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Yanagisawa, Akifumi; Webb, Stuart – Language Learning, 2021
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH…
Descriptors: Linguistic Theory, Vocabulary Development, Second Language Learning, Second Language Instruction
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Uchihara, Takumi; Webb, Stuart; Yanagisawa, Akifumi – Language Learning, 2019
This meta-analysis aimed to clarify the complex relationship between repetition and second language (L2) incidental vocabulary learning by meta-analyzing primary studies reporting correlation coefficients between the number of encounters and vocabulary learning. We synthesized and quantitatively analyzed 45 effect sizes from 26 studies (N = 1,918)…
Descriptors: Meta Analysis, Incidental Learning, Vocabulary Development, Second Language Learning
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Chavez-Oller, Mary Anne; And Others – Language Learning, 1985
Considers whether scores on cloze items are generally sensitive to amounts of context in excess of 10 words on either side of them and, if not, when they are sensitive to long-range constraints. Concludes that some are sensitive to constraints that reach beyond 50 words on either side of a blank. (SED)
Descriptors: Cloze Procedure, Context Clues, Language Research, Language Tests
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Liao, Yan; Fukuya, Yoshinori J. – Language Learning, 2004
This study investigates the avoidance of English phrasal verbs by Chinese learners. Six groups of Chinese learners (intermediate and advanced; a total of 70) took one of 3 tests multiplechoice, translation, or recall, which included literal and figurative phrasal verbs, while 15 native speakers took the multiple-choice test. The results show that…
Descriptors: Test Format, Semantics, Native Speakers, Interlanguage