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…

Vocabulary acquisition is a central component of second language learning. While there have been advancements in our understanding of the factors contributing to vocabulary acquisition in L2 students, it is still unclear how language aptitude is associated with the effects of task involvement load in this process. This study investigates the…

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…

I investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word…

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…

Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value…

Purpose: This study aims to investigate the effects of word internal morphological form variation on adult first language (L1) (n = 20) incidental vocabulary acquisition through reading. Design/methodology/approach: Participants were given a 37,611-token English novel containing pseudo words, placed throughout the text by the novelist. Two…

Response time variability and its changes over time have been interpreted as indicative of levels of knowledge automatization. Predominantly, only declines in variability have been examined over the course of practice and growing second language proficiency. We discuss possible scenarios that may involve increasing, rather than declining…

The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The…

This study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel…

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants' incidental acquisition of…

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation…

This paper describes a task-based activity used at the United States Military Academy, in their first- through third-semester Portuguese language sequence "Proficiencies" (Proficiências). The stand-alone task-based activity can be an effective tool in gaining foreign-language proficiency at even the lowest levels of classroom instruction…

The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word…

This book focuses on theory, research, and practice related to "lexical input processing" (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as…