Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 5 |
Since 2016 (last 10 years) | 8 |
Since 2006 (last 20 years) | 9 |
Descriptor
Source
Language Learning | 2 |
Modern Language Journal | 2 |
Studies in Second Language… | 2 |
Language Teaching Research | 1 |
TESOL Journal | 1 |
TESOL Quarterly: A Journal… | 1 |
Author
Webb, Stuart | 9 |
Iwaizumi, Emi | 3 |
Uchihara, Takumi | 3 |
Saito, Kazuya | 2 |
Trofimovich, Pavel | 2 |
Jin, Zhouhan | 1 |
Nakata, Tatsuya | 1 |
Peters, Elke | 1 |
Rogers, James | 1 |
Yanagisawa, Akifumi | 1 |
Publication Type
Journal Articles | 9 |
Reports - Research | 8 |
Information Analyses | 1 |
Education Level
Higher Education | 3 |
Postsecondary Education | 3 |
Audience
Location
Japan | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Iwaizumi, Emi; Webb, Stuart – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which…
Descriptors: Vocabulary Development, Native Language, Second Language Learning, Second Language Instruction
Iwaizumi, Emi; Webb, Stuart – Language Learning, 2023
This study explores the effects of receptive derivational affix knowledge, derivative frequency, part of speech, and vocabulary breadth on production of derivatives. Twenty-one speakers of English as a first language and 107 learners of English as a second language were asked to produce derivatives for 90 prompt words on a decontextualized…
Descriptors: Student Characteristics, Vocabulary Development, English (Second Language), Second Language Learning
Iwaizumi, Emi; Webb, Stuart – TESOL Journal, 2021
Research has indicated that first language (L1) English speakers acquire derivational knowledge--the ability to understand and produce derived forms of a word--through increased exposure to the language (e.g., Anglin, 1993). Second language (L2) research has shown that L2 English learners tend to have limited productive derivational knowledge in…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)
Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel – Language Learning, 2023
The current study investigated the effects of repetition on the learning of second language (L2) spoken word forms. Japanese university students learning L2 English were randomly assigned to one of three treatment conditions (one, three, and six exposures) and learned 40 words while hearing them and viewing their corresponding pictures. A…
Descriptors: Pronunciation, Intelligibility, Second Language Learning, Second Language Instruction
Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel – Modern Language Journal, 2022
This study examined how mode of input affects the learning of pronunciation and form-meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
Jin, Zhouhan; Webb, Stuart – Modern Language Journal, 2020
This study investigated incidental learning of single-word items and collocations through listening to teacher talk. Although there are several studies that have investigated incidental vocabulary learning through listening, no intervention studies have explicitly investigated the extent to which listening to teachers in a classroom context might…
Descriptors: Vocabulary Development, Native Language, Pretests Posttests, Correlation
Peters, Elke; Webb, Stuart – Studies in Second Language Acquisition, 2018
Research has begun to demonstrate that L2 words can be learned incidentally through watching audiovisual 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…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Television Viewing
Yanagisawa, Akifumi; Webb, Stuart; Uchihara, Takumi – Studies in Second Language Acquisition, 2020
This meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies (N = 3802) meeting the inclusion criteria were meta-analyzed. The results…
Descriptors: Meta Analysis, Second Language Learning, Second Language Instruction, Reading Comprehension
Rogers, James; Webb, Stuart; Nakata, Tatsuya – Language Teaching Research, 2015
This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English-Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated…
Descriptors: Vocabulary Development, Second Language Learning, Scoring, Recall (Psychology)