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Showing 1 to 15 of 41 results Save | Export
Green, Clarence – Reading in a Foreign Language, 2022
This paper contributes to a research program within extensive reading (ER) and "Reading in a Foreign Language" using corpora to simulate ER input to develop vocabulary through incidental learning to 9,000 words. This helps researchers/teachers evaluate ER. If corpora indicate no 'pathway' from smaller to larger vocabulary sizes through…
Descriptors: Computational Linguistics, Vocabulary Development, Reading Materials, Teaching Methods
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Green, Clarence – Language and Education, 2023
This study evaluates the potential for incidentally learning early reading vocabulary through the extensive viewing (EV) of children's movies/television with subtitles. Recent research has investigated how much exposure to important vocabulary EV and extensive reading (ER) provides. Investigations compute the number of repetitions of target…
Descriptors: Incidental Learning, Reading Processes, Vocabulary Development, Films
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Kaman-Ertürk, Ayse; Gokgoz-Kurt, Burcu – Reading Matrix: An International Online Journal, 2023
Vocabulary learning constitutes an essential component of language learning and teaching. The type of input students receive is one of the factors that affect the pace and range of this learning. In the incidental vocabulary learning process, learners have been shown to benefit from exposure to a variety of input types to varying degrees. In this…
Descriptors: Vocabulary Development, Linguistic Input, Comparative Analysis, Learning Processes
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Ahmet Çekiç – Computer Assisted Language Learning, 2024
Despite increasing number of studies on incidental vocabulary learning through viewing in a foreign language, glosses, which have been proven to have facilitative effects in incidental vocabulary learning via other modes of input, have remained underexplored in audiovisual input. The current study investigates the effects of (1) traditional gloss…
Descriptors: Incidental Learning, Linguistic Input, Audiovisual Instruction, Teaching Methods
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LaScotte, Darren – TESL Canada Journal, 2020
To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children,…
Descriptors: Listening Comprehension, Aural Learning, Second Language Learning, Second Language Instruction
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Tang, Zhongqing – English Language Teaching, 2020
Vocabulary acquisition, after being neglected for centuries, aroused people's attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass & Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary…
Descriptors: Incidental Learning, Vocabulary Development, Linguistic Input, Educational Research
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Thomas, Nathan – Reading in a Foreign Language, 2020
The incidental or implicit learning of vocabulary has long been a topic of interest in various disciplines. In studies on foreign language acquisition, reading is often the activity that researchers use to generate their findings. "Reading in a Foreign Language" has maintained its position at the forefront of this research, consistently…
Descriptors: Incidental Learning, Second Language Learning, Vocabulary Development, Code Switching (Language)
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Teng, Feng – Language Learning Journal, 2019
The research on incidental vocabulary acquisition through reading has claimed that repeated encounters of unfamiliar words and the context in which these words occur facilitate word learning. However, so far both variables have been investigated in isolation. This study was conducted to explore the impact of context types, word occurrence…
Descriptors: Cues, Word Frequency, Linguistic Input, Incidental Learning
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Fichtner, Friederike; Barcroft, Joe – Reading in a Foreign Language, 2021
Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction (Barcroft, 2012) provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a…
Descriptors: Second Language Learning, Second Language Instruction, Self Concept, German
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Hsu, Wenhua – LEARN Journal: Language Education and Acquisition Research Network, 2022
English-medium instruction (EMI) is gaining popularity among EFL higher education institutions. However, not all EMI programs provide the same English immersion as those in the Anglosphere. The researcher targeted English medium university textbooks as a research focus, since they are first and foremost learning material of specialist knowledge…
Descriptors: Civil Engineering, Engineering Education, Undergraduate Students, Computational Linguistics
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Vu, Duy Van; Peters, Elke – Studies in Second Language Acquisition, 2022
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group…
Descriptors: Linguistic Input, Phrase Structure, Vocabulary Development, Predictor Variables
Kyoko Kobayashi Hillman – ProQuest LLC, 2020
Research on advanced L2 adult learners and viable classroom instruction for them has become increasingly important along with increasing global connections. This study investigated the effects of different kinds of spoken input modification on listening comprehension and incidental vocabulary learning by 106 advanced Chinese speakers of Japanese…
Descriptors: Auditory Stimuli, Vocabulary Development, Japanese, Second Language Learning
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Nguyen, Chi-Duc; Boers, Frank – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2019
This study investigates the potential benefits for incidental vocabulary acquisition of implementing a particular sequence of input--output--input activities. More specifically, learners of English as a foreign language (EFL; n = 32) were asked to watch a TED Talk video, orally sum up its content in English, and then watch the video once more. A…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Speeches
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Green, Clarence – Language Learning & Technology, 2022
This paper computes estimates of the potential for Extensive Reading (ER) and Extensive Viewing (EV) to support the academic and discipline-specific vocabulary needs of students. While research into ER/EV for general vocabulary is well-established, only recently has academic vocabulary begun to be researched. Given curriculum time constraints,…
Descriptors: Linguistic Input, Vocabulary Development, Academic Language, Incidental Learning
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Whyte, Shona; Edmonds, Amanda; Palasis, Katerina; Gerbier, Emilie – Research-publishing.net, 2022
Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021),…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Learning Processes
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