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Direct linkWebb, Stuart; Chang, Anna C.-S. – Studies in Second Language Acquisition, 2022
There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred…
Descriptors: Learning Processes, Phrase Structure, Undergraduate Students, Comparative Analysis
Feng, Yanxue; Webb, Stuart – Studies in Second Language Acquisition, 2019
This 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…
Descriptors: Vocabulary Development, Prior Learning, Second Language Learning, Second Language Instruction
Boers, Frank; Lindstromberg, Seth; Webb, Stuart – RELC Journal: A Journal of Language Teaching and Research, 2014
Previous research has furnished evidence that alliterative expressions (e.g. "a slippery slope") are comparatively memorable for second language learners, at least when these expressions are attended to as decontextualized items (Lindstromberg and Boers, 2008a; Boers et al., 2012). The present study investigates whether alliteration…
Descriptors: Second Language Learning, English (Second Language), Phrase Structure, Literary Devices
Webb, Stuart; Newton, Jonathan; Chang, Anna – Language Learning, 2013
This study investigated the effects of repetition on the learning of collocation. Taiwanese university students learning English as a foreign language simultaneously read and listened to one of four versions of a modified graded reader that included different numbers of encounters (1, 5, 10, and 15 encounters) with a set of 18 target collocations.…
Descriptors: Incidental Learning, Phrase Structure, English (Second Language), Second Language Learning
Webb, Stuart; Chang, Anna C-S. – Canadian Modern Language Review, 2012
Previous research investigating the effects of unassisted and assisted repeated reading has primarily focused on how each approach may contribute to improvement in reading comprehension and fluency. Incidental learning of the form and meaning of unknown or partially known words encountered through assisted and unassisted repeated reading has yet…
Descriptors: Test Construction, Foreign Countries, Reading Comprehension, Novices
Rodgers, Michael P. H.; Webb, Stuart – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words…
Descriptors: Television, Television Viewing, Scripts, Content Analysis
Download full textWebb, Stuart – Reading in a Foreign Language, 2007
This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and…
Descriptors: Sentences, Vocabulary Development, English (Second Language), Japanese
