Research investigating incidental vocabulary learning through listening to songs has primarily relied on participants' 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 present study explores the incidental learning of formulaic sequences (FS) from audio-visual input and factors affecting the learning of FS. A pretest-posttest, within-participant design was adopted. English-as-a-foreign-language learners (L1 = Dutch; n = 42) watched a one-hour English-language documentary without subtitles. Learning gains…

The present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, "Goodbye Mr. Hollywood," on a computer screen while their eye…

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…

This paper reports replications of studies of implicit artificial grammar (AG) learning and explicit series-solution learning with experienced second language learners in order to examine their population and content generalizability. As found by Reber, Walkenfeld, and Hernstadt (1991), there was significantly greater variance in explicit compared…