INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE

1999 ◽  
Vol 21 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Thomas Huckin ◽  
James Coady
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Extensive Reading ◽  
Intensive Research ◽  
Actual Mechanism ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition

It is widely agreed that much second language vocabulary learning occurs incidentally while the learner is engaged in extensive reading. After a decade of intensive research, however, the incidental learning of vocabulary is still not fully understood, and many questions remain unsettled. Key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies, the value of teaching explicit guessing strategies, the influence of different kinds of reading texts, the effects of input modification, and, more generally, the problems with incidental learning. This article briefly surveys the empirical research that has been done on these issues in recent years.

scholarly journals The Influence of Reading Purpose on Second Language: Incidental Vocabulary Acquisition

2019 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Huang Shuke ◽  
Pan Cuiqiong
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Empirical Studies ◽  
Relevant Literature ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
At Home

<p>In recent years, the study of incidental vocabulary acquisition has received worldwide attention from scholars at home and abroad. Based on the relevant literature and some relevant empirical studies, this paper mainly explores the influence of reading purposes on the incidental acquisition of second language vocabulary in natural reading. It also put forward some constructive suggestions on how to use these factors to guide students' vocabulary learning.<strong><em></em></strong></p>

The effect of glossing on incidental vocabulary acquisition in the learning of Chinese as a second language

2019 ◽  
Vol 5 (1) ◽  
pp. 25-43
Author(s):  
Xiaoling He
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Learning Style ◽  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Relative Effectiveness ◽  
Retention Rates ◽  
Specific Reference ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition

AbstractResearch on L2 vocabulary acquisition shows that under the right conditions, incidental learning can take place through reading. It is also known that the likelihood of such learning can be enhanced through effective instructional intervention, mainly in the form of reading glosses. Compared to English and other European languages, relatively little is known about glossing and vocabulary acquisition in the context of Chinese as a second language. In this study, we focus on incidental vocabulary acquisition in Chinese and investigate the relative effectiveness of three kinds of glosses: paper-based glosses (PB); e-dictionary glosses (ED), Pop-up glosses (PD). As a related issue, we also consider whether there are differences in learning style and learning preferences between adult learners and teenage learners with specific reference their use of different kinds of glosses. Regarding the effectiveness of different kinds of glossing, it is found that glossing (of different varieties) is generally useful in bringing about some positive outcome. While no significant differences were found generally between different kinds of glosses, it is found that paper-based glosses performed at least as well as CLL-based ones for the adult learners. Adult learners also differ from the younger group in long-term retention rates. Several possible reasons are offered to explain these differences which relate to the learning styles and preferences of different age groups.

The effect of morphological form variation on adult first language incidental vocabulary acquisition through reading

2019 ◽  
Vol 18 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Barry Lee Reynolds
Keyword(s):  
Vocabulary Acquisition ◽  
First Language ◽  
Low Frequency ◽  
Extensive Reading ◽  
Morphological Form ◽  
Content Type ◽  
English Novel ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Drawing Tasks

PurposeThis 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/approachParticipants were given a 37,611-token English novel containing pseudo words, placed throughout the text by the novelist. Two unexpected vocabulary assessments were administered at the completion of the reading task.FindingsResults showed statistically significant effects for morphological form variation, with the readers having incidentally acquired more words whose tokens did not vary in form (i.e. no exposure to inflectional or derivational variants). However, a large effect size was present only for low-frequency words (two-four exposures).Originality/valueDiscussion of the results is given regarding the feasibility of enhancing adult L1 college readers’ morphological awareness through extensive reading and attention-drawing tasks.

scholarly journals Effect of Computer Multimedia Assisted Word Annotation on Incidental Vocabulary Acquisition of English Reading

2019 ◽  
Vol 14 (13) ◽  
pp. 21
Author(s):  
Mengqing Han ◽  
Shanshan Niu
Keyword(s):  
Empirical Research ◽  
Vocabulary Acquisition ◽  
Experimental Result ◽  
Computer Assisted ◽  
Positive Role ◽  
Multimedia Annotation ◽  
English Reading ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Research Experiment

This paper aims at researching the effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of English reading of Chinese students. An empirical research experiment is designed based on the ideas of word annotation, incidental vocabulary acquisition, multimedia annotation, and so on. Through analyzing, three main problems are put forward in this paper. In the empirical experiment, two variables of different annotation modes and subjects’ English levels are designed and immediate test and delayed test are adopted. By selecting suitable test subjects, test materials and test tool, an empirical research has been conducted and the corresponding conclusions have been drawn. The re-search takes the effect of individual English level differences on incidental vocabulary acquisition of English reading and the experimental result play a positive role in the selection of suitable computer assisted annotation modes for students of different English levels.

