Manding is an important skill for children to learn to access not only preferred items but also information that can be crucial to their success in academic, professional, or social settings. There is a need to continue research to best teach mands for information. The current study examined the effectiveness of using incidental teaching to teach…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

Research shows that meaning-focused reading offers opportunities for incidental grammar acquisition. However, the number of such studies remains limited and none have examined the role of both in-text encounters with grammar structures and reading comprehension in this learning. The present study filled these gaps. Employing a between-group,…

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete…

This study investigated if second language (L2) learners' incidental collocation learning from engaging in task-based reading would be moderated by their individual differences in cognitive abilities. Eighty-one Cantonese speakers were invited to review three English articles and determine if they were acceptable for publication in a lifestyle…