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 pref

APA, Harvard, Vancouver, ISO, and other styles

43

Outamgharte, Brahim, Mohamed Yeou, and Hicham Zyad. "The impact of L1 and L2 Glosses on EFL Learners' Incidental Vocabulary Learning Through Reading: A Systematic Literature Review." International Journal of Linguistics and Translation Studies 5, no. 3 (2024): 81–95. http://dx.doi.org/10.36892/ijlts.v5i3.479.

Full text

Abstract:

This systematic literature review investigates the impact of L1 and L2 glosses on EFL learners' incidental vocabulary learning via reading. The review aims to synthesize and analyze existing empirical research on the topic, identify the most effective glossing method, and highlight reasons why some glosses may be more effective. The review's research questions are: (1) How is incidental vocabulary operationalized in these studies? (2) Do L1 and L2 glosses differ in their effect on incidental vocabulary learning? and (3) Why do some learners benefit from one type (L1/L2) of gloss more than the

APA, Harvard, Vancouver, ISO, and other styles

44

Aldukhayel, Dukhayel. "The Influence of Word Frequency of Occurrence and Visual Imagery on L2 Incidental Vocabulary Learning." World Journal of English Language 12, no. 1 (2022): 390. http://dx.doi.org/10.5430/wjel.v12n1p390.

Full text

Abstract:

The purpose of this study was to determine the influence of word frequency of occurrence and visual imagery on incidental vocabulary learning through viewing a documentary. The study attempts to answer these questions: (1) To what extent does L2 incidental vocabulary learning occur through viewing a documentary?; (2) What is the influence of word frequency of occurrence on incidental learning of L2 unfamiliar words?; (3) What is the influence of visual imagery on incidental learning of L2 unfamiliar words?. This study is significant because it exploits social media sites which are excellent re

APA, Harvard, Vancouver, ISO, and other styles

45

Bruton, Anthony, Miguel García López, and Raquel Esquiliche Mesa. "Incidental L2 Vocabulary Learning: An Impracticable Term?" TESOL Quarterly 45, no. 4 (2011): 759–68. http://dx.doi.org/10.5054/tq.2011.268061.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Newton, Jonathan. "Incidental vocabulary learning in classroom communication tasks." Language Teaching Research 17, no. 2 (2013): 164–87. http://dx.doi.org/10.1177/1362168812460814.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Fisher, Tony, Mike Sharples, Richard Pemberton, et al. "Incidental Second Language Vocabulary Learning from Reading Novels." International Journal of Mobile and Blended Learning 4, no. 4 (2012): 47–61. http://dx.doi.org/10.4018/jmbl.2012100104.

Full text

Abstract:

This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the modes in this respect. Participants also gave their reactions to using the three modes. The authors refl

APA, Harvard, Vancouver, ISO, and other styles

48

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

Full text

Abstract:

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 langua

APA, Harvard, Vancouver, ISO, and other styles

49

Diao, Zhizhen. "Exploring Vocabulary learning in English Reading Teaching at Compulsory Education Level." Literature Language and Cultural Studies 1, no. 2 (2025): 47. https://doi.org/10.63313/llcs.9025.

Full text

Abstract:

This paper focuses on vocabulary learning in reading class at compulsory educa-tion level. Given the fundamental role of vocabulary in language learning, the research aims to enhance learning efficiency with practical and theoretical im-plications for English teaching. This study is mainly based on two theories: the Compensation Hypothesis and the Theory of Incidental Vocabulary Acquisition. These theories respectively explain learners use contextual information and ex-isting knowledge to interact with language and incidental learning occurs dur-ing reading process. Accordingly, a set of readi

APA, Harvard, Vancouver, ISO, and other styles

50

Feng, Yanxue, and Stuart Webb. "LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING." Studies in Second Language Acquisition 42, no. 3 (2019): 499–523. http://dx.doi.org/10.1017/s0272263119000494.

Full text

Abstract:

AbstractThis study used a pretest-posttest-delayed posttest design at one-week intervals to determine the extent to which written, audio, and audiovisual L2 input contributed to incidental vocabulary learning. Seventy-six university students learning EFL in China were randomly assigned to four groups. Each group was presented with the input from the same television documentary in different modes: reading the printed transcript, listening to the documentary, viewing the documentary, and a nontreatment control condition. Checklist and multiple-choice tests were designed to measure knowledge of t

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!