scholarly journals Incidental English Vocabulary Acquisition Through Reading: A Review in the Last Two Decades

2019 ◽  
Vol 12 (12) ◽  
pp. 39
Author(s):  
Fangfang Zou ◽  
Xiaoqin Yan
Keyword(s):  
Empirical Research ◽  
Vocabulary Acquisition ◽  
Affecting Factors ◽  
English Reading ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Teaching Implications

This article reviews the empirical research on incidental vocabulary acquisition in English reading in the latest twenty years from three aspects: its comparison with intentional vocabulary acquisition, its affecting factors and previous studies of its problems. Teaching implications have also been provided.

scholarly journals English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions

2021 ◽  
Author(s):  
◽  
Michael P.H. Rodgers
Keyword(s):  
Language Learning ◽  
Significant Relationship ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
First Episode ◽  
Medium Size ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Learning ◽  
Incidental Vocabulary Acquisition

<p>In the English as a Foreign Language (EFL) setting it may be a challenge to obtain the second language input necessary for language learning. A potential source of input may be episodes of television; however, little previous research has been done indicating whether episodes are a suitable source of aural input for EFL learning. Past research has concentrated on short videos of a type that learners might not choose to learn English from. The experimental design employed in this thesis expands upon earlier methodologies by employing full-length episodes of television intended for an English-speaking audience. The thesis is comprised of five studies investigating aspects of language learning through viewing television. The first study examines comprehension gains from the first to the tenth episode viewed, comprehension across 10 episodes viewed, and the effects of vocabulary knowledge on comprehension. The results showed significant comprehension gains from the first to the final episode viewed. Comprehension scores across the eight intervening episodes were all higher than the initial episode but scores were episode-dependent. The results also showed small to moderate correlations between vocabulary knowledge and comprehension for each of the 10 episodes. The second study investigated the effects of viewing over 7 hours of television on incidental vocabulary learning, and the effects of the frequency and range of occurrence of lower frequency words within the episodes on vocabulary learning. Two tests measuring knowledge of form-meaning connection at differing sensitivities were used to assess vocabulary knowledge. Results showed vocabulary gains of approximately six words on both tests. Frequency of occurrence was found to have a medium-size correlation with vocabulary gains. No significant relationship was found between range of occurrence and acquisition. The third study examined whether increased lexical coverage leads to increased comprehension of television and greater incidental vocabulary learning. Results showed that comprehension improved with increased lexical coverage for six of the 10 episodes. In these episodes, participants with approximately 94% lexical coverage were found to have higher comprehension scores than participants with less lexical coverage. Results showed no significant relationship between incidental vocabulary acquisition and lexical coverage. In the fourth study, two surveys examined language learners‟ attitudes towards learning English through viewing episodes of television. One survey followed each episode and examined learners‟ beliefs about: their enjoyment of the episode, the usefulness of studying English through viewing the episode, their level of learning from the episode, and their comprehension of the episode. For all items, mean responses were significantly higher following the final episode than following the first episode. On the survey that followed viewing all the episodes, participants had generally favorable attitudes towards language learning through viewing television. The fifth study investigated how the presence of captions affected the aspects of language learning examined in Studies 1 to 4. The most salient finding from this study was that the presence of captions improved comprehension for episodes early in the viewing process and for difficult episodes. Taken as a whole, this thesis shows the value of using episodes of television for language learning.</p>

scholarly journals Incidental vocabulary acquisition from documentary viewing: A study on the role of captions

2019 ◽  
Vol 1 (1) ◽  
pp. 75-96
Author(s):  
Marion Durbahn
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Relative Gains ◽  
L2 Vocabulary

This study investigated the incidental acquisition of second language (L2) vocabulary through the viewing of a 30-minute science documentary and the effect of captioning on this process. Thirty-four English language learners watched two documentaries (one captioned and one uncaptioned) and were then assessed on their knowledge of a set of words appearing in the documentaries. Results of the Vocabulary Tests (Form-recall/Spelling, and Meaning recognition) showed that documentary viewing led to significant acquisition of new vocabulary and that the captioning condition had a significant effect on this learning. Captioning boosted the gains on meaning recognition, form recall and spelling. Results indicated that relative gains in the captioning condition are 8% significantly higher than in the uncaptioned condition.

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