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Alsina Naudi, Anna – L2 Journal, 2022
One of the major challenges for any L2 teacher is to integrate vocabulary components into a course. Determining what words to select in order to satisfy the goals of the course and what instructional methodology best suits the purpose of vocabulary learning are not easy tasks. Even more difficult is dealing with the formulaic terminology of a…
Descriptors: Instructional Design, Second Language Learning, Second Language Instruction, Vocabulary Development
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Yorganci, Mehtap; Subasi, Gonca – International Online Journal of Education and Teaching, 2022
Recently vocabulary studies have mainly focused on two forms of vocabulary acquisition: incidental and intentional vocabulary acquisition. For incidental vocabulary acquisition, Task-induced Involvement Load Hypothesis (TILH) was put forward by Hulstijn and Laufer (2001) to investigate the vocabulary tasks by comparing their levels of involvement…
Descriptors: Vocabulary Development, English (Second Language), Second Language Instruction, Incidental Learning
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M. Stratton, James – Modern Language Journal, 2022
Although English and German are both Germanic languages, due to various historical changes, many of their cognates are no longer easily recognizable. This study examined whether knowledge of language history can be beneficial to learners when learning English-German cognates. Thirty-five English-speaking second language (L2) learners of…
Descriptors: Incidental Learning, Second Language Learning, Second Language Instruction, German
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Karami, Amirreza; Bowles, Freddie A. – Australian Journal of Teacher Education, 2019
The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of the two best prepares students for learning and retaining vocabulary in English as foreign language learning (EFL) classrooms. Three experimental groups and three control groups were selected. All groups were…
Descriptors: Incidental Learning, Intentional Learning, Vocabulary Development, Instructional Effectiveness
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Danilina, Svetlana; Shabunina, Viktoriia – Advanced Education, 2020
The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved…
Descriptors: Intentional Learning, Incidental Learning, English for Special Purposes, Second Language Learning
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Zubenko, Tetiana; Shwedel, Allan – Advanced Education, 2019
This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional…
Descriptors: Electronic Learning, Handheld Devices, Physical Activities, Integrated Activities
Rieber, Lloyd P. – 1991
The effects of visual grouping strategies involving animated and static graphic presentations on learning were studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence in the hope of replicating results from previous research. A total of 39 fourth graders participated in an…
Descriptors: Animation, Comparative Analysis, Computer Assisted Instruction, Computer Graphics
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Kamps, Debra M.; And Others – Preventing School Failure, 1995
A social intervention for 4- and 5-year olds exhibiting behavior problems is described. The multiyear social skills program includes direct instruction of social skills, incidental teaching, and reinforcement procedures. Training of school staff and program implementation are highlighted. Observable improvements in peer interactions resulted from…
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Incidental Learning